Tracy Xiang:

Taobao Classmates (not official translation) , an online course market, was launched recently. Teachers, education organizations or agencies, or third-party online education services can set up Taobao stores to sell live broadcasts, recorded videos, offline courses or events, or courses on third-party sites (including Tmall) — in short, anyone is allowed to set up a store selling online educational content or related physical goods such as offline event tickets.
Just the same with buying physical goods on Taobao, consumers need to log into Taobao and pay with Alipay — not a problem to the majority of Chinese. There is, of course, no delivery fee unless a store charges you for delivering physical tickets and the like.

Shari Ackerman:

In the past three years, 18 states have lifted caps on the number of charters schools allowed, another sign that lawmakers are embracing charters as valuable options in public education.
“I think there’s a growing recognition from state policymakers that charter schools are one of the pieces of the puzzle of education reform,” said Todd Ziebarth of the National Alliance for Public Charter Schools. “They’re not the silver bullet. They’re not a panacea.”
But when charter schools are allowed to push the traditional system, they can become the labs of innovation they were designed to be, he said.
The information on caps comes in a new report from the alliance, which also looked at other changes states have made to charter school laws. Forty-two states and the District of Columbia now have charter schools, and the alliance concluded 35 of them strengthened their laws. In the alliance’s view, that could mean anything from increasing transparency of the approval process to ensuring local charter school authorizers are adequately funded.
Most of the progress was on lifting the caps, said Ziebarth, who co-authored the report and is the alliance’s senior vice president for state advocacy and support. Between 2010 and the beginning of 2013, 16 states lifted caps. Since January, Mississippi and Texas have joined the list.

Michael Vasquez:

After an overhaul of high school schedules implemented last year — forcing some teachers to take on an additional class — the Broward school district now owes its teachers as much as $20 million in back pay.
The district doesn’t dispute its teachers are owed money, but in closed-door negotiations, officials have requested a 20-year payment plan, according to Broward Teachers Union President Sharon Glickman.
Glickman said she was astounded by the “insulting” offer, and immediately rejected it.
“I said, ‘You’re going to pay teachers when they’re in the cemetery, when they’re no longer alive?,'” Glickman said, adding that she’s received hundreds of emails from teachers who want to be paid immediately. Glickman said the school district also made a separate offer: pay the affected teachers between $2,000 and $3,000 each, over a period of a couple of years.

Barry Garelick, via a kind email:

I am a mathematics teacher. I majored in math and, prior to going into teaching, used it throughout my career.
My facility with math is due to good teaching and good textbooks. I fully expected the same for my daughter, but after seeing what passed for mathematics in her elementary school, I became increasingly distressed over how math is currently taught in many schools.
Optimistically believing that I could make a difference in at least a few students’ lives, I decided that after I retired, I would teach high school math. To obtain the necessary credential, I enrolled in George Mason University Graduate School for Education in the fall of 2005.
The ed school experience did have some redeeming features. Most of my teachers had taught in K-12, and had valuable advice about classroom management problems and some good common-sense approaches to teaching that didn’t rely on nausea-inducing theories.
Those theories are inescapable, unfortunately.
Specifically, many education theorists hold that when students discover material for themselves, they learn it more deeply than when it is taught directly. In this vein, the prevailing belief in the education establishment is that although direct instruction is effective in helping students learn and use algorithms and mathematical procedures, it is ineffective in helping students develop mathematical thinking.

Christina Hoff Sommers:

As school begins in the coming weeks, parents of boys should ask themselves a question: Is my son really welcome? A flurry of incidents last spring suggests that the answer is no. In May, Christopher Marshall, age 7, was suspended from his Virginia school for picking up a pencil and using it to “shoot” a “bad guy” — his friend, who was also suspended. A few months earlier, Josh Welch, also 7, was sent home from his Maryland school for nibbling off the corners of a strawberry Pop-Tart to shape it into a gun. At about the same time, Colorado’s Alex Evans, age 7, was suspended for throwing an imaginary hand grenade at “bad guys” in order to “save the world.”
In all these cases, school officials found the children to be in violation of the school’s zero-tolerance policies for firearms, which is clearly a ludicrous application of the rule. But common sense isn’t the only thing at stake here. In the name of zero tolerance, our schools are becoming hostile environments for young boys.

Mark Edmundson:

Where should you go to college–assuming you’re a high school student and getting ready for this new phase of your life? Where should you encourage your son or daughter to go–assuming that you’re a parent? As a college professor, I get asked the where-to-go question frequently, and I know that all of us teaching in colleges and universities do too. How should one answer? What is the right thing to say to someone deciding on his or her future? For myself, I’m inclined to respond by posing another question.
Are you looking for a corporate city, or are you looking for a scholarly enclave? Neither of these kinds of schools exists in its pure form. To the scholarly enclave, even the most ideal, there will always be a practical, businessy dimension. Somebody’s got to keep the books and pay the bills. And even in the most corporate of colleges, there will be islands of relative scholarly idealism.
Many, if not most, American high school students have already had a taste of the corporate city. These are students and parents who are emerging from the mouth of that great American dragon called the “good high school.” I won’t hide my prejudices: I have a lot of qualms about the good American high school. Most good high schools now look to me like credential factories. They are production centers that kids check in to every day. The motivated, success- oriented students set to work from the moment of arrival, producing something, manufacturing something. And what they produce are credentials. High schools now are credential factories in overdrive.
It doesn’t mean that students don’t have to work to get those credentials: Of course they do. It takes lots of effort, planning, and organization– and it takes some smarts– to get what students, the workers in the high school factory, are out to get. Students feel that they need to get A’s– they need to excel in their courses. They also feel they need to stimulate the goodwill of their teachers and their guidance counselors: Those recommendations are crucial. Students in high school now also need to rack up lots of extracurriculars: They need to do some community service; they need to be president (or, maybe better, treasurer) of a club or two; it’s good as well if they can play at least one varsity sport, or, if they are prone to stumbling over their own feet (as I was in high school), they can at least manage a team or keep the uniforms clean.

Diane D’Amico:

Two of three bills to help students with dyslexia and other reading disorders get more help in school were signed Wednesday by Gov. Chris Christie.
The two bills require teachers to get training in reading disabilities, and require the state Department of Education to providing training opportunities for teachers.
A third bill that has not yet been signed, and the one considered most important by advocates, would require the state to incorporate the International Dyslexia Association’s definition of dyslexia into state special education regulations. Currently the state classifies students with dyslexia only as having a specific learning disability.
A fourth bill that would require that all children be screened for reading disabilities by the end of first grade has been approved by the Senate, but not yet by the Assembly.

via a kind Wisconsin Reading Coalition email:

One requires teachers to get training in reading disabilities, and the other requires the NJ Department of Education to provide training opportunities for teachers.
Other pending legislation includes a statutory definition of dyslexia based on the definition used by the International Dyslexia Association, screening for reading disabilities by 1st grade, and developing a certificate for teachers of students with dyslexia.

Meg Hagerty:

Tyler Weaver calls himself “the king of the reading club” at Hudson Falls Public Library. But now it seems Hudson Falls Public Library Director Marie Gandron wants to end his reign and have him dethroned.
The 9-year-old boy, who will be starting fifth grade next month, won the six-week-long “Dig into Reading” event by completing 63 books from June 24 to Aug. 3, averaging more than 10 a week.
He has consistently been the top reader since kindergarten, devouring a total of 373 books over the five contests, according to his mother, Katie.
“It feels great,” said Tyler, an intermediate scholar student at Hudson Falls School. “I think that was actually a record-breaking streak.”

Sherman Dorn:

In June, Ron Matus introduced a short series of entries responding to his question, “Can teachers unions adapt?” Responses came from anti-union writers Gary Beckner and Terry Moe, from DFER staff member and former journalist Joe Williams, and from former Pinellas County Teachers Association head and current SUFS president Doug Tuthill.
I am a current member and former officer in the United Faculty of Florida (Florida’s college and university faculty union), but I think the most useful approach I can suggest comes from my role as an education historian. The reality is that teachers unions (or any organizations tied to schooling) have a long record of varied change in response to circumstances.
Despite occasional crass claims about an educational status quo and “industry-era education,” rough stability is a more useful concept for education history than absolute fixedness. As David Tyack and Larry Cuban argue in their wonderful history of school reform, Tinkering toward Utopia, change often happens through long-term trends rather than through the more visible and cyclical rhetoric of the reform du jour.
More importantly, the sources of relative stability derive more from shared values and long-term social dilemmas than come from either self-interest (as Joe Williams claims) or from bureaucracy. Bureaucracy has its influences and people include material self-interest as part of their identity and their role in organizations like unions. But schools have social scripts for all sorts of reasons, including our country’s bundling of education with citizenship and the common experiences adults remember from their time in schools.

Scott Jaschik:

Critics of affirmative action generally argue that the country would be better off with a meritocracy, typically defined as an admissions system where high school grades and standardized test scores are the key factors, applied in the same way to applicants of all races and ethnicities.
But what if they think they favor meritocracy but at some level actually have a flexible definition, depending on which groups would be helped by certain policies? Frank L. Samson, assistant professor of sociology at the University of Miami, thinks his new research findings suggest that the definition of meritocracy used by white people is far more fluid than many would admit, and that this fluidity results in white people favoring certain policies (and groups) over others.
Specifically, he found, in a survey of white California adults, they generally favor admissions policies that place a high priority on high school grade-point averages and standardized test scores. But when these white people are focused on the success of Asian-American students, their views change.

Sara Goldrick-Rab:

Fast forward, and after attending a presentation at this year’s ASA in New York last week, I’ve come to question my assessment–and theirs. At the time, I was looking at percentage point gains over time, and we know that these are not a good way to assess effect sizes since they do not take into account the amount of variation in the sample. Once the gains are standardized, Arum and Roksa find that students tested twice, four years apart, improve their scores on the Collegiate Learning Assessment by an average of 0.46 standard deviations. Now that’s a number we can begin to seriously consider.
Is a gain of 0.46 sd evidence of “limited learning” and something to sniff at? As I said back in 2009, we need a frame of reference in order to assess this. In the abstract, an effect size means little if anything at all.
For their part, the authors point to a review of research by Ernie Pascarella and Pat Terenzini indicating that on tests given at the time, students in the 1980s gained about 1 standard deviation. Doesn’t that mean students learn less today than they once did, and that that’s a problem? Actually, no.
Scores cannot simply be compared across different tests. The scales on tests differ and can only be linked by administering the same test to comparable people. Clearly, the CLA was not administered to students attending college in the 1980s. Nor, for that matter, were students then comparable in demographic characteristics to the students of today, or were the conditions of testing the same.

Tamar Lewin:

Next January, the Georgia Institute of Technology plans to offer a master’s degree in computer science through massive open online courses for a fraction of the on-campus cost, a first for an elite institution. If it even approaches its goal of drawing thousands of students, it could signal a change to the landscape of higher education.
From their start two years ago, when a free artificial intelligence course from Stanford enrolled 170,000 students, free massive open online courses, or MOOCs, have drawn millions and yielded results like the perfect scores of Battushig, a 15-year-old Mongolian boy, in a tough electronics course offered by the Massachusetts Institute of Technology.
But the courses have not yet produced profound change, partly because they offer no credit and do not lead to a degree. The disruption may be approaching, though, as Georgia Tech, which has one of the country’s top computer science programs, plans to offer a MOOC-based online master’s degree in computer science for $6,600 — far less than the $45,000 on-campus price.
Zvi Galil, the dean of the university’s College of Computing, expects that in the coming years, the program could attract up to 10,000 students annually, many from outside the United States and some who would not complete the full master’s degree. “Online, there’s no visa problem,” he said.

BBC:

Using Facebook can reduce young adults’ sense of well-being and satisfaction with life, a study has found.
Checking Facebook made people feel worse about both issues, and the more they browsed, the worse they felt, the University of Michigan research said.
The study, which tracked participants for two weeks, adds to a growing body of research saying Facebook can have negative psychological consequences.
Facebook has more than a billion members and half log in daily.
“On the surface, Facebook provides an invaluable resource for fulfilling the basic human need for social connection. Rather than enhancing well-being, however, these findings suggest that Facebook may undermine it,” said the researchers.
Internet psychologist Graham Jones, a member of the British Psychological Society who was not involved with the study, said: “It confirms what some other studies have found – there is a growing depth of research that suggests Facebook has negative consequences.”
But he added there was plenty of research showing Facebook had positive effects on its users.

Emma Graham-Harrison:

The United States has stopped funding for a charity that educates some of Afghanistan’s most vulnerable abuse victims, including a tortured child bride and a teenager scarred by acid after refusing to marry a militia commander.
The decision to end financing for Aid Afghanistan for Education, which provides schools for girls and women excluded from government classrooms, came despite a pledge last month to spend more than $200m (£130m) on “women’s empowerment” as foreign troops head home.
Since funds were cut off this spring teachers have been leading classes for free in the hope that the charity’s director, Hassina Sherjan, can cobble together funds to pay their modest $140 monthly wages before they have to find new jobs.

I am thankful that former WEAC Executive Director Morris Andrews spent time recently to discuss public education 24MB mp3 audio.
Related: WEAC: An advocate for students as well as teachers WEAC has worked with Republicans and Democrats for the benefit of children..
I thought about this conversation during a recent drive through a “de-industrialized” city. I observed beautiful buildings, boarded structures, a well attended park event via a free lunch program, a jobless center across the street, emerging strip malls and a nearby Planned Parenthood facility (with protesters).

Valerie Strauss:

It takes some degree of chutzpah to evaluate teacher preparation programs with data said to be “in-depth” and “comprehensively collected” and then bury in small type the fact that some of the data isn’t actually all that trustworthy.
That’s what the New York City Department of Education did with the newly released reports that are said to grade teacher prep programs at colleges and universities in the city. The department put out a news release this week with the headline: “New York City Becomes the First Major School System in the Country to Comprehensively Collect and Analyze Data on New Teacher Hires from Post-secondary Schools of Education.” You can find individual reports on a department webpage under the title “Human Capital Data.”
The U.S. Education Department under Secretary Arne Duncan has been pushing “accountability” on teacher prep programs, using the standardized test scores of the students of the programs’ graduates as a key measure, despite warnings from testing experts that this is an unreliable way of evaluating teachers. New York is the first to do it but this effort is going to be reproduced around the country

NBC 10:

Helen Gym is the founder of Parents United for Public Education, an organization advocating for a strong Philadelphia public school system.
What is Parents United?
Parents United for Public Education came about to engage public school parents and charter parents all across the city to stand up around a strong public school system. With all the events that have transpired in the last year or so there’s nothing more important than the quality of our schools. It’s tied to our population, our future and tied to children –getting people engaged and active and passionate about our public schools.
Tell us a little more about yourself.
I’m a transplant from the Midwest, came here from college. Stayed here more permanently since the 90s. I’m a former public school teacher in the district. I was the first editor of the Philadelphia Public School Notebook. I’m a parent of three children. I helped found a charter school in Chinatown. I’m a daughter of immigrants.
What was life growing up in the Midwest?
My parents did not have that much. Everything I ever got in my life, including sports, art activities and community functions, learning to ride my bike at the park, swimming in public swimming pool came from public spaces. They have had an impact. That belief I carry with me. No matter what background you come from these public goods help all to give each other the quality and access to opportunity that many people would not have otherwise. I appreciate the fact that there was an amazing recreational center where I grew up (in Columbus, Ohio) that was public and free.

Vanessa Romo:

In Part One of a two-part interview, LA School Report contributor Vanessa Romo talks with Deasy about his relationship with teachers, the challenges of pioneering the new Common Core curriculum and the possibility that district-wide test scores might fall this year.
Q: Despite the upward trend of metrics that suggest the district is making progress – rising API scores, increasing graduation rates, and a significant reduction in suspension rates – the vast majority of respondents* to a teachers’ union survey found your performance either “below average” or “poor”, especially when it comes to morale and spending money. How do you answer your critics?
A: I can make no sense of it whatsoever. I have a fantastic relationship with the teachers of this district. Our teachers are doing a phenomenal job. I’ve been calling on the Board to give teachers and all employees a raise. I admire them, and I’m not confused about my mission, which is to lift youth out of poverty.
If you want to get technical about it, I don’t spend money. I make recommendations, and the [school] board decides. So since my recommendation is that 96 cents of every dollar go to schools, I don’t even know how to respond to that statement. I’m looking for partners to do this work with the teachers union leadership. I would love to have a partner to advance this work and recognize great teaching.

Pew Internet:

American teenagers ages 12 to 17 care about their privacy. Even as youth share increasing amounts of information online (and have information about them shared by others), they also take steps to manage what can be seen and who can access it. This report asks the questions: Who do teens rely on when working their way through the privacy choices that confront them each time they go online? And when they reach a point where they need outside help, where do teens turn for advice about how to manage their privacy online? These questions have great relevance for those who want to understand who or what influences teens as they make choices about what to share and what not to share online.
In order to fully understand how teens are managing their privacy online, this project collected data in two modes – first, through a nationally-representative telephone survey fielded in the summer of 2012, and second, through a series of focus group interviews with adolescents around the country. As our focus groups show, for their day-to-day privacy management, teens generally rely on themselves to figure out the practical aspects of sharing and settings on their own. The bulk of teens are figuring out how to manage their privacy themselves, whether by being walked through their choices by the app or platform when they first sign up, or through search and use of their preferred platform. However, the national survey shows that, at some point, the majority of teens have found themselves in a situation where they needed some outside advice about how to manage their privacy online.
70% of teen internet users have asked for or sought out advice on managing their privacy online. Teens are just as likely to reach out to their friends and peers as they are to reach out to their parents for advice.

Clint Flinley:

Rishi Satpathy was faced with an age-old high school problem. “I was in a class that none of my friends were in,” he says, “and I didn’t like the teacher.”
At most high schools, that’s a problem with no easy solution. Changing your schedule is like a ridiculously cruel game of Tetris where you have to go out and find the blocks yourself. You make countless calls to friends, comparing schedules one class at a time, and then there’s trip after trip to the guidance counselor as you try to fit your new set of classes together. But Satpathy and other students at the prestigious Illinois Math and Science Academy have a better way. They use a website called WikiRoster.
With the site — co-created by an IMSA alum — Satpathy can sync up with his friends and fill holes in his schedule from the web browser on his laptop. “It’s saved many, many trips to the guidance counselor,” he says.
Typically, high schools don’t post student schedules publicly due to privacy concerns, but there’s nothing to stop students from volunteering this information on a third-party website. That’s what happens on WikiRoster. Students can then instantly compare schedules and view them in a visual way that makes it all the easier to mix and match classes. Once school starts, they can also use the site to discuss homework assignments or collaborate on class projects.
Teenage founders Jason Lin, Kendrick Lau, and Jung Oh created the site while still in high school. Like many startups, it began as a way to scratch a personal itch.

Josh Moon:

The video that was posted online appeared to be a tour of the spa area at some swanky new hotel.
There were cascading waterfalls into hot and cold pools. There was an arcade section. A smoothie bar. Flat-screen TVs adorned every open space. There were lockers the members at Augusta National would find acceptable.
This was luxury, no doubt. But it was not at a hotel.
Instead, this shaky video tour was of the inside of a college football team’s training and lounge area. Specifically, it is the training, weight room and lounge area within the Mal Moore Athletic Complex on the campus of the University of Alabama.
Pricetag: $9 million. (And that’s just for the upgrades. The original facility, which opened in 2005, cost about $50 million.)
We have lost our minds.
And I say that not simply because a college football team’s training area now has a waterfall and a smoothie bar, which would, I think, be reason enough for me to make that statement, but also because these $9 million in upgrades to facilities that were pretty darn good to start with occurred at a school that just raised tuition on the average student for the sixth consecutive year.
This year, it went up 3 percent. Last year, it jumped 7 percent.

Related: Alabama participated in the 2011 TIMSS global exam along with Minnesota and Massachusetts. Wisconsin has never benchmarked our students via the global exams. We have been stuck with the oft-criticized WKCE.

TNTP.org:

Today, as schools across the country wrestle with new approaches to teacher training, evaluation, development and compensation, it is critical to consider and understand the views of teachers themselves. Beyond teachers unions and newer organizations that seek to amplify the opinions of practicing teachers, education leaders and policymakers often turn to scientific polls and surveys such as the MetLife Foundation’s annual Survey of the American Teacher.
In sampling the opinions of all teachers, these surveys provide useful information–some of which we have incorporated into our own research and work–but they also cast a very wide net. While it is important to understand the views of all teachers, we believe the perspectives of our very best teachers are especially important.
Our 2012 study The Irreplaceables showed that improving our nation’s urban schools requires creating policies and working conditions that will attract more outstanding teachers and encourage them to stay in the classroom. We should be building the profession around its finest practitioners. Today, too little is known about the opinions and experiences of top- performing teachers, because researchers rarely focus specifically on them. We launched the Perspectives of Irreplaceable

Charlie Martin:

Public schools in the United States, particularly in “blue” cities like New York and Washington,D.C., seem to be an ongoing slow-motion train wreck. Recently the state of the New York City schools came to the top of the recurring-news pile. While Mayor (for life) Michael Bloomberg pursued his various important concerns, CBS News reported that 80 percent of New York City high school graduates required remedial classes in reading, arithmetic, or both, before they were prepared for classroom work in New York’s own community colleges.
The report was originally headlined “80 percent illiterate” because not being prepared for college work is not the same as being actually illiterate. But then it’s appropriate to point out that the New York City schools have a graduation rate of only around 65 percent, and we can also assume that students applying for admission to the community colleges are to some extent self-selected as well. If only 20 percent of that selected population are prepared for a community college curriculum, what about the others?

Matt Taibbi:

May 31st, president Barack Obama strolled into the bright sunlight of the Rose Garden, covered from head to toe in the slime and ooze of the Benghazi and IRS scandals. In a Karl Rove-ian masterstroke, he simply pretended they weren’t there and changed the subject.
The topic? Student loans. Unless Congress took action soon, he warned, the relatively low 3.4 percent interest rates on key federal student loans would double. Obama knew the Republicans would make a scene over extending the subsidized loan program, and that he could corner them into looking like obstructionist meanies out to snatch the lollipop of higher education from America’s youth. “We cannot price the middle class or folks who are willing to work hard to get into the middle class,” he said sternly, “out of a college education.”
Flash-forward through a few months of brinkmanship and name-calling, and not only is nobody talking about the IRS anymore, but the Republicans and Democrats are snuggled in bed together on the student-loan thing, having hatched a quick-fix plan on July 31st to peg interest rates to Treasury rates, ensuring the rate for undergrads would only rise to 3.86 percent for the coming year.
Though this was just the thinnest of temporary solutions – Congressional Budget Office projections predicted interest rates on undergraduate loans under the new plan would still rise as high as 7.25 percent within five years, while graduate loans could reach an even more ridiculous 8.8 percent – the jobholders on Capitol Hill couldn’t stop congratulating themselves for their “rare” “feat” of bipartisan cooperation. “This proves Washington can work,” clucked House Republican Luke Messer of Indiana, in a typically autoerotic assessment of the work done by Beltway pols like himself who were now freed up for their August vacations.
Not only had the president succeeded in moving the goal posts on his spring scandals, he’d teamed up with the Republicans to perpetuate a long-standing deception about the education issue: that the student-loan controversy is now entirely about interest rates and/or access to school loans.

Martha Gill:

It’s happened. Literally the most misused word in the language has officially changed definition. Now as well as meaning “in a literal manner or sense; exactly: ‘the driver took it literally when asked to go straight over the traffic circle'”, various dictionaries have added its other more recent usage. As Google puts it,”literally” can be used “to acknowledge that something is not literally true but is used for emphasis or to express strong feeling”.
Did we, as genuinely hundreds of people are tweeting, just break the English language? Or did we, astotally tens of bloggers are writing, prove that the English language is a beautiful, organic creature that is forever slipping out of our control? Well, no: to be precise, we have done something mildly annoying.
“Literally”, you see, in its development from knock-kneed, single-purpose utterance, to swan-like dual-purpose term, has reached that awkward stage. It is neither one nor the other, and it can’t do anything right. So to use it at all is to encounter one of several pitfalls:

The Des Moines Register:

Here are arguments made by critics of the core curriculum, and responses from the Branstad administration:
TRANSPARENCY
TRANSPARENCY
CRITICISM: Although critics object to government telling them what their kids must learn, they also complain that the common core was developed by two private membership organizations through a process that was not subject to any freedom of information acts or other sunshine laws that government agencies must follow.
RESPONSE: “The common core standards were developed by a coalition of states led by governors and state school chiefs through their membership in the National Governors Association and the Council of Chief State School Officers. Forty-eight states took part, drawing on the expertise of content specialists, teachers, school administrators and parents. The process was open for public comment, and more than 10,000 comments were received. The standards were created for voluntary adoption in states through their own unique processes. In Iowa, the standards were discussed and adopted by the State Board of Education at public meetings in 2010.”

Pat Schneider:

The attack by the American Legislative Council (ALEC) threatens public education on five critical fronts, University of Wisconsin-Madison professor Julie Mead explains in an article published Wednesday by theInstitute for Wisconsin’s Future.
Interviewed by The Real News Network as protesters were arrested trying to crash ALEC’s 40th annual convention in Chicago last week, Mead said that education model bills flowing out of the conservative organization introduce market forces into and privatize education, increase student testing and decrease the influence of local school districts and school boards.
“One of the things that I like to talk about is what’s public about public education, because I really do believe that that is precisely what is at stake: what is public about public education,” Mead, a professor in the department of educational leadership and policy analysis, said in the article.
Trends fueled ALEC jeopardize five essential dimensions of public education, she said: Public purpose, public funding, public access, public accountability to communities and public curriculum.

Taking care of the basic such as reading and teacher preparation, will address some of the present public education system’s governance issues.
Related When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Jens Manuel Krogstad:

A new Iowa law that mandates university faculty continuously improve their courses is the latest in a wave of legislation nationwide that seeks to hold public colleges accountable for their performance.
Starting this fall, faculty at Iowa’s public universities must administer tests that measure student learning to improve courses with 300 or more students.
Iowa’s legislation stands apart from broader efforts in other states because it seeks to dictate how faculty teach courses, said Daniel Hurley, director of state relations and policy analysis for the American Association of State Colleges and Universities in Washington.
“This legislation is clearly an aberration from the norm, in terms of legislative intrusion on university academic matters,” Hurley said.
Iowa is one of just 10 states where legislatures are not pursuing policies that tie state funding to performance measures like graduation rates, according to a July Pew Charitable Trusts report. That trend is being driven by concerns over tight state budgets, rising tuition and a desire to improve the employment prospects of graduates, the report said. Sixteen states have policies that link dollars to performance measures. Four are in the process of implementing such measures, while 20 are considering doing so, according to the Pew report.

Nate Anderson:

Webcam hacking has officially gone mainstream with yesterday’s revelation that the new Miss Teen USA, Cassidy Wolf, was the victim of a “sextortion” plot in which someone slipped Remote Administration Tool (RAT) software onto her computer and used it to snap (apparently nude) pictures of Wolf in her room. “I wasn’t aware that somebody was watching me (on my webcam),” she told The Today Show. “The light (on the camera) didn’t even go on, so I had no idea.”
Wolf said that the hacker tried to extort her, threatening to release the pictures publicly if she didn’t follow his demands. The FBI has admitted that it is investigating the case and eventually said that hasidentified a suspect.
The story itself isn’t remarkable–indeed, earlier this year I documented an entire community of RAT users who gather to share tips and pictures of the “slaves” whose machines they have infected–but these kinds of sextortion plots have to date been covered largely in the tech press and in local papers. (Though GQ ran a fine story on sextortionist Luis Mijangos in early 2012 that’s well worth a read). Wolf has now taken the story onto the morning TV talk shows, and her interviewers appear to be amazed that such hacks are even possible.

Tiffany Lankes and Dave McKinley:

New York’s top education official wants state lawmakers to sign off on a bill that would give the Board of Regents power to take over school districts that are failing academically or financially.
Education Commissioner John King said the bill would allow the Regents to remove a school board from a district that consistently fails to meet state standards and appoint an oversight board that would take over responsibility for running the system.
“That’s certainly one of the options we believe should be on the table for the Board of Regents when you have a district that is chronically underperforming and, from a governance perspective, unable to move forward,” King said.

Melissa Westbrook:

There’s a question.
I was amused to see Bruce Ramsey, another Seattle Times editorial board member, put out a column today that (oddly) asked Tim Burgess (who you may recall could even stick it out through the primary race), what the mayor of Seattle is and isn’t. Baffling.
Here’s what the column said about public education:

He (Burgess) mentions education. I (Ramsey) object: Seattle Public Schools aren’t under the mayor, and in a mayoral race it is a distraction. Burgess disagreed: The mayor can use the Families and Education Levy to push for high standards.

Here’s what I said in a comment:
As for the schools, the Families and Education should work with the district’s direction, not the City’s. If the City does not want to provide support to the schools because they disagree with the direction or standards the duly-hired Superintendent decides on, that’s their call.

David N. Figlio (PDF):

This is the sixth in a series of reports evaluating the Florida Tax Credit Scholarship (FTC) Program, as required by the Florida Statutes, s. 1002.395(9)(j). This report provides information on private school compliance with program rules regarding required testing, describes the attributes of eligible students who participate in the program, and presents data on student test score levels and gains in the program (as well as school-level gain scores), the performance of participating students prior to their entry into the program, and the performance of participating students once they leave the program to return to the public sector.
During the 2011-12 academic year, David Figlio, the Project Director, collected test score data from private schools participating in the FTC Program in real time. This is the sixth year for which program participants’ test score data were collected, and the fifth year in which this data collection occurred in real time.
Compliance with program testing requirements, 2011-12:

• Compliance with program testing requirements in 2011-12 was at its highest level to date, and private school reporting errors continue to be at very low levels. Private schools provided usable test scores for a record 96.4 percent of program participants in grades 3-10. Another 2.5 percent of participants were ineligible for testing or were not enrolled in the school at the time of testing; this is largely driven by the fact that some students arrived in schools after fall testing (for schools that test in the fall, principally those that administer the Iowa Test of Basic Skills) and some students who began the year in a school left the school prior to the more typical spring testing. The 0.9 percent rate of reported illness/absence remains at a very low level. Test administration compliance errors by participating schools have held steady for the last several years, with reporting problems involving only 0.3 percent of participants in 2011-12.
• A large majority, though lower than prior years (57.5 percent), of test-takers took the Stanford Achievement Test. Other popular tests were the Iowa Test of Basic Skills (22.5 percent) and the TerraNova (12.1 percent). Substantially larger numbers of schools administered Terra Nova in 2011-12 than in prior years.

Alan Scher Zagier:

When the Missouri Supreme Court ruled in June that students from unaccredited districts could transfer to better-performing schools, Cornell and Shonte Young were among thousands of St. Louis County parents who entered a lottery to determine where their children would attend class.
The lottery asked parents to list three choices, but the Youngs left two lines blank and only listed one district – Kirkwood, where 13-year-old Cornell IV hoped to follow his father’s footsteps and join the Pioneer football team.
But Kirkwood already had filled its available seats, so the family was content with returning to the Riverview Gardens district, even though it lost its state accreditation six years ago.
“The only other option was to come back here,” Shonte Young said. “Other than Kirkwood, we never had any plans to go anywhere else.”

Stacy Teicher Khadaroo

Grading at Sanborn Regional High School in Kingston, N.H., is not influenced by some of the more traditional factors, such as turning in homework on time or doing “extra credit.” Instead, each class defines a set of about four “competencies” – central concepts and skills – and a student must be proficient in each one to pass. Stellar performance in one can’t make up for lack in another.
Students here have multiple opportunities along the way to show teachers what they know: There are quizzes and tests, yes, but also projects, individual portfolios, and class performances.
Spelling out what students need to demonstrate to earn passing or high grades “takes the subjectivity out of it,” says Sanborn English teacher Aaron Wiles. A student tripping over one math concept gets pinpointed help, rather than accumulating gaps in understanding and having to take the entire course again. Students reflect on and revise their work until they meet expectations. “They take ownership of it,” Mr. Wiles says.

Daniel Willingham:

How should textbooks be designed? A new paper by Jennifer Kaminski and Vladimir Sloutsky shows that that can be real subtly in the answer.
The researchers examined early elementary materials meant to teach kids how to read graphs. They were specifically interested in comparing boring, monochromatic, abstract, bar graphs versus colorful, fun graphs that use a graphic. (Please excuse the black & white reproduction.)
We all know that textbook publishers are eager to make books more visually appealing. And in this case, what’s the harm? The graph with the objects seems like a natural scaffold to learn the concept.
kaminski & Sloutsky found that some children shown the graph with embedded objects adopted a counting strategy to read a graph, even if they were taught to focus on the bar height and the axis. The authors surmise that the counting routine is so well-learned that when the child is presented with the vivid graphic with salient objects to count, it’s simply very easy to go down that mental path. And of course the child does read the graph correctly.

Esther J. Cepeda

When prospective educators go through training to prepare for teaching low-income, minority or at-risk children, they learn how to empathize with their students’ lives. They’re taught to acknowledge environments lacking in resources, order or stability and “meet” the students at their level before expecting them to learn as easily as other children do.
Yet for all the lip service that modern pedagogy pays to the precept that “all children can learn,” rare are the educators who believe this enough to push such students toward their full academic potential.
Instead, educators come up with misguided policies to go easy on groups of underperforming students, perpetuating the worst kind of disrespect — that of lowered expectations — on whole categories of children who are assumed to be less capable.
Disrespected, underestimated and left behind is how you might imagine many Florida students and their parents felt about the new standards. The Southern Poverty Law Center filed a civil rights complaint against their state board of education’s strategic plan, which sets less ambitious goals for black and Hispanic students than for white and Asian ones.
Approved last fall, the plan is designed to reduce below-grade-level performance by categorizing K-12 students into subgroups with adjusted goals for each. Where it goes astray is in expecting less of certain students based on their race.
The Florida Board of Education set the 2018 goal for reading at grade level at 90 percent for Asian students and 88 percent for white students, while expecting only 81 percent of Hispanic and 74 percent of black students to do so.

Mike Antonucci:

The state of Minnesota saw a 2.3 percent drop in enrollment between 2006 and 2011, but still manged to increase the K-12 teacher workforce 3.1 percent.
The largest disparity was in Minneapolis, where enrollment fell 9.4 percent during that five-year period, but the number of teachers grew 6.4 percent.
Enrollment decreased significantly in every one of the state’s five largest school districts, but South Washington County, Rochester and Elk River – ranked 6th through 8th – all defied the trend.
Spending patterns among school districts were typical, with one notable exception. As with most states, the large urban districts spent much more per-pupil than other districts. In Minnesota, expenditures for both Minneapolis and St. Paul were more than $3,000 per-pupil higher than the state average.

Sherri Ackerman:

Twenty years ago, Dennis DiNoia taught middle school math in typical classrooms, in typical Florida public schools. Now his classroom is a local church, or bookstore, or online. Students come from public schools, private schools, and homeschooling co-ops. Lessons are based on a curriculum he designed and put on video.
DiNoia even has a toehold in the growing market of charter school consulting, explaining math and test-taking skills to students and teachers at a conversion charter school in Hawaii.
School choice has opened up a whole new career track for DiNoia, allowing the business school graduate to earn enough money to remain in a profession he loves while giving him the satisfaction of helping students master his favorite subject.

Jason Stein:

All schools funded by state taxpayers — including private voucher schools — would be held to new standards and Milwaukee’s public schools would still face state intervention, under long-expected legislation offered Wednesday by two key GOP lawmakers.
Work has been under way for two years on the measure, which would establish the first-ever rating for private voucher schools based on their student performance data. It comes a month and a half after lawmakers and Gov. Scott Walker expanded Wisconsin’s voucher program for private schools statewide.
The measure would not change the status of Milwaukee Public Schools, which under the state’s current accountability system is the only district in Wisconsin so far to face corrective action.
The new standards were proposed Wednesday by the chairmen of the Senate and Assembly education committees, Sen. Luther Olsen (R-Ripon) and Rep. Steve Kestell (R-Elkhart Lake).
“We want parents to have the best information possible while at the same time making sure all of their choices are quality options,” Kestell said in a statement.
The bill would cover all schools receiving tax dollars, from traditional public schools to public charter schools and voucher schools. Work on it began two years ago with a task force chaired by Walker and state schools Superintendent Tony Evers, an ally to Democrats, along with Olsen and Kestell.
But passage of the complex measure through the Republican-held Legislature is by no means guaranteed. Both Olsen and Kestell have sometimes taken more aggressive postures on overseeing vouchers than some other Republican colleagues, particularly those in the Assembly.

Javier Hernandez:

The results released on Wednesday showed that even some of the country’s most prestigious programs have room for improvement. For example, one in five recent graduates of teaching programs at Columbia University and New York University were given low marks for how much they were able to improve student test scores; by contrast, 1 in 10 teachers who graduated from City College of New York received poor marks.
City officials cautioned against drawing sweeping conclusions from the data, saying the numbers were meant to provoke conversation, not rivalry. They noted that sample sizes were small; that test scores were available only in certain grades, in math and English; and that the data reflected only information from the past four years.
But in New York City, where competitive streaks are widespread, education leaders could not resist a little jockeying.
David M. Steiner, dean of Hunter College School of Education, said the results would prompt schools like Columbia and N.Y.U. to rethink elements of their program.
“These are places that are very well known for their research and scholarship,” Dr. Steiner, a former state education commissioner, said. “Is it possible that they need to pay more attention to their clinical preparation of teachers?”
Thomas James, provost of Teachers College at Columbia, said the reports prompted the school to examine how closely its curriculum aligned with city academic standards. He said the data also spurred interest in increasing the number of teachers who pursue certification in special education, where city data showed the school lagged behind its peers.

Related: National Council on Teacher Quality.

Jason Richwhine:

“IQ is a metric of such dubiousness that almost no serious educational researcher uses it anymore,” theGuardian’s Ana Marie Cox wrote back in May. It was a breathtakingly ignorant statement. Psychologist Jelte Wicherts noted in response that a search for “IQ test” in Google’s academic database yielded more than 10,000 hits — just for the year 2013.
But Cox’s assertion is all too common. There is a large discrepancy between what educated laypeople believe about cognitive science and what experts actually know. Journalists are steeped in the lay wisdom, so they are repeatedly surprised when someone forthrightly discusses the real science of mental ability.
If that science happens to deal with group differences in average IQ, the journalists’ surprise turns into shock and disdain. Experts who speak publicly about IQ differences end up portrayed as weird contrarians at best, and peddlers of racist pseudoscience at worst.
I’m speaking from experience. My Harvard Ph.D. dissertation contains some scientifically unremarkable statements about ethnic differences in average IQ, including the IQ difference between Hispanics and non-Hispanic whites. For four years, the dissertation did what almost every other dissertation does — collected dust in the university library. But when it was unearthed in the midst of the immigration debate, I experienced the vilification firsthand.

Kevin Beaver:

A new Florida State University study has found that adolescent boys who are hurt in just two physical fights suffer a loss in IQ that is roughly equivalent to missing an entire year of school. Girls experience a similar loss of IQ after only a single fighting-related injury.
The findings are significant because decreases in IQ are associated with lower educational achievement and occupational performance, mental disorders, behavioral problems and even longevity, the researchers said.
“It’s no surprise that being severely physically injured results in negative repercussions, but the extent to which such injuries affect intelligence was quite surprising,” said Joseph A. Schwartz, a doctoral student who conducted the study with Professor Kevin Beaver in FSU’s College of Criminology and Criminal Justice.
Their findings are outlined in the paper, “Serious Fighting-Related Injuries Produce a Significant Reduction in Intelligence,” which was published in the Journal of Adolescent Health. The study is among the first to look at the long-term effects of fighting during adolescence, a critical period of neurological development.
About 4 percent of high school students are injured as a result of a physical fight each year, the researchers said.

Hillel Anon:

The two biggest statewide teachers unions — California Teachers Association (CTA) and California Federation of Teachers (CFT) — have problems with the waivers granted to eight school districts from the federal program, No Child Left Behind. The objections, however, are more about how they came about than what they mean.
“My guess is that there are probably some elements in there that we would embrace, but I think the process itself is flawed,” said CFT President Joshua Pechthalt. “Somehow, the women and men who are actually in the classrooms doing the day-to-day teaching were left out of the process of improving our schools. It’s just not going to work.”

David Bradley:

A new measure of the effects of cranial impact in American football players can be used in conjunction with magnetic resonance imaging (MRI) and neurological testing to assess the cumulative effect on players before and after the American football season.
Scientists at Wake Forest Baptist Medical Center in North Carolina have developed the novel metric, known as Risk Weighted Cumulative Exposure (RWE), to allow them to capture the exposure of players to the risk of concussion over the course of a football season by measuring the frequency and magnitude of all impacts. The metric was developed by biomedical engineers Joel Stitzel, Jillian Urban and colleagues at Wake Forest Baptist and the Virginia Tech – Wake Forest University School of Biomedical Engineering and Sciences. Details have now been published in the online edition of the Annals of Biomedical Engineering.
The team collected data from high school football games and practices during the sport’s season and looked at the effects in terms of linear and rotational acceleration separately on the overall risk of injury to layers. They also recorded the combined probability of injury associated with both types of movement and then developed the RWE to give them cumulative risk of injury.

Washington Post:

Virginia Attorney General Ken Cuccinelli II plans to unveil a 12-point education plan on Tuesday that would push for charter schools, offer voucher-like scholarships for preschoolers and empower a majority of parents to close down, convert or overhaul their children’s failing school, according to an outline of his K-12 education plan.
The Republican gubernatorial candidate wants to double the number of female students who focus on science and technology, widen the use of virtual schooling and expand on the commonwealth’s nearly two-year-old law that gives tax credits to donors who provide voucher-like scholarships for low-income students to attend private schools. Cuccinelli also would seek two amendments to Virginia’s constitution, including one that would clear the way for government funds to flow to religious schools.
Cuccinelli, who is the GOP’s gubernatorial nominee, is expected to unveil his education policies Tuesday in Richmond during a campaign stop at the Maggie L. Walker Governor’s School for Government and International Studies. Several of his proposals are intended to address the achievement gap among some minority students and chronically underperforming schools in jurisdictions such as Petersburg and Norfolk.

Corinne Dillon:

Peggy Wang has lived in China her entire life. A successful, English-speaking executive, she frequently travels abroad for work, but never imagined that her most recent itinerary would include dropping off her 15-year-old daughter at a prestigious boarding school outside Washington.
While there is a long history of Chinese students pursuing advanced degrees abroad, especially in the United States, Ms. Wang’s daughter, Susan Li, is part of a rapidly growing trend in which Chinese students are choosing to seek their education overseas as early as middle school or high school.
In the 2010-11 school year alone, nearly 24,000 high school-age Chinese were studying in the US, more than 15 percent of the total number of Chinese students in the US overall, up from virtually none five years ago. US middle schools hosted 6,725 Chinese middle schoolers in 2011, up from just 65 in 2006, according to the Department of Homeland Security.
This phenomenon, known as students “growing younger” in Chinese, is seen as resulting from two key interrelated factors: the rigidity of the Chinese education system, and a desire to avoid the gaokao, the country’s rigorous college-entrance exam, for which six-day-a-week preparation begins in 9th grade.
Not surprisingly, officials at schools with a significant number of Chinese students say the students have heightened the sense of competition and achievement. But they also say the students have helped others see a more nuanced and human view of China. For many of the Chinese students themselves, it is most likely the beginning of lives lived abroad, given that the core of their education will have come in English – and without the gaokao.

Jack Craver:

Jim Bender, executive director of School Choice Wisconsin, the pro-voucher lobby, says the choice program is a reflection of the private school market, which in Wisconsin is predominantly religious.
“If you look at the history of education in Wisconsin, that’s a cornerstone of operating schools in the private market,” he says, pointing out that many parochial schools are typically cheaper than non-religious private schools because they are subsidized by their affiliated churches. “In the past, not long ago, many religious schools were free.”
Bender says he believes the development of a statewide voucher program will “change the economics” and allow for more secular private schools to flourish, since they can now receive taxpayer funds.
And yet, as I mentioned above, that hasn’t been the case in Milwaukee.
Alan Borsuk, who helped found two Jewish schools in Milwaukee and covered the city’s choice program as a reporter for the Milwaukee Journal Sentinel, says the money provided in the voucher program still isn’t enough to convince many secular schools to participate.

Mark Niesse:

With nearly half of its students failing to graduate on time, Atlanta’s school system turned to online education as one way to help.
The Atlanta Virtual Academy program won’t solve the problem of students dropping out or falling behind, but it could slowly inch Atlanta Public Schools’ 51 percent graduate rate upward.
About 100 high school students enrolled in the pilot program this summer, with 43 percent of those who were retaking classes earning passing grades. The school district considers that a win — those students are one step closer to graduation than they were before the online option.
This summer, rising junior Darius Brown spent a few hours every day at a computer retaking an algebra and geometry class he failed in the spring. Working remotely, he scored a B and stayed on track.

Technology Review:

There is no shortage of lists that attempt to rank the world’s universities and research-focused institutions. However, it’s well known that some places are much stronger in one area of science than others but it is not always possible to interrogate these rankings by discipline.
Today, Lutz Bornmann at the Administrative Headquarters of the Max Planck Society in Germany and a few pals release new online ranking tool that does this and more. Their website site lists the top institutes by discipline and also displays them on a map of the world allowing different regions to be compared as well.
The site uses a straightforward measure of excellence. It assumes that a good indicator of an institution’s worth is the rate at which it produces high quality scientific papers, in other words those papers that are most highly cited.
So the site counts the number of papers produced by an institution in a given discipline and then counts the number of these that are among the top 10 per cent of most highly cited. If more than ten per cent of the institution’s papers are in this category it gets a positive rating, if less than 10 per cent, it gets a negative rating.

Roger Kimball:

When I was in Santa Fe a week or two ago, I had occasion to drop in on a seminar about Henry V at St. John’s College. (St. John’s maintains two campuses, the original one in Annapolis and the Land-of-Enchantment one in Santa Fe.) I’ve long been interested in St. John’s. I first learned about it when I was in college myself. I went to a latitudinarian backwater where the only thing required of a student was a pulse and someone in the background with a checkbook. At St. John’s, I heard, everything was required, near enough. There was room for outside study groups, but basically everyone in every class was reading, looking at, or listening to the same thing at the same time. It sounded simultaneously amazing and forbidding.
After college, I didn’t think much about St. John’s until I met the woman I later married. She, canny lass that she was, gave Harvard a miss in favor of St. John’s, and, according to her, it was far more amazing than forbidding. (What did it was a flyer from the college that she received: “Next year, the following teachers are returning to St. John’s: Homer, Plato, Aristotle,” etc.) Having served briefly on St. John’s Board of Visitors, I am convinced she is right.

TeachThought:

Student Backchanneling is the digital hosting of background conversations by students during learning.
These sorts of conversations are held on sites like chatzy (which has mobile capability), and add an immediate layer of complexity and interactivity to any existing activity. This kind of flexibility makes it easy to try in any content area, and most grade levels.
While the traditional response to “background chatter” is to mute it with “classroom management,” if that “chatter” can be supported by recording, sharing, and curating, it has powerful potential beyond any that “quiet” might bring. Students can quietly clarify misconceptions during a lecture, video, or group activity-and this process of socializing thinking can have significant long-term effects on the climate of the classroom. They can also brainstorm possibilities, take “collaborative notes,” and share insights.

Barbara Jones:

Prompted by last year’s massacre in Newtown, Conn., Los Angeles Unified is instructing administrators and faculty in how to keep students safe if there’s a gunman on campus.
Steve Zipperman, a retired LAPD captain who is now chief of the district’s police force, said principals participated this summer “live-shooter training” that will be shared with teachers in the new school year.
While he declined to share details that could jeopardize campus safety, he said school leaders are being guided on “how to decide in the moment how to save as many lives as possible.”
We provided them with alternatives and choices that may be available to them should an active shooting occur, and a traditional lockdown may not be the most appropriate decision,” Zipperman noted. “This may mean the rapid relocation of students, either on or off-campus.”
The U.S. Department of Education recently released recommendations for developing school emergency plans that included a “live shooter” section. It suggests a protocol to run, hide and — as a last resort — fight.

Thomas Sowell:

An all-too-familiar scene was enacted on the campus of Swarthmore College during a meeting on May 4 to discuss demands by student activists for the college to divest itself of its investments in companies that deal in fossil fuels. As a speaker was beginning a presentation to show how many millions of dollars such a disinvestment would cost the college, student activists invaded the meeting, seized the microphone, and shouted down a student who rose in the audience to object.
Although there were professors and administrators in the room — including the college president — apparently nobody had the guts to put a stop to these storm-trooper tactics. Nor is it likely that there will be any punishment of those who put their own desires above the rights of others. On the contrary, these students went on to demand mandatory campus “teach-ins,” and the administration caved on that demand. Among their other demands are that courses on ethnic studies, and on gender and sexuality, be made a requirement for graduation.

Benjamin Fong:

During my graduate studies in the Department of Religion at Columbia, I spent countless hours in the Burke Library of Union Theological Seminary, where I had a spectacular, cater-corner view of the construction and unveiling of the Northwest Corner Building, Columbia’s new interdisciplinary science building. Although the 14-story steel and aluminum tower was designed to complement the brick and limestone gothic tower of Union, its dominating presence on the corner of Broadway and 120th serves as a heavy-handed reminder of where we are heading. Walking from Union toward Columbia’s main campus through its doors, I often felt, passing through the overwhelmingly aseptic marble lobby, as if the building was meant to cleanse northwesterly intruders who have not been intimidated by the facade.
The ninth floor of this building houses a laboratory of Rafael Yuste, lead author of an ambitious brief that appeared in the prominent neuroscience journal Neuron in 2012. The paper proposed the need for the “Brain Activity Map Project, aimed at reconstructing the full record of neural activity across complete neural circuits.” This April, the Obama administration endorsed the project, setting aside $100 million for it in 2014 alone, and renaming it the Brain Research Through Advancing Innovative Neurotechnologies Initiative, or the Brain Initiative for short.

Alexandra Wolfe:

M. Night Shyamalanhas spent most of his career as a filmmaker coming up with supernatural plotlines and creepy characters, but these days, he says, he’s got a different sort of fantasy character in mind: Clark Kent, the nerdy, bookish counterpart to the glamorous, highflying Superman.
Best known for producing films such as “The Sixth Sense” and “The Village,” Mr. Shyamalan is about to come out with a book called “I Got Schooled” on the unlikely subject of education reform. He’s the first to admit what a departure it is from his day job. “When you say ‘ed reform’ my eyes glaze over,” Mr. Shyamalan says, laughing. “I was going to have some provocative title like ‘Sex, Scandals and Drugs,’ and then at the bottom say: ‘No, really this is about ed reform.”
…….
Until recently, he says, moviemaking was his real passion. “I’m not a do-gooder,” he says. Still, after the commercial success of his early movies, he wanted to get involved in philanthropy. At first, he gave scholarships to inner-city children in Philadelphia, but he found the results disheartening. When he met the students he had supported over dinner, he could see that the system left them socially and academically unprepared for college. “They’d been taught they were powerless,” he says.
He wanted to do more. He decided to approach education like he did his films: thematically. “I think in terms of plot structure,” he says. He wondered if the problems in U.S. public schools could be traced to the country’s racial divisions. Because so many underperforming students are minorities, he says, “there’s an apathy. We don’t think of it as ‘us.’ ”
One reason that countries such as Finland and Singapore have such high international test scores, Mr. Shyamalan thinks, is that they are more racially homogenous. As he sees it, their citizens care more about overall school performance–unlike in the U.S., where uneven school quality affects some groups more than others. So Mr. Shyamalan took it upon himself to figure out where the education gap between races was coming from and what could be done about it.
An idea came to him over dinner with his wife and another couple who were both physicians. One of them, then the chief resident at a Pennsylvania hospital, said that the first thing he told his residents was to give their patients several pieces of advice that would drastically increase their health spans, from sleeping eight hours a day to living in a low-stress environment. The doctor emphasized that the key thing was doing all these things at the same time–not a la carte.
“That was the click,” says Mr. Shyamalan. It struck him that the reason the educational research was so inconsistent was that few school districts were trying to use the best, most proven reform ideas at once. He ultimately concluded that five reforms, done together, stand a good chance of dramatically improving American education. The agenda described in his book is: Eliminate the worst teachers, pivot the principal’s job from operations to improving teaching and school culture, give teachers and principals feedback, build smaller schools, and keep children in class for more hours.
Over the course of his research, Mr. Shyamalan found data debunking many long-held educational theories. For example, he found no evidence that teachers who had gone through masters programs improved students’ performance; nor did he find any confirmation that class size really mattered. What he did discover is plenty of evidence that, in the absence of all-star teachers, schools were most effective when they put in place strict, repetitive classroom regimens.

Ah, content knowledge!

Josh Higgins:

At a school district outside Chicago, students participated in a French class by using cellphones to call classmates and speak with them in French.
And when school starts this fall at Mason High School near Cincinnati, students like Mrudu Datla will pack iPads and iPhones in their backpacks.
“(Using technology in everyday life is) not that new to us because we grew up with technology,” Datla, a sophomore, said.
Although schools have traditionally banned or limited cellphones in the classroom, 73% of Advanced Placement and National Writing Project teachers said their students use phones in the classroom or to complete assignments, according to a Pew Research Center study released in February.
“Teachers are starting to take advantage of the opportunities of cellphones in the classroom,” said George Fornero, superintendent of Township High School District 113, located outside Chicago, whose school system has begun allowing its students use cellphones.

Jeff Bryant, via a kind Laura Chern email:

Thanks for having me here today. I’m feeling a little out of context at a meeting for the Young Elected Officials. And it’s not because I’m not an elected official.
But I suppose there are some advantages and benefits to aging. Wisdom, however, is not one of them, as the demographics of Fox News bear out.
In aging you have experiences that you can reflect and act on over time and experiences that are unique to your generational cohort. For instance, how many of you have deep expertise in junk mail? That happens to be my work in trade as I’ve been in that business for over 20 years; although, the industry is nothing like what it once was and is rapidly going the way of the dinosaurs.
Also, how many of you were in school in the South during the early years of forced integration of the races? I was in second grade in Dallas, Texas and remember vividly the day they bused the poor kids across town to my school.
When they brought the poor kids into my class, there was a girl named Brenda who didn’t have on any shoes. And there was a little boy named Jerald who still sucked his thumb and was basically dressed in rags.

Jim Stingl:

I came away from Ronn Johnson’s classroom thinking he was the best teacher I ever met.
Now, he sits in the Milwaukee County Jail.
It was 23 years ago that I met Johnson. He was 24 and teaching fifth grade at Lee Elementary School in Milwaukee with less than two years on the job.
The wiry and energetic teacher was himself the product of Milwaukee Public Schools and a graduate of Marquette University. His mother and his aunt were both teachers.
In an article I wrote in 1990, I said: “A visit to Johnson’s classroom is the antidote to what seems like chronic bad news about academic achievement in city schools. His pupils — all black and all from the economically depressed neighborhood near the school at 921 W. Meinecke Ave. — appeared attentive and enthusiastic about learning. The school day ended at 2:40 p.m., but the pupils remained at their desks engaging in a stimulating give and take with their teacher until after 3.”
The principal at Lee, George Hughes, called Johnson one of the most outstanding teachers he had ever supervised. Johnson was able to maintain strict discipline and to teach in a way that connected to the students’ real lives. A sign on his classroom door said: “Have no misunderstanding. Learning takes place here.”
“I teach the way I would like to be taught. I hate going through the workbook page by page,” he told me.

Haley Stauss:

The National Assessment of Educational Progress exams in civics, U.S. history, and geography have been indefinitely postponed for fourth and twelfth graders. The Obama administration says this is due to a $6.8 million sequestration budget cut. The three exams will be replaced by a single, new test: Technology and Engineering Literacy.
“Without these tests, advocates for a richer civic education will not have any kind of test to use as leverage to get more civic education in the classrooms,” said John Hale, associate director at the Center for Civic Education.
NAEP is a set of national tests of fourth, eighth, and twelfth graders that track achievement on various subjects over time. Researchers collect data for state to state comparisons in mathematics, reading, science, and writing. The other subjects only provide national statistics and are administered to fewer students. The tests provide basic information about students but do not automatically trigger consequences for teachers, students, and schools.

Alan Borsuk:

What do you see when you see a good school? A few months ago, a teacher asked me that question. I gave a simple answer:
Muscle and music.
It’s a more complex and important question than you might think. Any parent wants a good school for her or his child, but few have a good handle on what that involves. Experts and advocates have heated debates about how to define school quality — and whether it can be done at all.
Increasing emphasis is being put on judging schools, in the name of accountability and better quality. But getting constructive results from such work is, best as I can tell, not paying much reward nationwide.
Wisconsin, for example, overhauled its report cards for schools in 2012 to add lots more data and rate schools by whether they meet, beat or fail to fulfill “expectations.” The resulting reports are a step forward in that they give a lot more information than used to be readily available. But the system is a work in progress. It will be several years before there is a decent reading on whether these report cards are helping in any way.
Some states have gone to giving schools grades, A through F, with consequences good or bad for the schools. That idea is, at best, under a cloud, following a news report a few days ago that the then-education chief of Indiana, Tony Bennett, had the grading system there changed in 2012 so that a specific charter school, led by a major Republican donor, would get an “A” instead of a “C.” In short order, Bennett resigned from his new job as education chief of Florida, even as he said he did nothing wrong.

Andrea Anderson:

Davion Thomas didn’t like to read. It was challenging, not interactive and not his idea of fun.
Then things changed when the 13-year-old Whitehorse Middle School student began reading books that taught him things he could relate to in his seventh-grade literacy class, and he joined a summer program that allowed him to make short films on an iPad about the books he’s read.
“At first I didn’t like reading, but now I enjoy it,” said Davion, who will be in eighth grade when school starts Sept. 3. “I think what really made me enjoy reading more was the fact that I was getting a
reward for doing it, but also keeping my brain working during the summer.”

By Morris Andrews former Executive Secretary Wisconsin Education Association Council (WEAC) 1972-1992
Lost in the two-month maelstrom at the state Capitol is the role of teachers and their union, WEAC, as the chief advocates for school quality in Wisconsin. Scott Walker and the Fitzgeraids paint WEAC as a destroyer. They say eradicate WEAC, an organization they know almost nothing about except that it opposes their antisteacher agenda. Should they succeed in killing the voice of organized teachers, the real loser wilt be our public schools.
Teachers have fought hard to make schools better over the past four decades. And it was Republican and Democratic votes in support of WEAC issues that resulted in the passage of pro-education bills. Such bipartisanship is but one casualty of today’s polarized politics.
Beginning in the 1970s WEAC became a political force, mainly by deciding to start backing legislative candidates. To receive WE/C’s endorsement, a candidate had to support a list of education-related issues. Many Republicans did support these school improvement issues. And WEAC members consequently worked to help them win election or reelection. One Republican who received a WEAC endorsement was Tommy Thompson when he was in the Assembly.
Today it seems unbelievable that the 1977 collective bargaining bill now reviled by the governor passed with Republican support. At the time, there were 11 Republicans in the Senate; five of them supported the bill. When the law’s three-year trial period was about to expire, a group of Senate Republicans voted to extend it–despite a veto by Republican Governor Lee Dreyfus. Notably, Mike Ellis (then in the Assembly) was among a group of Republicans who jumped party lines on procedural votes that saved it.
Our members then also reflected views across the spectrum. They identified themselves this way: Independents, 37%; Democrats, 35%; and Republicans, 27%. This spectrum was reflected at the annual WEAC convention, held a few days before the 1976 presidential election, when Gerald Ford and Walter Mondale both spoke to the huge assembly. Today, these numbers have changed as the Republicans shift further and further to the extremes.
Did WEAC work to improve teacher pay and benefits? Yes, of course. But we were also committed to changing the wide variation in school quality from district to district.
At the top of WEAC’s school improvement list was getting a set of minimum educational standards that applied to every school district. In 1974, with Republican support, we succeeded. Today these standards are taken for granted. Among the many changes were requirements that every district must:
establish a remedial reading program for underachieving Ke3 student
offer music art, health, and physical education.
have a kindergarten for five-year olds.
ensure that school facilities are safe. (Many aging buildings were crumbling)
provide emergency nursing services.
require teachers in Wisconsin to go through continuing education and to have their licenses renewed once every five years. (Prior to enactment of minimum standards. districts were empbying unlicensed teachers for whom they secured an emergency license that they would hold year after year).
On this foundation of programs Wisconsin students rose to the top of the national ACT scores for decades.
The state Department of Public instruction (DPI), headed by State Superintendent Barbara Thompson, was charged with implementing the minimum standards. She accepted most of WEAC’s recommendations. WEAC backed Thompson, a Republican with strong GOP support for her reelection in 1977.
We sought common ground with Republicans. When Democratic Governer Pat Lucey proposed strict cost controls on school budgets in 1975, it was Republicans and Democrats in the Senate 110 coalesced with WEAC and school boards against Democrats on the Joint Finance Committee to ease the restrictions. Years later, when Republican Governor lee Dreyfus vetoed a measure to raise the cost control ceiling, the WEAC-supported override succeeded with the votes of 23 Assembly Republicans and eight Senate Republicans against the Republican governor.
As late as 1984, Wisconsin had no uniform high school graduation requirements. WEAC supported Gov. Tony Earl’s efforts requiring graduates to have a specified number of credits in English, maths science, social studies, physical education, health, and computer science.
To curb underage drinking, WEAC Joined with a coalition of organizations on a bill that gave teachers and administrators legal protection to remove students suspected of drinking from school premises and events. All Assembly Democrats and all but three Republicans voted for the bill. In the Senate all Republicans voted for it and all but two Democrats voted for it.
WEAC allied with Republicans and Democrats to repeal a longestanding provision that gave city councils in 41 of our largest cities veto power over their school boards’ budgets.
The fate of students with special needs also concerned WEAC in 1973, four years before Congress passed the federal special education law, WEAC successfully lobbied the Wisconsin Legislature for a state special education law that required every district to have a special education program. The chief sponsor was James Devitt, a Republican state senator.
In 1976, the Legislature approved WEAC-backed bills to require tests of newborns for signs of mental retardation, and require children under age five to undergo a test for visual impairment. During this time WEAC successfully supported a bill that required teachers to report suspected child abuse, which has helped protect children across the state from life-altering harm.
In the 1970s, sex discrimination in school athletics was a major issue. In most school districts many sports were for boys only. This changed after WEAC joined with women’s groups to ensure that girls who wanted to play in sports have the same opportunity as boys. There were less than half as many WIAA-sponsored statewide tournaments for girls as there were for boys 14 for boys, six for girls. WEAC filed sex discrimination lawsuits against both the Wisconsin Interscholastic Athletics Association (WIAA) and the DPI that helped correct this inequality. WEAC also convinced the Legislature to budget the additional state funding needed to add programs for girls.
Working with the Great Lakes lnter-Tribal Council, which represents Native Americans on ten reservations, WEAC successfully lobbied for a bill that provided state aid to districts that employed home/school coordinators for Native American students. And for passage of a law allowing Native Americans without certification to teach native culture and endangered native languages.
Citizens who wanted to add new or replace old school buildings asked WEAC to help them pass local bond referendums. Monroe was one district where WEAC’s help resulted in passage of a school bond for a much needed elementary school. The measure had failed in four previous elections. With WEAC help it won by a huge margin on the fifth attempt.
Property taxes are a major source of school funding. VVEAC recognized that tax increases place a burden on low income homeowners, especially retirees on fixed incomes. To help these people, we backed an expanded homestead tax-relief program. Another action in support of low income citizens was creation of the Citizens Utility Board (CUB). CUB fights for affordable electricity and telephone service on behalf of Wisconsin customers before regulatory agencies, the Legislature, and the courts. Two organizations that fought hardest for CUB were WEAC and the United Auto Workers. All Wisconsin utilities opposed it.
The key to these achievements in the 1970s and ’80s was the cooperative spirit between WEAC and politicians of both parties. People from different sides of the aisle respected and listened to one another. We socialized outside of the Capitol. We grew to like each other, even if we disagreed on political issues.
Today there is no middle ground. Compromise is deemed “caving in.” Winning is not enough for the extremists. The “enemy must be completely destroyed. But if teacher unions are silenced, who will replace them as effective advocates for students?

Helaine Olen:

Once upon a time, we invested in our young people so that they could enter the world without debt. Now, we turn them into deadbeat debtors before they’re old enough to legally buy a drink, left far behind their financial betters.
The truth this week came courtesy of the Consumer Financial Protection Bureau and the Wall Street Journal, whose data parsing revealed that about one in five college graduateswho borrowed for tuition via the federal direct loans program are not paying the money back.
In other words, a lot of people who recently attended college are in deep financial trouble. This should come as no surprise.
The United States is suffering from a massive jobs shortfall. For years, we’ve parroted the line that more education will somehow buttress the economy, as if we expect the good jobs fairy to shower magic, well-paying employment sparkle over the land when she sees how many of our young people attended college.

Paul Campos:

The Consumer Financial Protection Bureau has done a breakdown of the repayment status of the one trillion dollars of outstanding federal student loan debt (this figure doesn’t include private student loans), held collectively by nearly 51 million Americans.
Here are the numbers:
Total federal student loan debt: $999.7 billion
In repayment: $493.7 billion
In school: $146 billion
In grace period (these are people who graduated recently): $47 billion
In deferment: $122.1 billion
In forbearance: $91.1 billion
In default: $89.3 billion
Other: $9.5 billion
So only 49% of federal student loans are currently getting paid back. Another 19% aren’t being paid back because the people who owe the money are either currently in school or graduated recently. That leaves nearly one-third of federal student loans either in deferment, forbearance, or default. (A commenter notes that some and perhaps most of the loans in deferment are held by people who are doubling down on more degrees).

Paul Fain:

Students who enroll in a new competency-based program at Northern Arizona University will earn a second transcript, which will describe their proficiency in the online bachelor degree’s required concepts. The university will also teach students how to share their “competency report” transcripts with potential employers.
The university shared a sample version of a competency report. The document looks nothing like its traditional counterpart, and lacks courses or grades.
Northern Arizona’s first crack at a transcript grounded in competencies gives an early glimpse of how credentialing in higher education might be shifting, experts said. And while the competency reports could be improved, some said, the university also deserves credit (no pun intended) for attempting to better-define what students do to earn their degrees.
“Our employer studies show that employers basically find the transcript useless in evaluating job candidates,” Carol Geary Schneider, president of the Association of American Colleges and Universities, said in an e-mail message. “Higher education definitely needs to start fresh with a redesign of its public descriptions of student accomplishment.”
Clifford Adelman agrees. Adelman is a senior associate at the Institute for Higher Education Policy and an expert on credentialing. He suggested several possible upgrades to a sample competency-based transcript from Northern Arizona, particularly the use of more specific language and fewer “generalized verbs.” But Adelman also said the university was headed in the right direction.
“God bless them for actually trying,” he said. “These are more effective statements than listing courses.”

Gary Price:

Today, The Guardian provides a look at 10 academic libraries. A representatives from each institution is interviewed with the discussions focusing on the, “challenges they face, plans for the future, and their role in higher education.”

Sheena Dooley, via a kind reader’s email:

The former leader of the Des Moines School Board misled the public multiple times about former Superintendent Nancy Sebring’s departure and the circumstances surrounding it, according to court documents and district emails obtained by Iowa Watchdog.
These include board member Teree Caldwell-Johnson’s account of Sebring’s resignation and the reason for her departure. The documents also reveal details of an inappropriate closed door session that conflict with Sebring’s account of what happened, as well as emails between Caldwell-Johnson and Sebring leading up to her resignation.
CALDWELL-JOHNSON: Documents show conflicting accounts of what she said about Sebring resignation.
Caldwell-Johnson’s statements were largely made in a news release that was leaked to at least one media outlet prior to sexually explicit emails between Sebring and her alleged lover, both of whom were married at the time, became public. Those emails were released nearly a month after Sebring’s resignation and Caldwell-Johnson’s public statement that Sebring was leaving her job early to help plan her daughter’s wedding and get ready for a new job leading the Omaha School District, which wasn’t the case.

Esther Cepeda:

When prospective educators go through training to prepare for teaching low-income, minority or at-risk children, they learn how to empathize with their students’ lives. They’re taught to acknowledge environments lacking in resources, order or stability and “meet” the students at their level before expecting them to learn as easily as other children do.
Yet for all the lip service that modern pedagogy pays to the precept that “all children can learn,” rare are the educators who believe this enough to push such students toward their full academic potential.
Instead, educators come up with misguided policies to go easy on groups of underperforming students, perpetuating the worst kind of disrespect — that of lowered expectations — on whole categories of children who are assumed to be less capable.
Disrespected, underestimated and left behind is how you might imagine many Florida students and their parents felt about the new standards. The Southern Poverty Law Center filed a civil rights complaint against their state board of education’s strategic plan, which sets less ambitious goals for black and Hispanic students than for white and Asian ones.
Approved last fall, the plan is designed to reduce below-grade-level performance by categorizing K-12 students into subgroups with adjusted goals for each. Where it goes astray is in expecting less of certain students based on their race.

David Kaplan:

It’s now even easier and cheaper for local high school students to get a college education.
At a joint meeting between City Council, The Roanoke City School Board and Virginia Western the community college talked about it’s newest program.
Back in March, Virginia Western announced it’s waiving tuition for students taking dual enrollment classes.
Those are classes students can take in high school and earn college credit, but many students weren’t.
They can now.

Related: Obtaining credit for non Madison School District Courses has been an ongoing challenge. Perhaps this issue has faded away as past practices die? Madison’s non-diverse or homogeneous governance model inflicts numerous costs, from one size fits all curricula to growth in the ‘burbs accompanied by ever increasing property taxes on top of stagnant or declining income.

Elliot Haspel:

The education debate in the United States has taken on a particularly nasty tone, and it’s turning into a needless war. Sides are digging in, accusations are being launched and, sadly, children’s lives are being negatively affected because we are too blind to see that this is all built on false choices.
The latest skirmish came in May, when author Diane Ravitch wrote on her blog that the executive director of Parent Revolution, Ben Austin, was “loathsome” for helping parents petition to remove their school’s principal and that there was a “special place in hell” for Parent Revolution contributors. (Ravitch has since made an apology of sorts for the personal attacks.) The fire and brimstone does not come purely from one camp; prominent education reform supporter Whitney Tilson called Ravitch’s remarks “thuggery” in an e-mail newsletter.
As a former teacher, what saddens me is that the sides draw battle lines where there need not be any. There is a sense that we are continually facing two doors: Address poverty factors or address school factors. Support standards or support teachers. Care about academic outcomes or care about the whole child. The ad nauseam this-or-that creates a house of mirrors that leaves us all turned around.

Lynn Stoddard:

In the next legislative session, state Sen. Aaron Osmond will introduce a bill to eliminate compulsory education. This law has potential to make sweeping, beneficial changes in our public education system.
Repealing the compulsory education law will allow this forgotten law to take effect: “The primary responsibility for the education of children within the state resides with their parents or guardians and that the role of state and local governments is to support and assist parents in fulfilling that responsibility.” (Utah Code, 53A-6-102-1b)
Did you catch the two main parts of this law? Parents are responsible to educate their own children. State and local governments are responsible to support and assist parents. Parents, teachers and students will all benefit from reviving this forgotten law.
Parents:
Removing compulsory education will put parents back in charge and make the Legislature, state board and local school districts responsible to support and assist them. Parents will be authorized to ask for the help they need.
With Utah parents, there is a wide range of abilities to educate children. It ranges all the way from some who can do it completely at home, all the way to some who hold down two jobs or, for other reasons, spend little time with their children. Others, who may have time, would rather have professional teachers help them with it.

Geoffrey Garrett:

The bigger challenge to business schools comes from fully online degrees.
Georgia Tech in Atlanta has taken its $40,000 masters of computer science degree online and cut the price by 84 per cent, hoping to increase demand from 300 students to 10,000.
Surely putting degrees online, with high fixed costs but near zero marginal costs, endangers the price premium attached to face-to-face education?
The UCLA Anderson School of Management at does not think so. It is currently running traditional and online versions of its highly ranked Femba (fully employed MBA) side-by-side for working professionals, with the same admission standards, faculty and course content, and charging the same price for both.

Wall Street Journal:

With so much attention focused on the market in recent years, now is just the time to show young people what investing is all about.
So we asked The Experts this question: How do you recommend teaching teenagers (or younger) about investing?
This discussion relates to a recent Journal Report article on how financial advisers taught their own kids about investing and formed the basis of a discussion on The Experts blog on Aug. 1.

CCSSI Mathematics:

The New York State Education Department clearly tried to play it safe in designing questions for the Grades 3 to 8 exams, with a lot of calculation and solve-the-equation problems, which would have been the same pre- or post-Common Core. Where NYSED gets into trouble is when it tries to be creative, particularly in word problems.
So without further ado, here’s a look at some of the released questions from the 2013 New York State Testing Program’s Common Core Mathematics Test.

Sadhbh Walsh:

It seems that women these days are too clever for their own good, at least when it comes to making babies. Research emerging from the London School of Economics examining the links between intelligence and maternal urges in women claims that more of the former means less of the latter. In an ideal world, such findings might be interpreted as smart women making smart choices, but instead it seems that this research is just adding fuel to the argument that women who don’t have children, regardless of the reason, are not just selfish losers but dumb ones as well.
Satoshi Kanazawa, the LSE psychologist behind the research, discussed the findings that maternal urges drop by 25% with every extra 15 IQ points in his book The Intelligence Paradox. In the opening paragraph of the chapter titled “Why intelligent people are the ultimate losers in life”, he makes his feelings about voluntary childlessness very clear:

Emma Jacobs:

A typical children’s party, above, can often be unruly, which is why entrepreneurs now offer tutoring on how to behave
Bribing toddlers can be counter-productive, according to Vanessa. Instead, the 28-year-old coaches her young charges how to play together – for $450 an hour. After all, play dates are no trivial matter. They can decide a child’s future.
Vanessa, who declines to give her last name, is one of a new breed of play date experts that help children prepare for admission to New York’s elite kindergartens. As part of the admission process to these schools that charge up to $40,000 a year, four-year-olds must attend a playgroup where they are tested by teachers for academic ability and their social and emotional IQ.
Play date experts set up situations to see how children respond and then make suggestions for improvement. For example, if everyone has to write down his or her name but there are not enough pencils, they must wait their turn.

Javier Hernandez & Robert Gebelhoff:

The number of New York students passing state reading and math exams dropped drastically this year, education officials reported on Wednesday, unsettling parents, principals and teachers and posing new challenges to a national effort to toughen academic standards.
In New York City, 26 percent of students in third through eighth grade passed the tests in English, and 30 percent passed in math, according to the New York State Education Department.
The exams were some of the first in the nation to be aligned with a more rigorous set of standards known as the Common Core, which emphasize deep analysis and creative problem-solving over short answers and memorization. Last year, under an easier test, 47 percent of city students passed in English, and 60 percent in math.
City and state officials spent months trying to steel the public for the grim figures.
But when the results were released, many educators responded with shock that their students measured up so poorly against the new yardsticks of achievement.

Paul Petersen:

Should federally mandated school accountability and testing requirements be abandoned? With Congress actively considering a major revision of No Child Left Behind, that question has moved to the top of the national education agenda. The Obama administration, teachers unions and some Republicans are joining forces to gut core provisions of the education law that was one of the Bush administration’s crowning achievements.
No Child Left Behind, which began in 2002, focused on the low performance of African-American and Hispanic students. It required that all students, no matter their race or ethnicity, reach proficiency by 2014. Since minority students had the longest road to travel, schools placed special emphasis on their instruction, and measured the quality of their instruction by ascertaining their performance on standardized tests.
Each school was required to report annual test-score results for every student in grades three through eight. (High-school students took only one test in four years.) Although all schools were tested, No Child requirements bore most heavily upon schools that received federal compensatory education dollars, which typically had substantial percentages of minority students.

Rick Esenberg, via a kind reader’s email:

Whether or not he is right, we are left with, again, with the very philosophical divide that I identified. Mr. Hughes thinks that centralized and collective decision-making will more properly value diversity (as he defines it) and make better educational choices for children than their parents will.
Of course to describe a philosophical divide does not tell us who has the better of the argument. Mr. Hughes defends his position by relying on a 2007 “study” by the Wisconsin Policy Research Institute which, strictly speaking, was not a study at all and had more to do with the impact of choice on public schools than its value to the families who participate in the program.
The 2007 WPRI publication collected no data on what was actually happening in Milwaukee. It simply took a national data base on the educational involvement of families and extrapolated it to Milwaukee based on the socioeconomic characteristics of Milwaukee families. It was, strictly speaking, nothing more than a calculation. If low income and minority families in Milwaukee behave like low income and minority families nationally, the calculation showed, then, based on certain assumptions, very few would engage in informed decision-making regarding their children’s education.
It was an interesting and thought provoking exercise but one with an obvious limitation. It is not at all clear that national findings would extend to a city with a relatively longstanding and actively promoted choice program. It is possible that the existence of a greater array of educational choices would change the incentives and capacity of parents to engage in the informed and engaged decision-making that would otherwise not happen.
Beyond that, the fact that only a subset of families will exercise a choice tells us precisely nothing about whether they ought to have the opportunity to make one – unless you entertain a presumption against individual choice and a diversity of alternatives in education.
Mr. Hughes argues that education is an “experience good” which is a fancy way of saying that it is something that consumers have a difficult time evaluating before deciding whether to buy it. But, again, the extent to which you think something is that type of good (many things are difficult to be sure about before you try them) and whether, having decided it is, you think that people should have someone else choose for them reflects very philosophical divide I’m concerned with.

“We know best” has long been associated with parts of Madison’s K-12 community, despite long term, disastrous reading scores and spending twice the national average per student.
Background: “The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”.
It would certainly be useful to spend a bit of time learning about Milwaukee’s experiences, positive and negative with a far more open k-12 climate. The results of Madison’s insular, non-diverse approach are an embarrassment to students, citizens, taxpayers and employers.

Apoorvanand:

The Vice Chancellor of Calicut University promptly ordered a probe by a senior dean who, after visiting the internet ( as is the academic practice these days) discovered to his horror that al-Rubaish did have terrorist affiliations. He recommended its removal saying that ‘students would not lose much if they do not read this poem’. One of textbook’s editors explained that, at the time of selection of the poem, there was not much material available online about the poet. He said that they would not have selected this poem if the poet’s background was known to them.
It is an irony of our times that the editors are being shamed for an intellectual act, which was in fact , a creative way to expose the young undergraduates to the emotional impact of the international ‘war on terror’ across continents . Who would dispute that war on terror is a contemporary issue? How does literature react to it? Why and how do the detainees of Guantanamo Bay, the international jail set up by the USA to isolate its prey from life itself, choose poetry as a site to convey their pain and trauma? Most of them were non-poets. Can something they inscribed on the coffee cups or floors of the prison cell, in their desperation to speak, be accorded the exalted status of poetry?

Eric Rabkin:

Every day, students find it easier to take courses anywhere and anytime and accumulate them into a degree at a growing number of fully accredited institutions. StraighterLine, which Fast Company calls “An eBay For Professors To Sell College Courses Directly To Students”, offers general education courses at $999/year for 10 courses. According to the Education Advisory Board, over 250 institutions across America, from Georgetown University in Washington, D.C., to the University of Southern California in Los Angeles, have accepted at least some of these credits. Without their captive audience, how will most schools survive? One answer, I call “the college drop-in.” In the long run, the drop-in phenomenon should drive a very desirable revolution for educational institutions, for individuals, and for business.
Harvard Business School already outsources one of its entry-level courses to Brigham Young University because the online offering is “so good,” freeing HBS resources–including faculty–for more specialized work. HBS students become BYU drop-ins, and both institutions–and their students–win. Similarly, under-enrolled courses in any specialized subject, for example rarely taught languages or advanced seminars in string theory–can meet their enrollment targets by inviting properly qualified drop-ins from vetted institutions.
Institutions and individuals waste resources–classroom seats–when a course is dropped or unsuccessfully completed. Instead of remaining in residence, a student can retake a single course–or even a single course module–online while working elsewhere in the summer, or in any other semester, dropping in to back and fill or, for underprepared students, dropping in for review or prerequisites so that when they do occupy those seats, they will succeed. Learning success and lowered total costs obviously serve the drop-in student.

Ki Mae Heussner:

If you want your child to have an early start on becoming the next Zuckerberg or Gates, it’s pretty clear that (for now, at least) you have to take matters into your own hands. According to estimates, less than 2 percent of students study computer programming, and it’s not even offered at 90 percent of U.S. schools.
To help boost those numbers, Mountain View, Calif.-based Tynker introduced its kid-focused learn-to-code program to schools earlier this year. On Tuesday, the company announced a new version of its software that kids can use at home.
Launched publicly in April, Tynker is a programming language inspired by Scratch, a visual programming language developed at MIT, as well as SNAP!, another programming language based on Scratch and created at Berkeley. Instead of making kids learn programming by stringing together words and numbers, it gives them a colorful, drag-and-drop platform to learn the concepts behind coding.
Through kid-friendly animations and creative projects, the browser-based program walks them through the basics and ultimately transitions them out of the visual programming language into traditional Javascript.

Jay Matthews:

Sizer has long preferred smaller schools and less standardized testing, which would seem to put him at odds with current moves toward more testing, teacher assessment, charter schools and pressure for results. But in the new book, he welcomes charters as one part of expanding choices he thinks are good for families and for reform.
He is gently dismissive of those who decry policies they don’t like and insist their changes will solve our problems. Sizer writes that all pundits ought to realize that school reform “WILL be messy, but constructive messiness is the cost of freedom. Growing up is often a painful, if energizing, process, and growing up today may take subtly different but important forms than those with which we are accustomed. . . . The leaders of every New American High School must understand and honor this.”
One suggestion relevant to our local schools comes from his experience at the Francis W. Parker Charter Essential School in Devens, Mass. The school, which Sizer and his wife, Nancy Faust Sizer, helped found, uses oral exams, and he makes a persuasive case for using orals throughout high school.

Let’s say the history teacher, a descendant of the 1960s, is talking (of course) about the Vietnam War, and how Walter Cronkite won the Tet Offensive, even though the North lost it, and the student is perhaps paying some attention, but when the teacher shifts to an explanation of the hardships of war in the hot weather and the humidity, the student, effortlessly, may begin to remember what his grandfather told him about the cold at the Chosin Reservoir in 1950, and how easy it was to get frostbitten or even to freeze to death.
The teacher, quite understandably, so often has no idea that the student is no longer listening to, or learning from him, no matter how “great” the teacher is.
Those who say that teacher quality is the most important variable in student academic achievement seem to have forgotten the student’s role in student academic achievement. They have failed to think about, and they have not come to realize, the fact that the student is the sole proprietor of his/her own attention, and that her/his attention is the sine qua non for student academic achievement.
Again, the history teacher might be talking about the rise of organized labor in American life, and the student’s mind could easily slip away to the stories her aunt has told her about the difficult labor she had to go through with her first daughter.
Attention wanders, and in class wandering attention means the end of learning on the current topic for the time being, at least for that student, and for the “education” planned for that class period for any and all distracted students.
What can be done about this wayward-attention phenomenon? We might start by realizing that students own their attention and that we must negotiate with them successfully if we are to convince them to bring that attention to our offerings and to their duties as students. (Doesn’t that sound quaint?–Students have duties?)
With this in mind, we might spend more time explaining why what we are teaching in a given period on any given day is worth the attention we need from students. We can order them to pay attention (that doesn’t work), but we might be able to sell them on the chance that if they give their attention to what we are offering, it might prove to be worth their while.
We won’t sell the opportunity to every one, but some students might be grateful for the respect we pay to their ownership of their own minds and their own attention, and more of them might be willing to give us the benefit of the doubt and give our
presentations and plans their attention on a trial basis. (And some students will surely be influenced by the attention they see their peers giving to the work at hand…)
Then, if what we are teaching is as important and as interesting to us as we hope it will be to them, there is a chance (well-tested in experience) that they may indeed find it of interest to them as well, and they will be, in that subject perhaps, on their way to becoming educated, and more than that even, they might be on their way to deciding to teach themselves more about the subject as well. Thus are scholars born.
————————-
“Teach by Example”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
www.tcr.org/blog

Jon Marcus:

Every year states hand out more than $11 billion in financial aid to college students with no certainty as to whether they’ll ever graduate.
Many states don’t track the money. They simply hand it over and hope for the best, as one educational consultant put it.
It’s a “one-sided partnership,” according to Stan Jones, the president of the advocacy organization Complete College America. “The states provide the funds, but the expectations states have of students are really pretty low.”

Doug Lederman:

From Horace Mann to President Obama, and legions of politicians and educators in between, education has been heralded as the great equalizer, an institution that can balance (if not undo) racial, ethnic or other inequities that separate segments of society.
If higher education in the United States ever fulfilled that role, it is doing so less and less, not more, as time passes.
That is the stark and in many ways distressing conclusion of a report released today by researchers at Georgetown University: “Separate and Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privileged”
The report’s assertion that African-American and Latino youth — especially those from low-income backgrounds — are underrepresented at the nation’s 468 most selective four-year colleges and overrepresented at the 3,250 open-access two- and four-year institutions will probably surprise few; that’s a circumstance of long standing.

Paul Fain:

Testing firms are offering new ways to measure what students learn in college. Their next generation of assessments is billed as an add-on – rather than a replacement – to the college degree. But the tests also give graduates something besides a transcript to send to a potential employer
As a result, skills assessments are related to potential higher education “disruptions” like competency-based education or even digital badging. They offer portable ways for students to show what they know and what they can do. And in this case, they’re verified by testing giants.

Sue Shellenbarger:

August brings high anxiety for many parents awaiting big news for fall: Who will be their child’s teacher? Will it be someone creative and inspiring? Or will they get stuck with a burnout, a bore or a scary drill-sergeant type?
Now, that angst is being further intensified by a combination of factors, including a less experienced teacher pool, faster gossip grapevines and schools’ increased strategies to limit parents’ involvement in the teacher-placement process.
In fact, school officials are sending a strong message to parents: Don’t ask. A growing number of principals hold parents at bay by sending questionnaires in the spring that ask for general information about a child, but prohibit requesting a specific teacher. More principals are skipping parent input altogether, setting firm policies that teacher assignments are up to the school.

Lyndsey Layton

The high-profile episode underlines some of the pitfalls of grading schools.
“It should give us pause,” said Anne Hyslop, an education analyst at the New America Foundation, a left-leaning think tank. “Any accountability system should be examined, analyzed and updated as needed. You may see some states changing their A-F systems or looking for other models, but it’s a little bit too early to tell.”
Maine, which unveiled school report cards for the first time in the spring, changed the grades for three of 600 schools after errors were caught in the calculations and made those changes public, said Samantha Warren, a spokeswoman for the state education department.
“If there are legitimate things that got screwed up within the accountability system, you want to make sure everyone understands what you did and why,” said Kathy Christie of the Education Commission of the States. “You do not want to do that in a backroom.”

Cathy Payne:

Obesity rates among preschoolers are falling in many states for the first time in decades, the head of the Centers for Disease Control and Prevention said Tuesday.
Small but significant declines in obesity among low-income preschoolers were found in 18 states and the U.S. Virgin Islands from 2008 to 2011, CDC director Thomas Frieden said at a press telebriefing. “This is the first report to show many states with declining rates of obesity in our youngest children after literally decades of rising rates.”
The numbers are published in the CDC’s latest Vital Signs report. It includes obesity rates from 40 states, the District of Columbia and two U.S. territories. The CDC excluded 10 states because some had changed how they collected data.
Florida, Georgia, Missouri, New Jersey, South Dakota and the U.S. Virgin Islands had the largest absolute decreases in prevalence of obesity, with a drop of at least 1 percentage point, the report says. Obesity rates held steady in 20 states and Puerto Rico. They rose in Colorado, Pennsylvania and Tennessee.
Researchers analyzed weight and height data of about 11.6 million children ages 2 to 4 in federally funded maternal- and child-nutrition programs. The data came from the Pediatric Nutrition Surveillance System.

George Saunders:

In seventh grade, this new kid joined our class. In the interest of confidentiality, her Convocation Speech name will be “ELLEN.” ELLEN was small, shy. She wore these blue cat’s-eye glasses that, at the time, only old ladies wore. When nervous, which was pretty much always, she had a habit of taking a strand of hair into her mouth and chewing on it.
So she came to our school and our neighborhood, and was mostly ignored, occasionally teased (“Your hair taste good?” – that sort of thing). I could see this hurt her. I still remember the way she’d look after such an insult: eyes cast down, a little gut-kicked, as if, having just been reminded of her place in things, she was trying, as much as possible, to disappear. After awhile she’d drift away, hair-strand still in her mouth. At home, I imagined, after school, her mother would say, you know: “How was your day, sweetie?” and she’d say, “Oh, fine.” And her mother would say, “Making any friends?” and she’d go, “Sure, lots.”
Sometimes I’d see her hanging around alone in her front yard, as if afraid to leave it.
And then – they moved. That was it. No tragedy, no big final hazing.
One day she was there, next day she wasn’t.
End of story.
Now, why do I regret that? Why, forty-two years later, am I still thinking about it? Relative to most of the other kids, I was actually pretty nice to her. I never said an unkind word to her. In fact, I sometimes even (mildly) defended her.
But still. It bothers me.
So here’s something I know to be true, although it’s a little corny, and I don’t quite know what to do with it:
What I regret most in my life are failures of kindness.
Those moments when another human being was there, in front of me, suffering, and I responded…sensibly. Reservedly. Mildly.
Or, to look at it from the other end of the telescope: Who, in your life, do you remember most fondly, with the most undeniable feelings of warmth?

A. David Dahmer:

MMSD School Board President Ed Hughes said that public education these days is under a lot of pointed criticism if not under an outright attack. “Initiatives like the voucher expansion program are premised on the notion that urban traditional public schools are not up to the task of effectively educating a diverse body of students,” Hughes says. “We’re out to prove that they are wrong. We agree with Superintendent Cheatham that in Madison all of the pieces are in place for us to be successful. Following the framework that she will describe to you, we set the goal for ourselves to be the model of a thriving urban school district that is built on strong community partnerships as well as genuine collaboration of teachers and staff. As we do that, we will be the school district of choice in Dane County.”
Cheatham said that Madison has a lot of great things going for it, but also had its share of challenges.
“A continually changing set of priorities has made it difficult for our educators to remain focused on the day-to-day work of teaching and learning, a culture of autonomy that has made it difficult to guaranteed access to a challenging curriculum for all students,” Cheatham said. “The system is hard for many of our students to navigate which results in too many of our students falling through the cracks.”
It starts with a simple but bold vision that every school is a thriving school that prepares every student for college, career, and community. “From now on, we will be incredibly focused on making that day-to-day vision become a reality,” she said.
“Many districts create plans at central office and implement them from the top down. Instead, schools will become the driving force of change in Madison,” Cheatham said. “Rather than present our educators with an ever-changing array of strategies, we will focus on what we know works — high quality teaching, coherent instruction, and strong leadership — and implement these strategies extremely well.”

Related: The Dichotomy of Madison School Board Governance: “Same Service” vs. “having the courage and determination to stay focused on this work and do it well is in itself a revolutionary shift for our district”.
“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”.
Madison’s long term, disastrous reading results.

Robin Lake:

I’m often asked how CRPE’s portfolio model differs from the vision put forth in my friend Andy Smarick’s book, The Urban School System of the Future. My first response is, “Not all that much.” Andy’s proposed solution to urban school system dysfunction is one that is nearly identical to the thesis in my colleague Paul Hill’s book Reinventing Public Education and CRPE’s founding ideal nearly 20 years ago:

• All public schools should operate like charter schools, with autonomy over their educational programs, funding, and staffing.
• They should be held accountable primarily for results, not inputs, via a performance contract.
• Families should have access to a broad range of high-quality public school options rather than being assigned to one school.

Andy believes, though, that in the urban school system of the future, state charter authorizers, rather than publicly elected school boards, should oversee all city schools–which is the case now throughout most of New Orleans. If he had his druthers, no school district would have the right to charter.
While I’m a great fan of the transformation of the New Orleans school system, the idea that an all-charter system is the right solution for every big city strikes me as shortsighted. First off, in many cities, charter school authorizers don’t have a good track record. In Cleveland, for instance, the charter sector is at best mediocre, whereas the Cleveland school district, under the leadership of Superintendent Eric Gordon, has a strong plan for transitioning to a portfolio of high-performing autonomous schools, some charter, some district-run. In other cities, like Indianapolis and San Antonio, the charter sector offers a more plausible solution than the district, under the leadership of the city and with help from community-based incubators. In other cities, neither the district not the current charter authorizers are particularly effective governing agencies, so there needs to be a new or different solution.

Cory Doctorow:

Simon Lovell’s “How to Cheat at Everything: A Con Man Reveals the Secrets of the Esoteric Trade of Cheating, Scams and Hustles,” is a veritable encyclopedia of cons, scams, tricks and rip-offs. Lovell is a magician by trade, and much of the book is given over to detailed sleight-of-hand HOWTOs for palming, greasing, fixing and cheating cards, dice, coins, and so on. Truth be told, this section bogged down a little for me — unlike, say, The Big Con, which tries to give a representative sample of the world’s con-games, Lovell is bent on detailing all of them. But this is more than made up for by the charming, breezy anaecdotes about rip-off bar-bets, boiler-room operations, and so on. I picked this up as reference for stories — con-jobs are great fiction fodder — but found myself absorbing its message in pro-active self-defense. Reading this thing cover-to-cover can leave you feeling pretty damned paranoid.
Update: Harry sez, “For one summer Simon Lovell was a Councilor at “Camp Island Lake” where he headed up the card magic program. Somehow he had convinced the management to let him teach an activity called “Cheats, Con’s and Swindles” which was very popular. About three weeks in however management shut the activity down because, shockingly, many of the kids taking it were swindling other campers out of cash.”
Evan adds, “Simon Lovell is crazy but extremely nice, I’ve known him for quite a while and seen him perform. He was once gambling with an asshole in Macau who was being rude to a cocktail waitress. To get him back he scammed him out of his car and gave the keys directly to the cocktail waitress as a tip. He was formally trained in Oxford as a mathematician but has spent years in jail for cons and scams. As a joke he once slid into the back seat of his friends car, put a burlap sack over him and while they passed a police car he wiggled around as if trying to escape just to see how the cops would react. He was arrested.”

Justin Pope:

Hundreds of investment bankers, venture capitalists and geeky tech entrepreneurs gathered near the pool of the Phoenician, a luxury resort outside Phoenix. The occasion? A high-profile gathering of education innovators, and as guests sipped cocktails, the mood was upbeat.
Major innovations — forged by the struggles of the Great Recession and fostered by technology — are coming to higher education.
Investment dollars are flooding in — a record-smashing 168 venture capital deals in the U.S. alone last year, according to the springtime conference’s host, GSV Advisors. The computing power of “the cloud” and “big data” are unleashing new software. Public officials, desperate to cut costs and measure results, are open to change.
And everyone, it seems, is talking about MOOCs, the “Massive Open Online Courses” offered by elite universities and enrolling millions worldwide.

Michael Gagne:

Look to the nation’s automotive industry for an example of how the economy has changed the middle class during the last 50 years.
In 1968, few mechanics had earned an education further than a high school diploma. Same with factory workers, and other blue collar laborers.
But according to the United States Bureau of Labor Statistics, today’s employers in the automotive industry now prefer to hire mechanics who have undergone a postsecondary education program. In 2007, more than one-third of auto mechanics had postsecondary degrees or certifications of some variety.
Jeffrey Stohl, of the Georgetown University Center on Education and the Workforce, calls it the “upskilling factor” when explaining the present economy’s reliance on workers who have an education beyond a high school diploma.

Harry Lewis:

The news that Chicago Booth Business School’s executive MBA programme would relocate from Singapore was greeted in Hong Kong with as much enthusiasm as the acquisition of a star athlete. Education Secretary Eddie Ng Hak-kim trumpeted that the move would “enhance Hong Kong’s position as a regional education hub, nurture talent to support the growth of our economy, and strengthen Hong Kong’s competitiveness”.
He could have been Hong Kong’s cricket coach welcoming Mark Chapman from New Zealand only a week earlier: “We have a very good opportunity of playing in a World Cup for the first time and with the line-up we have, I think we can do it.”
But the ongoing changes in higher education are more like biological evolution than a cricket match. Extinction too is part of evolution–and several other American outposts in Singapore, including New York University’s Tisch School of the Arts and the hotel school of University of Nevada, Las Vegas (UNLV), are pulling out of the city state with uncertain future plans.
Asia is trying to shortcut a process that took centuries to create the great American universities. And American universities seem to think that an intellectual Bering land bridge has opened. Suddenly they see huge areas with no natural competitors, a promising ecosystem for invasive species.

Ruth Starkman, via a kind reader’s email:

My job was to help sort the pool.
We were to assess each piece of information — grades, courses, standardized test scores, activities, leadership potential and character — in an additive fashion, looking for ways to advance the student to the next level, as opposed to counting any factor as a negative.
External readers are only the first read. Every one of our applications was scored by an experienced lead reader before being passed on to an inner committee of admissions officers for the selection phase. My new position required two days of intensive training at the Berkeley Alumni House as well as eight three-hour norming sessions. There, we practiced ranking under the supervision of lead readers and admissions officers to ensure our decisions conformed to the criteria outlined by the admissions office, with the intent of giving applicants as close to equal treatment as possible.
The process, however, turned out very differently.
In principle, a broader examination of candidates is a great idea; some might say it is an ethical imperative to look at the “bigger picture” of an applicant’s life, as our mission was described. Considering the bigger picture has aided Berkeley’s pursuit of diversity after Proposition 209, which in 1996 amended California’s constitution to prohibit consideration of race, ethnicity or gender in admissions to public institutions. In Fisher v. the University of Texas, the Supreme Court, too, endorsed race-neutral processes aimed at promoting educational diversity and, on throwing the case back to lower courts, challenged public institutions to justify race as a factor in the holistic process.

Larry Cuban:

Turning around low-performing urban school districts is in the same class as CEOs turning around failing companies.
After serving in Chicago for six years, Philadelphia five years, and New Orleans four years, Paul Vallas put the saga of urban superintendents in stark, if not humorous, terms:
“What happens with turnaround superintendents is that the first two years you’re a demolitions expert. By the third year, if you get improvements, do school construction, and test scores go up, people start to think this isn’t so hard. By year four, people start to think you’re getting way too much credit. By year five, you’re chopped liver.”
Vallas’s operating principle, according to one journalist who covered his superintendency in Philadelphia, is: “Do things big, do them fast, and do them all at once.” For over a decade, the media christened Vallas as savior for each of the above three cities before exiting, but just last week, he stumbled in his fourth district-Bridgeport (CT) and ended up as “chopped liver” in less than two years.
Vallas is (or was) the premier “turnaround specialist.” Whether, indeed, Vallas turned around Chicago, Philadelphia, and New Orleans is contested. Supporters point to more charter schools, fresh faces in the classroom, new buildings, and slowly rising test scores; critics point to abysmal graduation rates for black and Latino students, enormous budget deficits, and implementation failures. After Bridgeport, however, his brand-name as a “turnaround specialist,” like “killer apps” of yore such as Lotus 1-2-3 and WordStar, may well fade.
Turning around a failing company or a school district is no work for sprinters, it is marathoners who refashion the company and district into successes. Lee Iaccoco was CEO of Chrysler from 1978-1992; Steve Jobs was CEO from 1997-2011, and Ann Mulcahy served 2001-2009.