Sophia Hollander:

Scientists raised on “The Jetsons” and “Astro Boy” have theorized for decades that robots would make the perfect helper and companion. Now a handful of public schools in the U.S. are putting that idea to the test.
This year, robots will be teaching everything from math to vocabulary to nutrition inside classrooms in California and New York, a move the researchers call a first in American education.
The Los Angeles experiment, scheduled to start later this spring, will use a robotic “dragon” to teach first-graders about healthy lifestyle habits. Students will help show the robot how to prepare for a race; the hope is that by sharing tips with the dragon, they take their own lessons to heart.

Matt Welsh:

My various blog posts about moving from academia to industry have prompted a number of conversations with PhD students who are considering academic careers. The most oft-cited reason for wanting a faculty job is “academic freedom,” which is typically described as “being able to work on anything you want.” This is a nice theory, but I think it’s important to understand the realities, especially for pre-tenure, junior faculty.
I don’t believe that most professors (even tenured ones) can genuinely work on “anything they want.” In practice, as a professor you are constrained by at least four things:
What you can get funding to do;
What you can publish (good) papers about;
What you can get students to help you with;
What you can do better than anyone else in the field.
These are important limitations to consider, and I want to take them one by one.

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

Pursuant to the Memorandum of Understanding negotiated by MTI, on behalf of elementary teachers, those who have completed Ready, Set, Goal (RSG) Conferences, and whose request for compensatory time cannot be accommodated due to the unavailability of a substitute teacher, may, upon written notice to their principal by May 1, choose among the following options: (1) request to be compensated for RSG conferences, travel time, and up to 15 minutes per conference for any reasonable administrative time associated with each conference; or
(2) have said day(s) added to the teacher’s Personal Sick Leave Account (PSLA) or, if the teacher has the maximum amount in that account, the day(s) may be added to the teacher’s Retirement Insurance Account (RIA) [ Any such days accumulated to one’s RIA from RSG services are not subject to the PSLA or RIA maximum]; or
(3) carryover one (1) paid RSG leave day into the following school year; or
(4) a combination of items 1-3 above.
Contact MTI Assistant Director Eve Degen (degene@madisonteachers.org) with questions regarding RSG compensation.

Keith Bradsher:

The private-equity tycoon Stephen A. Schwarzman, backed by an array of mostly Western blue-chip companies with interests in China, is creating a $300 million scholarship for study in China that he hopes will rival the Rhodes scholarship in prestige and influence.
The program, whose endowment represents one of the largest single gifts to education in the world and one of the largest philanthropic gifts ever in China, was announced by Mr. Schwarzman in Beijing on Sunday.
The Schwarzman Scholarsprogram will pay all expenses for 200 students each year from around the world for a one-year master’s program at Tsinghua University in Beijing.
The program’s creation underlines the tremendous importance of China and its market to Wall Street financiers and corporate leaders, who have become increasingly anxious as security and economic frictions grow between China and the West.
Mr. Schwarzman said his goal was to reduce such tensions by educating the world’s future leaders, but his role in the project will also raise his political profile in China, potentially giving him and his private equity firm, the Blackstone Group, increased access to Chinese leaders. Many of them, including Xi Jinping, who became president of China last month, attended Tsinghua, one of the country’s top universities.

Jacob Bacharach:

Genuine puzzlement, right up there with “swear to God”, usually precedes a lie. It’s the verbal equivalent of clammy sweat and rapid blinking, and even on the rare occasion that it doesn’t presage a whopper, it makes everything subsequent seem dishonest. Yglesias goes on to set fire to a hiring hall full of unionized straw men who want teacher pay to be tied to tenure of service and nothing else, but what the hell, I’ll see if I can raise my voice above the crackling fire.
The cheating scandals prove that education reform is a wholly fraudulent endeavor. It isn’t the equivalent of a doping scandal in sports; it’s the equivalent of Enron, Madoff, the financial crisis. You think testing has something to do with compensation, hiring, and firing? It doesn’t. Testing is the accounting of the reform movement, and the executives are cooking the books. They’re manipulating the statements so it looks like the venture is turning a profit. Well, actually, it’s got negative cash flow. The gains are phantoms. The enterprise is insolvent. Even by its own standards, reform fails.

College Affordability & Transparency Center

College Scorecards in the U.S. Department of Education’s College Affordability and Transparency Center make it easier for you to search for a college that is a good fit for you. You can use the College Scorecard to find out more about a college’s affordability and value so you can make more informed decisions about which college to attend.
To start, enter the name of a college of interest to you or select factors that are important in your college search. You can find scorecards for colleges based on factors such as programs or majors offered, location, and enrollment size.

Adam Belz:

Looking dapper in a blue shirt and striped tie, 11-year-old Quinn Krueger leaned over his desk and peered at plans for his company’s next project — a park bench.
Krueger was CEO of the only construction firm in BizTown, a simulated city at Junior Achievement in Maplewood, Minn., where fourth- and fifth-graders spend a day learning to run a business, work for a boss, write a check, pay taxes and do payroll.
“We’re selling the bench for $75,” Krueger said. “We’re doing good.”
With kids zipping back and forth and bemused parents and teachers looking on, the program is among the more elaborate attempts to teach children to become financially literate.

Matthew DeFour

Madison School District property taxes for 2013 could increase 7.4 percent under budget recommendations being presented Monday to the Madison School Board.
That would be the biggest percent increase in the district’s property tax levy in a decade. Taxes on an average Madison home valued at $230,831 would total $2,855, a $182 increase from last year.
However, district officials cautioned the numbers likely will change once the state budget is finalized and new superintendent Jennifer Cheatham conducts a review of the district.
“Before I can feel comfortable recommending a tax increase I would want to make sure that every dollar is spent effectively and I can feel confident that the funds that we’re investing are going to pay off for students,” Cheatham said.

David Blaska

Did you get a 7.4% pay raise this year? State employees have forgone a pay raise the last couple years. They had to reach in their pockets to pay new health insurance and pension co-pays. Annuitants covered by the Wisconsin Retirement System have been treading water since 2009. Those who retired nine or more years ago are facing a 9.6% reduction in their pensions. Many of those, ironically, are retired teachers.
Yet the Madison School Board proposes a 1.5% across-the-board pay increase. Actually, reporter DeFour underreported the proposed pay increase. Add another 1% for the “step” increases to account for longevity to equal a 2.5% increase. Almost uniquely among taxpayer-supported employees these days, the district’s teachers still would pay nothing toward their generous health insurance benefits. Job security is nearly guaranteed. Meanwhile, the district acts as bagman for union boss John Matthews, deducting dues from teacher paychecks.
Can we expect the district to end that statutorily forbidden practice when the current contract expires after this June? Let’s hope so, unless the district hides behind Dane County Judge Juan Colas’ Act 10 ruling.
What would get the axe? Parent-teacher conferences. So much for addressing the achievement gap.

Related: Status Quo Costs More: Madison Schools’ Administration Floats a 7.38% Property Tax Increase; Dane County Incomes down 4.1%…. District Received $11.8M Redistributed State Tax Dollar Increase last year. Spending up 6.3% over the past 16 months.

Alan Borsuk

Grit and optimism. And hugs for the kids in your life.
The events of last week, national, local and personal, have reduced me to sentence fragments. These words and phrases are at the top of my mind.
How can you show grit at a time when the news can drain all your energy? How can you be optimistic in a week when an 8-year-old boy, Martin Richard, is killed by a bomb while waiting to cheer for his father? Or when so many other horrible things occur?
Because you have to, for yourself and for your children.
Paul Tough, formerly of The New York Times, wrote a great book last year about the character traits of successful children. Tough wrote that research shows that children who turn out well are, in significant numbers, children who are strong in key character traits.
That applies both to those growing up in comfortable circumstances and those who are not.
Among the traits he singled out: curiosity, self-control, conscientiousness, optimism and one he labeled grit – in fact, it’s in the subtitle of his book, “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character.”
Grit includes the determination to keep working on something when it gets frustrating or tough and to persevere until there are better outcomes. (President Barack Obama used the word grit in praising Boston’s first responders when he spoke to a group of them Thursday in Boston.)

RiShawn Biddle:

There are plenty of reasons why it is time to ditch defined-benefit pensions (as well as the rest of traditional teacher compensation) — and not just because of the at least $1.1 trillion in long-term deficits (including unfunded retired healthcare benefits often handled by state pension systems) that are being borne by taxpayers and the nation as a whole. One of them lies with the fact that the political power inherent in pension systems (including the ability to sway boards of publicly-held companies, as well as the role they play in picking money managers) allow for those who sit on their boards to engage in mischief that hurts markets and taxpayers alike; this includes requiring pensions to invest funds in alternative energy schemes that won’t ever pan out. This is especially true when board seats are held by leaders of National Education Association and American Federation of Teachers affiliates looking for any way to defend their ever-declining influence in education policy.
So your editor wasn’t surprised when the national AFT released what it called a “Retirement Security Report” earlier this week targeting money managers who happen to also be among key players in the school reform movement. Among the targets: Index fund investing pioneer Dimensional Fund Advisers (because one of its cofounders — who no longer runs the organization’s day-to-day operations — heads up Missouri’s Show-Me State Institute, a key player in advancing systemic reform in the Midwest); the investment firm Gilder, Gagnon, whose cofounder is chairman emeritus of the Manhattan Institute, a longstanding critic of the AFT and education traditionalists in general; and SLX Capital, whose foundation also donated to the conservative think tank. And, of course, Eagle Capital Management, whose boss, Ravenel Boykin Curry, is on the board of Manhattan Institute as well; his son, R. Boykin Curry Jr., cofounded (with Kevin Chavous and Whitney Tilson) Democrats for Education Reform, which has helped reduce the AFT’s and NEA’s influence over Democratic Party politics at the national level.

Stephen Strowes:

I’ve fielded questions recently from undergraduate students interested in, but unsure about, pursuing a PhD. I distilled some thoughts into an email, but actually these thoughts are better spent in public. I have previously written on the process of a PhD elsewhere, from a different perspective.
The following was written retrospectively, after I had submitted my own PhD dissertation, and long after I completed my undergraduate career. It’s also written from a UK perspective: other countries may have teaching requirements for PhD students, or may have taught classes that students must attend. UK PhD programmes also have a time limit within which you must submit your work for examination, and that time limit may be different or non-existent in other countries.
The Focus
Here’s a universal truth: studying for a PhD is vastly different to studying for your undergrad. Here’s how:

Erin Duffy:

It started as a transitional program, a way to teach special education students with developmental disabilities how to handle personal finances, find a job and live independently once they left school.
But in the last several years, the Trenton school district’s Life Skills program has gone tragically off the rails, one teacher’s aide is alleging.
Students mindlessly copy answers teachers have written in textbooks. No curriculum exists. The students, all high school age, sometimes color sheets of Disney characters in lieu of classwork. There’s no rhyme or reason as to who graduates or who stays on for another year.

Laura Waters has more.

Alex Berezow:

There’s nothing quite like the feeling of defeating a worthy opponent in a game of chess: the ultimate battle of the wits. Of course, it’s not a feeling I have very often, since I’m not very good at chess. On the other hand, my father is officially an “expert” and my friend is a “master.” In other words, they are both very, very good. To give an idea of how good, if I was to play 100 games with each of them, I would win precisely zero.
Worldwide, chess is still a popular game, but it is treated with particular seriousness in Eastern Europe. For instance, the Bulgarian National Olympic Committee has been lobbying for chess to be recognized as an Olympic sport, as has Kirsan Ilyumzhinov, the Russian president of the World Chess Federation. In September 2011, Armenia made chess a required subject for all children over the age of six. (In the DW-TV news clip below, the children are in 2nd grade.)

Adam Sneed:

It seems every educational app promises the most engaging and effective way to teach children, and cash-strapped school districts have embraced iPads, iPods, and Smart Boards as solutions to the challenges they face. But with all the time and resources invested in educational technology, how much do we really know about learning from these popular new devices?
The good news is the field of research is growing, but it’s got a long way to go. Presenting on Tuesday at Future Tense’s portion of the Education Innovation Summit 2013 in Scottsdale, Ariz., Lisa Guernsey cautioned that we can’t simply expect young children to learn from an iPad app on their own. Guernsey, who directs the New America Foundation’s Early Education Initiative, said that in many cases, children don’t understand the nature of the technology they’re using. (Disclosure: Arizona State University, a co-host of the Education Innovation Summit, is a partner in Future Tense along with Slate and the New America Foundation.)
Guernsey highlighted research from the University of Virginia suggesting babies can’t often distinguish between images and objects. When shown pictures on a piece of paper, babies in the study tried to pick up the objects on the page. In one case, a baby held a picture of a shoe up to its own foot, as if trying to wear it. This misunderstanding of screens and images continues as children age, and is perhaps most evident when kids ask how people got inside their TVs. For that reason, Guernsey, author of Screen Time, says parents and teachers should become media mentors to children, guiding them toward age-appropriate apps and TV shows and teaching them how the technology works.

Neil Shah:

The recession convinced many young American high-school graduates to take refuge in college instead of try their luck in a lousy job market. New research indicates that trend may be unwinding.
The college enrollment rate — the share of recent U.S. high-school graduates enrolling in college or a university in the same year — dropped in 2012 to 66.2%, the lowest level since 2006, the Labor Department said in a report on Wednesday. For 2012 graduates, the rate dropped for both men and women, to 61.3% from 64.6% in 2011, and 71.3% from 72.3%, respectively.
The findings suggest some high-school graduates are becoming more confident about their job prospects after years of hiding out by going to college. When the economy sank into recession between 2007 and 2009, the college enrollment rate rose steadily to a record high of 70.1%. The implosion of America’s construction industry, for example, meant fewer jobs for young men looking for work right out of high school. Now it appears some of these young graduates are going on the job market again.

Suzanne Daley:

It began as a stunt intended to prove that hardship and poverty still existed in this small, wealthy country, but it backfired badly. Visit a single mother of two on welfare, a liberal member of Parliament goaded a skeptical political opponent, see for yourself how hard it is.
It turned out, however, that life on welfare was not so hard. The 36-year-old single mother, given the pseudonym “Carina” in the news media, had more money to spend than many of the country’s full-time workers. All told, she was getting about $2,700 a month, and she had been on welfare since she was 16.
In past years, Danes might have shrugged off the case, finding Carina more pitiable than anything else. But even before her story was in the headlines 16 months ago, they were deeply engaged in a debate about whether their beloved welfare state, perhaps Europe’s most generous, had become too rich, undermining the country’s work ethic. Carina helped tip the scales.
With little fuss or political protest — or notice abroad — Denmark has been at work overhauling entitlements, trying to prod Danes into working more or longer or both. While much of southern Europe has been racked by strikes and protests as its creditors force austerity measures, Denmark still has a coveted AAA bond rating.
But Denmark’s long-term outlook is troubling. The population is aging, and in many regions of the country people without jobs now outnumber those with them.
Some of that is a result of a depressed economy. But many experts say a more basic problem is the proportion of Danes who are not participating in the work force at all — be they dawdling university students, young pensioners or welfare recipients like Carina who lean on hefty government support.

Jason Lewis:

Most New York City public school parents don’t know that their child’s personal information will be available to third-party companies through a new data-sharing initiative.
Parents and advocates opposed to the new initiative believe it will put sensitive student information at risk and allow companies to capitalize on data that parents never consented to release.
The New York State Education Department says that districts have been sharing this kind of information for nearly a decade, and that the new initiative simply enables that data to be shared in a safer, more efficient fashion.
If it really is that simple, parents and advocates wonder, why hasn’t the state been more forthcoming with details about the project?
“The real outrage of it is that the whole spin of this is that it’s being done to help kids. And, yet they refuse to tell their parents about it.” Leonie Haimson, of Class Size Matters, tells the Voice. “The idea that they wouldn’t tell parents about it and allow them the right to consent, shows me that either it’s not being done for kids at all, or that they don’t trust parents to make the right choices for their child.”

Much more on the “Shared Learning Collaborative“, here.

William Reese:

FOR the nearly 50 million students enrolled in America’s public schools, tests are everywhere, whether prepared by classroom teachers or by the ubiquitous testing industry. Central to school accountability, they assume familiar shapes and forms. Multiple choice. Essay. Aptitude. Achievement. NAEP, ACT, SAT.
To teachers everywhere, the message is clear: Raise test scores. No excuses. The stakes are very high, as the many cheating scandals unfolding nationally reveal, including most spectacularly the recent indictment of 35 educators in Atlanta.
But we should also be wondering, where did all this begin? It turns out that the race to the top has a lot of history behind it.
Members of the Boston School Committee fired the first shots in the testing wars in the summer of 1845. Traditionally, an examination committee periodically inspected the local English grammar schools, questioned some pupils orally, then wrote brief, perfunctory reports that were filed and forgotten.
Many Bostonians smugly assumed that their well-funded public schools were the nation’s best. They, along with many visitors, had long praised the local system, which included a famous Latin school and the nation’s first public high school, founded in 1821.
Citizens were in for a shock. For the first time, examiners gave the highest grammar school classes a common written test, conceived by a few political activists who wanted precise measurements of school achievement. The examiners tested 530 pupils — the cream of the crop below high school. Most flunked. Critics immediately accused the examiners of injecting politics into the schools and demeaning both teachers and pupils.
The testing groundwork was laid in 1837, when a lawyer and legislator in Massachusetts named Horace Mann became secretary of the newly created State Board of Education, part of the Whig Party’s effort to centralize authority and make schools modern and accountable. After a fact-finding trip abroad, Mann claimed in 1844 in a nationally publicized report that Prussia’s schools were more child-friendly and superior to America’s. Boston’s grammar masters, insulted, attacked Mann in print, and he returned the favor. In December, some Whig reformers, including Mann’s close friend Samuel Gridley Howe, were elected to the School Committee and soon landed on the examining committee.

Chris Cook:

Today, I gave a brief presentation – based on our previous stories – on the performance of London schools to the excellent Centre for London. Some slides are a little mysterious without my burbling over the top, but I hope it’s understandable enough.
Three quick concepts:
1. The “FT score” – we allocate each child a score. Kids get 8 points for an A* down to one for a G. We add up the score for English, maths and their three best other subjects.
2. IDACI – an index of poverty which measures how poor the neighbourhood in which a child lives is.
3. “Regression” – we are dealing with moving populations, changing intakes etc. Think of a regression as a technique that allows us to discern the impact of any one of those things

View the complete PDF presentation, here.

Karen Herzog & Patrick Marley

Gov. Scott Walker and his fellow Republicans in the Legislature called for freezing tuition for two years Friday after a state review revealed that the University of Wisconsin System had cash reserves of nearly $650 million at the end of the last fiscal year.
While the UW System said the amount of uncommitted cash was much less than that, the disclosure infuriated Republican lawmakers just as they begin deliberations on the next two-year budget.
Republicans questioned whether Kevin Reilly should remain as president of the UW System, and Assembly Speaker Robin Vos (R-Rochester) said he was unsure the system should get any of the $181 million increase in taxpayer funds Walker had previously recommended, including $20 million for new initiatives.
Reilly could not be reached for comment, nor could UW System Regents President Brent Smith.
Vos said it was too early to say whether Reilly should remain as the head of the UW System, but said he saw a pattern of financial mismanagement during Reilly’s tenure.
“I have serious concerns about whether the credibility of the UW System can recover with the current leadership in place,” Vos said.
In the past, Vos has supported giving UW-Madison more flexibility, but that has changed because of Friday’s disclosure, he said.
“They have now pushed me entirely in the opposite direction,” Voss said of UW System leaders.

Many links:

• Gov. Scott Walker, state leaders call for tuition freeze following news of UW System surplus by CHeyenne Langkamp
  

  Many state legislators reacted with outrage to Friday morning’s announcement the University of Wisconsin System currently holds over $1 billion in surplus in its reserves, prompting some to advocate for a tuition freeze over the next two years.
  According to a document from Legislative Fiscal Bureau Director Bob Lang sent to members of the Joint Committee on Finance, the UW System has accrued $1,045,200,572 in its program revenue reserves from the 2011-’13 funding cycle.
  The Legislative Fiscal Bureau and Legislative Audit Bureau discovered the surplus through an audit that began after information regarding $33 million in Human Resources overpayments surfaced in February.

• Dan Simmons:
  

  The System has always maintained a cash balance, Giroux added, and its finances have always been public as the Legislative Audit Bureau audits it yearly. The cash balances have grown in recent years because of rapid enrollment growth and the System’s increased reliance on non-state revenues, he said, calling them “an essential safety net.”
  System leaders told the fiscal bureau that about $441 million of the reserve was allocated for future projects and expenses. With that spending included, it left a $207 million balance from the end of 2012. Vos said lawmakers should have been notified of the surplus in recent times of tight state budgets and maximum tuition increases for System students.
  Gov. Scott Walker and Rep. Steve Nass, R-Whitewater, chairman of the Assembly’s committee on higher education, also criticized the System over the reported surplus.
  “At a minimum, on behalf of students and their families, I am asking legislative leaders to freeze tuition increases for two years for the entire UW System during their deliberations on the budget,” Walker said in a statement.
  The news about the surplus broke shortly after System President Kevin Reilly released details of his budget proposals, which include tuition increases of 2 percent each of the next two years and a $30 million boost in financial aid awards.

• UW-Madison Student Fees Could Use a Review.
• Republicans learn of UW System surplus, call for tuition freeze by Polo Rocha:
  

  United Council of UW Students has been pushing legislators to include a tuition cap of 3 or 4 percent. Dylan Jambrek, the group’s government relations director, said he was pleased students can now “have the comfort of a tuition freeze” but expressed concerns over the memo’s findings.
  “Whatever the money was going towards, it’s concerning that they were raising tuition to stick it in the bank account,” Jambrek said.
  Jambrek said he does not want legislators to overreact and do something that ends up harming students, such as cutting Walker’s proposed investments.
  Rep. Cory Mason, D-Racine, is the ranking Democrat on the Legislature’s budget committee, which has 12 Republicans and 4 Democrats.
  Mason called for a potential tuition reduction because he said UW System students are already graduating with $27,000 in student debt on average.
  “Not only should we be freezing tuition given the news of the UW’s surplus, but the state budget deliberations should include a serious conversation about reducing student debt by lowering the cost of tuition, increasing student financial aid or both,” Mason said in a statement.

• Massive University of Wisconsin Slush Fund Discovered by Brian Fraley.
• Marge Pitrof.
• Sara Goldrick-Rab:
  

  The University of Wisconsin System just ceded to the demands of students across the State and agreed to cap a tuition increase at no more than 2% for the coming year and eliminate the waiting list for the Wisconsin Higher Education Grant. This is a stunning reversal, as President Kevin Reilly had been lobbying against students, insisting that no cap was necessary.
  What happened? Well, as I have long insisted, the issue is not entirely about a lack of state funding being provided to higher education but how administrators are spending it. When the incentives for administrators cause they to advance the interests of institutions over the needs of students, accountability measures are required to prevent that. UW System just got called out, as an audit just revealed that a $404 million balance from tuition payments in 2011-2012 was leftover, unspent, while tuition was hiked by 5.5%. SERIOUSLY??? Those cash reserves were being held for “specific planned future activities,” according to the System. Sorry Charlie, no way. That is something you do with appropriations, not tuition. If you aim to help future students and promote stability, that’s a public good, and should be on the public dime. This is an outgrowth of the same mindset that’s diminished tuition and pushed students into debt– the same old public / private benefits nonsense. Honestly, the students should demand NO increase and hold firm on doing it for 2 or more years!
  So, here we are– they said it couldn’t be done– the net price of attending UW System schools will likely stay flat or decline over the next year. HURRAH!

The Wall Street Journal

Public pension funds are frantically chasing higher yields to reduce their roughly $3 trillion in unfunded liabilities. But don’t tell that to Randi Weingarten, the teachers union el supremo, who is trying to strong-arm pension trustees not to invest in hedge funds or private-equity funds that support education reform.
That’s the remarkable story that emerged this week as the American Federation of Teachers president tried to sandbag hedge fund investor Dan Loeb at a conference sponsored by the Council of Institutional Investors. CII had invited Mr. Loeb, who runs Third Point LLC, to talk about investment opportunities and corporate governance. Ms. Weingarten is an officer and board member of CII.
But Ms. Weingarten’s real concern is that Mr. Loeb puts his own money behind school reform and charter schools. In particular, Mr. Loeb is on the board of the New York chapter of StudentsFirst. That’s the education outfit founded by former Washington, D.C., schools chief Michelle Rhee that is pushing for more charters and teacher accountability, among other desperately needed reforms.

The Economist:

By 20 votes to 18 the Senate, which the Concertación narrowly controls, impeached him, accusing him of turning a blind eye to illegal profiteering at Chile’s universities. The vote followed a similar defeat in the Chamber of Deputies two weeks earlier, in which the Concertación relied on the votes of a few small, left-wing parties. As a result of his impeachment, Mr Beyer is barred from public office for five years.
It’s true that Mr Beyer presided over an imperfect education system, plagued by financial irregularities. Maybe he could have done more to regulate it. But the same could be said of his two predecessors under Mr Piñera, or indeed of any education minister of the previous 20 years, when the Concertación was in power.
The vote smacks of revenge.
Five years ago the centre-right impeached the Concertación’s education minister, Yasna Provoste. Many on the centre-left remember that and have not forgiven it. The impeachment also has a strong whiff of electioneering. Chileans will choose a new president in November, and the campaign is already getting nasty.

Joe Tarr:

Cheatham said that she believed teachers and administrators needed to be evaluated regularly and that it shouldn’t be based only on students’ test scores. She said that when she was a teacher, she once had a principal tell her to fill out her own evaluation. “I didn’t want that. I wanted someone to tell me how I was doing,” she said. “Most teacher evaluations, generally they’re using a vague checklist and they happen so sporadically that they’re not meaningful.”
“The frequency has to increase and they have to be collaborative conversations. The teacher needs to identify things he or she wants to improve on and identify goals.”
One parent said he wanted something to be done to hold parents more accountable for student performance. While Cheatham said that parent involvement is invaluable, “Of all the things within our control, I’m not sure it’s worth our time to work on parental accountability. Some parents are not going to be involved. It’s not because they don’t love their children, it’s because they’re working two jobs.”

Barry Adam:

Julie Salt has a son in kindergarten at Mendota Elementary and is an educational assistant. She told Cheatham she is concerned about some of her son’s classmates who are already noticeably behind.
“The students that are kind of prepared to do the alphabet and numbers and all that kind of stuff, obviously have had exposure (compared to) kids who have not had that experience. That makes a difference in the classroom,” Salt said. “So already there’s that gap.”
Robert Bergeron works with pre-kindergarten students at Goodman Community Center and has a daughter at East High School. He believes more of an effort needs to be made by educators at all levels to get parents involved in their child’s education.
“It can be any kind of involvement but the teachers also have a responsibility to try and get parents involved,” Bergeron said. “Sometimes, it’s communication.”

Pat Schneider:

The way Principal Michael Hernandez tells it, something had to go.
Hernandez decided that at Sherman Middle School, it will be French class.
With a renewed emphasis on curriculum basics in the Madison School District, the need at Sherman to double-down on math skills, and a scheduled expansion there of the AVID program that prepares low-income minority kids for college, Hernandez figures the north-side middle school will need to drop its second “world language” offering next year.
French 2 will continue for seventh-graders who took French 1 this year. The school’s Spanish-language program — including three sections of dual-language instruction — also will continue.
“Unfortunately, there are tough decisions we have to make,” Hernandez told me. “With budget cuts, I can’t have a class with only approximately seven students, when I could use that (staff) allocation for a math intervention class.”
Principals will be developing these kinds of adjustments around the margins to prepare for the 2013-2014 school year as district officials begin work on the budget and schools get projections on how many staff members they will have.
School Board members on Monday will receive a “budget briefing” instead of fleshed-out budget proposal. Penciled in is $392,807,993 in district-wide spending next school year, down a fraction from this year.
The scaled-down budget proposal is due to the uncertain prospects of a controversial proposal in Gov. Scott Walker’s budget to shift aid and expand vouchers to Madison and eight other school districts — at a projected cost of more than $800,000 to the Madison public schools. In addition, new Superintendent Jennifer Cheatham just came on the job three weeks ago and is not prepared yet to present a detailed budget.

Related: Status Quo Costs More: Madison Schools’ Administration Floats a 7.38% Property Tax Increase; Dane County Incomes down 4.1%…. District Received $11.8M Redistributed State Tax Dollar Increase last year. Spending up 6.3% over the past 16 months.

Joel Klein:

Matthew Goldstein, chancellor of the City University of New York since 1999, has announced that he will retire in June. His is a tenure that shouldn’t end quietly. It holds lessons not only for public colleges and universities but for every K-12 public school in America.
Long ago, the CUNY colleges were seen as great academic institutions. With their low cost of tuition, they were the only meaningful postsecondary option for many of New York’s poor and working-class families, including children from immigrant families. The list of remarkable alumni from the early and mid-20th century–Felix Frankfurter, Jonas Salk (one of 12 Nobel laureates), Colin Powell, Frank McCourt, Andy Grove and many more–compares favorably to that of virtually any other university, including the Ivy League schools.
That golden era came to a screeching halt after 1970, when the CUNY schools adopted an open-admission policy, allowing anyone who had graduated high school to attend. Anyone could now go to what were becoming increasingly inferior academic institutions.
In 1999, as the system continued to decay, Mayor Rudy Giuliani appointed a task force chaired by former Yale President Benno Schmidt. It called for a major overhaul. Soon after, CUNY selected Matthew Goldstein, a graduate of City College who was then president of Adelphi University, to lead the effort.

Paul Sullivan:

HAVING a choice is generally a good thing, and being able to choose among several college acceptances should be a wonderful thing indeed.
But let’s face it: the cost of a college education these days ranges from expensive to obscenely expensive. So the decision is likely to be tougher and more emotional than most parents and children imagined as they weigh offers from colleges that have given real financial aid against others that are offering just loans.
While some students will be able to go to college only if they receive financial aid and others have the resources to go wherever they want, most fall into a middle group that has to answer this question: Do they try to pay for a college that gave them little financial aid, even if it requires borrowing money or using up their savings, because it is perceived to be better, or do they opt for a less prestigious college that offered a merit scholarship and would require little, if any borrowing? It’s not an easy decision.

Megan Gambino:

Taking the SAT is a rite of passage and has been ever since the first exam was offered in 1926 as a way to eliminate the prep school bias of the college admissions process.
The very first SAT, excerpted below, looks quite different from today’s three-hour-45-minute version. Students who took the original SAT on June 23, 1926, tackled nine sub-tests totaling 315 questions in just 97 minutes.
I recently spoke with Brian O’Reilly, a 31-year veteran of the College Board, about the 1926 exam. How well would you fare? Quiz yourself, and as you do, click on the yellow tabs, within the document, to learn more about the various types of questions.

Judah Bellin:

For-profit education is the fastest-growing sector of the higher-education industry. However, politicians and journalists have highlighted trends that they say should make students think twice before attending for-profit colleges. These include:
Poor graduation rates, as only 22 percent of students at for-profits completed college in six years, compared with 65 percent of students at nonprofit private schools and 55 percent of students at nonprofit public schools;
Higher loan-default rates, as 25 percent of students at for-profits default on their loans–the figures for their peers at nonprofit private and public schools are 7.6 and 10.8 percent, respectively;
Higher likelihood of unemployment for alumni of for-profit colleges.
However, policymakers should not overlook the many positive aspects of for-profit colleges. For-profits are notable for educating students who are underrepresented at traditional campuses. For instance:
African-Americans and Hispanics constitute 22 and 15 percent of students in the for-profit sector, respectively, though they make up only 13 and 11.5 percent of all students;
75 percent of students attending for-profits are financially independent;
54 percent of dependent students attending for-profits have incomes below $40,000;
65 percent of students attending for-profits are aged 25 and older, compared with much smaller percentages at four-year public colleges and two-year colleges.

Sari Judge:

This past weekend, my husband and I drove to a conference center on the shores of Green Lake to watch our two younger children, ages 13 and 10, participate in the Wisconsin Future Problem Solving (FPS) State Bowl. For those of you unfamiliar with FPS (as I most certainly was before my oldest child got involved years ago as a fourth grader), the program’s mission is to stimulate the critical and creative thinking skills of young people by challenging them, either in teams or individually, to come up with innovative solutions to complex global problems.
Truth be told, the idea of my kids and their peers being “future problem solvers” has always made me giggle a bit, especially when it comes to international matters. How can a bunch of pre-teen and teenage kids like mine, who can’t seem to remember to unpack the dishwasher or match socks correctly, be expected to generate meaningful solutions to heady and challenging issues like pitfalls of the culture of celebrity, the difficulties of managing megacities or, in the case of this past weekend, how to help offset the Garbage Patch in the north Pacific.
If contemporary sociologists, urban planners and scientists haven’t been able to crack the code on alleviating these sorts of problems, I question if my kids will genuinely be able to provide much help.

The Madison School District Administration (217 page 7.41MB PDF)

The Madison Metropolitan School District’s proposed 2013-2014 balanced budget provides resources for a sound education for the district’s children.
The proposed 2013-2014 balanced budget continues to put resources where they are most needed in the classrooms.
Total spending under the balanced budget is $392,807,993 which is a decrease of $70,235 or (0.02%) less than the 2012-13 Revised Budget. The change to the revenue limit plus other fund increases or decreases comprises the entire proposed budget. The property tax levy would increase by $18,385,847 or 7.38% to $267,675,929.
The total MMSD 2013-14 balanced budget includes many funds. A fund is a separate set of accounting records, segregated for the purpose of carrying on specific activities. A fund is established for accountability purposes to demonstrate that financial resources are being used only for permitted purposes. The Wisconsin Department of Public Instruction specifies the various funds required to be used by Wisconsin school districts.

A few useful links:
The January, 2012 budget document mentioned “District spending remains largely flat at $369,394,753” (2012-2013), yet the “baseline” for 2013-2014 mentions planned spending of $392,807,993 “a decrease of $70,235 or (0.02%) less than the 2012-13 Revised Budget” (around $15k/student). The District’s budget generally increases throughout the school year, growing 6.3% from January, 2012 to April, 2013. Follow the District’s budget changes for the past year, here.
Meanwhile, via a kind reader, Wages for Dane County and Wisconsin workers fell, latest federal figures say

The average weekly wage for workers in Dane County fell by 4.1 percent between September 2011 and September 2012, the first decrease for the third quarter in at least a decade and a touch greater than the state average, according to newly released data from the U.S. Bureau of Labor Statistics.
Dane County workers made an average of $842 weekly in the third quarter of 2012, down $36 from the same time period a year earlier. It was the 12th-biggest drop in terms of percentage among Wisconsin’s counties.
Statewide, wages fell 2.65 percent to an average of $770 per week. That was the fourth-biggest loss among states by percentage. Nationally, Wisconsin ranked 35th among the states for wages, down from 33rd for the third quarter in 2011.
The data also show that Wisconsin ranked 44th nationwide in job creation for the private sector, but while job creation has dominated news coverage here owing largely to Gov. Scott Walker’s pledge to create 250,000 new jobs during his term, stagnant wages have been a longstanding concern.

Finally, should Madison, Wisconsin and federal taxpayers spend more for ongoing disastrous reading results?
The defunct “citizen’s budget” was an effort to create an easily comparable annual two page document, rather than the present 217 pager.
“Censorship through complexity” – Assange

Patrick Bassett:

I’ve often said that all NAIS schools are “college-prep,” even the early childhood schools like The Children’s School (Connecticut) [age 2 through eighth grade], and the learning differences (LD) schools like Lawrence School (Ohio) [grades K – 12], and scores of other independent schools like them across the country. They, like their more traditional cousins in our membership, are college-prep because parents choose them with college in mind, believing, rightfully, that an independent school with a mission that matches their child’s needs and proclivities will be the surest path to success in secondary school and college. And all of our schools deliver on that expectation.
I’ve also often said that the early childhood programs in NAIS schools and our LD schools (or the LD “schools within a school” in the traditional school model) are often the most innovative, often the first to adopt the new thinking, the new technologies, and the new research (especially on brain-based learning and differentiated instruction). That said, we are collectively, in the independent school world, on the cusp of significant re-engineering of schools, and what it means to be an outstanding place to learn. This is exemplified by Grant Lichtman’s blogs on his journey across America to discover where innovation is sprouting up in independent schools. No better time, no better place for every independent school leader and teacher to think about where, and how, we will innovate at each of our schools.
While “Change is inevitable, growth optional” (John C. Maxwell), I’d like to note that a rapidly changing landscape does not mean that everything old should be subject to change. For me, character first is the defining quality that makes independent schools strong. The founders of the first independent schools in America knew that, as do the founders of our newest schools. For example, the constitutions of both Phillips Academy (Massachusetts) and Phillips Exeter Academy (New Hampshire) include a charge to the masters (teachers) exhorting them to attend to the character of their wards: “[T]hough goodness without knowledge (as it respects others) is weak and feeble; yet knowledge without goodness is dangerous; and that both united form the noblest character, and lay the surest foundation of usefulness to mankind.”1 Have truer words ever been spoken? Or clearer insight into what makes great schools and successful (“good and smart”) graduates?
So, character first. And the adults are the moral mentors and models. But for college-prep schools, a second maxim should be “academics second,” meaning what one might call “serious scholarship.” While the means of conducting serious scholarship (video oral histories, crowd-sourcing, data mining via the Internet, etc.) are indeed changing, I like the case made by Will Fitzhugh, editor of The Concord Review, that serious scholarship in the form of a substantial publication-worthy research paper is the entry ticket for future academic success (and selective college admissions).
The Concord Review, launched by Fitzhugh in 1987, is an excellent periodical of secondary school research in the subject of history. As Fitzhugh is fond of pointing out, The Concord Review is more “selective” than Princeton: one out of 20 submissions to the Review published vs. one out of 19 applicants to Princeton admitted. And the requirements of the paper would be daunting to all but the most ambitious student (typically 4,000 – 6,000 words, but sometimes much longer, 10,000 words or more).2 A quick scan of the research paper titles from the most recent issue of the Review reveals both the most esoteric and fascinating of subjects chosen by these young scholars.
I recommend that all teachers read (and perhaps weep about) any student essay from past Concord Review papers archived on the magazine’s website to find out what serious scholarship at the secondary school level looks, and sounds, like. (In fact, from what my college president colleagues tell me, much college student writing today wouldn’t have a chance of publication in The Concord Review.)

Maria Konnikova:

Approximately one month ago, I fell into a rabbit hole – the rabbit hole better known as Writing My Dissertation. I’d been working toward that point for five years and counting, through seminars and conferences, experiments and literature reviews, conversations and late-night therapy sessions with an open statistics textbook and eyes full of tears over yet another beta or epsilon that I couldn’t for the life of me comprehend. But here it was: the home stretch. The final product of years of loving–and sometimes not-so-loving–labor. And partway through another all-nighter (I was working under some tight deadlines), I had an epiphany: thank god I’ve spent the last few years blogging, writing a book, and doing freelance journalism. Otherwise, I’d be lost. Truly.
Alas, not what I looked like as I worked on my dissertation.
This may strike you as a strange realization to have in the middle of the most academic of academic pursuits, the doctoral dissertation. After all, the dissertation is Serious Writing about Serious Experiments and Serious Methods. It comes with its own language, its own conventions, its own academe-speak. On the surface, it has little in common with a blog post or magazine piece that’s meant for popular consumption. And yet–it wasn’t long into my introductory literature review (which I’d saved for last) that I realized just how lucky I am to have the popular writing background that I do.
My dissertation sits on the boundary of several disciplines. On the one hand, it’s social and cognitive psychology, on the other, behavioral economics or behavioral finance. To set the background as thoroughly as possible, I would have to combine studies from well-established psych journals (Psychological Science, JPSP, PNAS, and the like) with experiments reported in journals that many psychologists don’t even realize exist, or if they realize it, don’t often consult: The Journal of Portfolio Management, The Journal of Behavioral Finance, American Economic Review, to name a few. What’s more, because I was trying to build a case for the applied validity of my study designs, I would have to supplement those academic sources with commentaries on stock markets, analyses by actual investors, discussions of the causes of crashes and bubbles, market efficiencies and inefficiencies, financial climates and investment strategies–in short, by the types of analyses that are done by journalists and financial industry professionals.

Bill Lueders:

In 2011-12, GAB numbers show, Wisconsin contract lobbyists (hired guns) were reportedly paid $30.8 million. Meanwhile, in-house lobbyists (lobby group employees) reported their lobbying-related compensation at $24.3 million. Other lobby costs came to $7.8 million.
The session’s highest rollers, spending a total of $6.3 million, were public employee unions — Wisconsin State AFL-CIO, Wisconsin Education Association Council and AFSCME Council 11. Tellingly, 94% of this flowed forth in 2011, when the unions were fighting changes that would weaken their power; just 6% came in 2012, after these changes were made.
Other big spenders in 2011-12 include Wisconsin Manufacturers & Commerce, Wisconsin Hospital Association, AT&T Wisconsin, Wisconsin Medical Society, Wisconsin Property Taxpayers Inc. and Wisconsin Counties Association. All came in between $750,000 and $1 million. They were among more than 50 groups to top the $250,000 mark.
In terms of time spent, Wisconsin Property Taxpayers, a “property tax relief and reform” group, led the pack with 13,267 hours. A quarter of this, the largest share, went toward backing new state rules on metallic mining. Those efforts failed in 2011-12 but sailed through this year.
Other big players, time-wise, were the three aforementioned unions and AFSCME International, Wisconsin Independent Businesses, Wisconsin Association of School Boards, Wisconsin Manufacturers & Commerce, and the Wisconsin Hospital Association. All racked up more than 7,500 lobby hours.
In all, state groups reported 432,255 hours of lobbying — the equivalent of 100 people working full time over these two years.

A remarkable amount of money is spent on education lobbying. In 2010, WEAC spent $1,570,000 in an effort to re-elect four state senators. That is quite a statement and illustrates how things roll in the education world. Richard Zimman’s 2009 Madison Rotary Club speech is well worth reading.

Heather Mac Donald

One doesn’t need to be a global-warming skeptic to be appalled by a new set of national K-12 science standards. Those standards, developed by educrats and science administrators, and likely to be adopted initially by up to two dozen states, put the study of global warming and other ways that humans are destroying life as we know it at the very core of science education. This is a political choice, not a scientific one. But the standards are equally troubling in their embrace of the nostrums of progressive pedagogy.
Students educated under the Next Generation Science Standards will begin their lifelong attention to climate change as soon as they enter school. Kindergartners will be expected to “use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area” (perhaps this is what used to be known as “building a fort”) and “develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.” Things get even scarier by the third grade, when students should be asking such questions as: “How can the impact of weather-related hazards be reduced?” The standards don’t mention protesting the Keystone pipeline as a possible “real-world” answer to the question of how to reduce “weather-related hazards,” but rest assured that the graduates of America’s left-wing education schools will not hesitate to include such hands-on learning experiences in their global-warming-politics–oops, make that “science”–classes. By high school, students are squarely in the world of environmental policy-making, expected to “evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.”
Hard as it may be for the groups such the Alliance for Climate Education, a purveyor of climate-change school programs and–surprise!–an enthusiastic backer of the new standards, there really are other important areas of knowledge and concern. As long as we’re picking and choosing among scientific problems, why not start kindergartners thinking about cell mutation or neural pathways so they can fight cancer and Alzheimer’s disease when they grow up?
But even without their preening obsession with climate, biodiversity, and sustainability, the standards are a recipe for further American knowledge decline. The New York Times reports that the standards’ authors anticipate the possible elimination of traditional classes such as biology and chemistry from high school in favor of a more “holistic” approach. This contempt for traditional disciplines has already polluted college education, but it could do far more damage in high school. The disciplines represent real bodies of knowledge that must be mastered before one can begin to be legitimately interdisciplinary.
The standards drearily mimic progressive education’s enthusiasm for “critical-thinking skills.” Fourth-graders sound like veritable geysers of high-level abstract reasoning, expected to “demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.” I’d be happy if they knew all the planets, continents, major oceans and rivers, and a few galaxies. Such fancy-ancy cognitive talk gives teachers an excuse to gloss over the hard work of knocking concrete facts into their students’ heads–and ignores the truth that mastering such facts can be a source of pleasure and pride.
Chinese students are not flooding into American Ph.D. programs because they have spent their high-school years pondering “a technological solution that reduces impacts of human activities on natural systems,” as the standards propose. They are filling the slots that Americans are unqualified for because they have spent years memorizing the Krebs cycle, the process of meiosis and mitosis, the periodic table, and the laws of thermodynamics and motion. The new science standards guarantee that we will look back on the years when Americans made up a piddling 50 percent of graduate-level science students as the high-water mark of American scientific literacy.

—————————–
“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

Laura Waters:

Motoko Rich in the New York Times describes the federal lawsuit, initiated by seven Florida teachers with support from local NEA affiliates, which contends that the Florida DOE’s system of grading teachers based on student outcomes “violates teachers’ rights of due process and equal protection.”

Much more on “value added assessment, here“. Madison’s value added assessment scheme relies on the oft-criticized WKCE.

Gowers Weblog:

Michael Gove, the UK’s Secretary of State for Education, has expressed a wish to see almost all school pupils studying mathematics in one form or another up to the age of 18. An obvious question follows. At the moment, there are large numbers of people who give up mathematics after GCSE (the exam that is usually taken at the age of 16) with great relief and go through the rest of their lives saying, without any obvious regret, how bad they were at it. What should such people study if mathematics becomes virtually compulsory for two more years?
A couple of years ago there was an attempt to create a new mathematics A-level called Use of Mathematics. I criticized it heavily in a blog post, and stand by those criticisms, though interestingly it isn’t so much the syllabus that bothers me as the awful exam questions. One might think that a course called Use of Mathematics would teach you how to come up with mathematical models for real-life situations, but these questions did the opposite, and still do. They describe a real-life situation, then tell you that it “may be modelled” by some formula, and proceed to ask you questions that are purely mathematical, and extremely easy compared with A-level maths.
One comment on that post particularly interested me, from someone called Joseph Malkevitch, who drew my attention to an article he had written in which he recommended a different kind of question both from the usual sort of symbolic manipulation that most people would think of as mathematics, and from the sterile questions on the Use of Mathematics papers that pretend to show that mathematics is relevant to real life but in fact do nothing of the kind. The main idea I took away from his article was that there is (or could be) a place for questions that start with the real world rather than starting with mathematics. In other words, when coming up with such a question, you would not ask yourself, “I wonder what real world problem I could ask that would require people to use this piece of mathematics,” but rather, “Here’s a situation that cries out to be analysed mathematically — but how?”
Inspired by Malkevitch’s article, I decided to write a second post, in which I was more positive about the idea of teaching people how to use mathematics. I gave an example, and encouraged others to come up with further examples. I had a few very nice ones in the comments on that post.

Nat Hentoff:

As clashes continue between teachers’ unions and local and state legislatures concerning evaluations of teachers to determine if they are to stay employed, I don’t hear either side reacting to what students feel about how they are being taught. This includes the students themselves.
Such evaluations could and should ask students what they think being in school is going to mean for their futures. Teachers have their missions. But what are these students’ missions beyond college degrees?
Accordingly, to get teacher evaluations, students ought to reveal more about their own real-life, real-time selves in a preparatory dialogue with the people recording their judgments. These people should ask the students such questions as:

Pro- and anti-voucher forces make their case via press release: Pro: ow.ly/kcEoe Anti: ow.ly/kcEqe

— Matthew DeFour (@WSJExtraCredit) April 18, 2013

Michael Fitzgerald:

California will expand its experiment in blended online and real-world classes after a successful pilot between San Jose State University (SJSU) and edX, the Harvard/MIT-led consortium for online classes.
Blended classes bring massive open online courses, or MOOCs, to physical classrooms. San Jose State piloted an introductory engineering class where students watched an edX class on circuits and electronics, MITx 6.002x, and came to physical classes to work on course-related activities such as quizzes and collaborative work. Students who passed received full credit and did not pay extra for the blended course. The course saw much higher pass rates than traditional courses at SJSU in the same subject.

Jane Robbins – National Association of Scholars Academic Questions, Spring 2013, Volume 26, Number 1

The advent of the Common Core State Standards has prompted a new discussion
about how to produce students who are “college- and career-ready.” But this question differs from the one that governed education throughout most of our history. We used to ask, what should a student know to become an educated citizen? Education would prepare one for college or career, certainly, but, more broadly, for life. What vision of education are we now advancing? As with parents and state legislators, academia has been largely excluded from this discussion…
…Should students read entire books? This is generally unnecessary, apparently, to get the flavor of the work and to have something to think critically about. Will Fitzhugh of The Concord Review notes this truncating feature of Common Core:

“Let us consider saving students more time from their fictional non-informational text readings (previously known as literature) by cutting back on the complete novels, plays and poems formerly offered in our high schools. For instance, instead of Pride and Prejudice (the whole novel), students could be asked to read Chapter Three. Instead of the complete Romeo and Juliet, they could read Act Two, Scene Two, and in poetry, instead of a whole sonnet, perhaps just alternate stanzas could be assigned. In this way, they could get the ‘gist’ of great works of literature, enough to be, as it were, ‘grist’ for their deeper analytic cognitive thinking skill mills.”39

A member of the “Implementing Common Core Standards” team at the Center for Teaching Quality argues that excerpts can be as educational as complete works:
“Not every student needs to read every word of every work. We can pull essential excerpts and examine them in small chunks–words, phrases, sentences–asking students to wrestle meaning from the text.”40
It is unclear how students can “wrestle meaning” from “words” or “phrases” wrenched cleanly from their context.

=============
“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

The Madison School District:

Superintendent’s Teaching and Learning Transition Team to Begin Work This Week
A group of national and local education experts will support Superintendent Jennifer Cheatham’s entry plan work, the district announced today. The Superintendent’s Teaching and Learning Transition Team will begin work this week.
“Instruction and leadership are critical components of systemic improvement,” Superintendent Cheatham said. “This team of local and national practitioners will join district and school staff in assessing and analyzing strengths, areas of opportunities and priorities for improving teaching and learning in Madison schools.”
The eight member team brings together education experts from Harvard University and the University of Wisconsin-Madison, as well as educational practitioners from other urban school districts.
“We are fortunate to have access to national experts with a wide range of expertise from standards based instruction and leadership development, to bilingual and special education, to family and community involvement,” Cheatham said. “This team will help to deepen and strengthen my ongoing understanding of the strengths and challenges of our district. Their national perspective, coupled with the local perspective shared by principals, staff, parents and community members, will support us in narrowing our focus to only the most high leverage strategies for ensuring every student is college and career ready.”
The team, which was selected by the superintendent and will be funded through community and private foundations, will be chaired by Dr. Robert Peterkin, Professor Emeritus of the Harvard Graduate School of Education and includes: Maree Sneed, partner at Hogan and Lovells US LLC; John Diamond, sociologist of education at the Harvard Graduate School of Education; Sheila Brown, Co-Director at the Aspen Institute’s Education and Society Program; Allan Odden, Professor of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; John Peterburs, Executive Director of Quarles & Brady; Wilma Valero, Coordinator for English Language Learner Programs in Elgin, Il; and Gloria Ladson-Billings, Professor of Urban Education at the University of Wisconsin-Madison.
As Superintendent Cheatham continues the listening and learning phase of her entry plan, the Teaching and Learning Transition Team will also meet with central office leaders, conduct focus groups with teachers, principals, and parents as needed, and review a variety of relevant data.
At the end of their work, the team will present the superintendent with a report of what they have learned and recommendations for moving forward systemically with best practices. That report will be used, along with data collected by the superintendent in school visits and other entry plan activities, to refine the district’s goals and strategic priorities.

Related:

• FOR IMMEDIATE RELEASE
  THURSDAY, MARCH 1, 2001 (additional background here)
  Updated Strategic Plan Results in Priority Action Teams
  Five Strategic Priority Action Teams, centered around the most critical challenges facing the Madison Metropolitan School District, are among the outcomes of the recently-completed strategic plan.
  “The immediate and emerging challenges facing the district are addressed in our revitalized strategic plan,” said Superintendent Art Rainwater, “and the Action Teams are focused on five important priorities for us.”
  The five strategic priorities are:
  Instructional Excellence – improving student achievement; offering challenging, diverse and contemporary curriculum and instruction
  Student Support – assuring a safe, respectful and welcoming learning environment
  Staff Effectiveness – recruiting, developing and retaining a highly competent workforce that reflects the diversity of our students
  Home and Community Partnerships – strengthening community and family partnerships and communication
  Fiscal Responsibility – using resources efficiently and strategically
  The five Strategic Priority Action Teams, one for each of the five priorities, are taking on the responsibility for continuous improvement toward “their” priority.
  The Action Teams, which will have both staff members and non-staff members, will be responsible for existing initiatives. In addition they will identify and recommend benchmarks to use in assessing school district performance.
  “We have a huge number of initiatives,” said Rainwater. “This strategic plan gives us a systemic approach to change, so that every initiative, everything we do, leads us to these established goals. I believe it is critical to our district’s success that we follow this strategic plan and use it as a decision filter against which we measure our activities.”
  Two other outcomes from the updated strategic plan are:
  a set of beliefs about children, families, enhanced learning, and the quality of life and learning, all of which are integrated with an identified District vision and mission.
  improved cost efficiency and effectiveness of many central office functions, which are being addressed on an ongoing basis.
  Madison Schools’ initial strategic plan came about in 1991, and provided direction until this update.
  “As a result of this project,” said Rainwater, “all of us who are stakeholders — parents, students, teachers and staff, administrators and community members — will share a renewed sense of clarity, while seeing an ever-more efficient deployment of resources.”
  You can see the complete strategic plan on the district’s Web site: http://www.mmsd.org.

• Teachers Dispute District Standards: Superintendent Cheryl Wilhoyte’s Biggest Goals have become caught up in the contract battle with Madison Teachers.:
  

  Amid the picket signs Madison teachers carried at a rally last month protesting slow-moving contract talks, some teachers also carried a bright purple flier.
  On one side was written the heading “standards and benchmarks.” On the other, “Dimensions of Learning.” Beneath each, and filling the entire page, was one uninterrupted string of text: “Blah, Blah, Blah, Blah. . . .”
  While hardly erudite — some would call it juvenile — the flier expressed the sentiment many teachers have toward two of Superintendent Cheryl Wilhoyte’s biggest initiatives: the effort to create districtwide academic standards, and the teacher-training program that goes along with it.
  Neither issue is a subject of bargaining. But the programs have become a sort of catch-all target for teachers who blame Wilhoyte for everything from the poor state of labor-management relations to the current contract impasse.
  Wilhoyte, who was hired in part to implement the district’s 1991 strategic plan, including establishing rigorous standards, says carrying out that plan is central to the compact she has with the …

• The 2009 update to Madison’s “Strategic Planning Process“.
• Madison’s 2012-2013 $392,000,000 budget (just under $15k per student)
• Madison’s long term disastrous reading results
• The Madison school district’s recent “achievement gap and accountability plan“.
• The Capital Times (9.21.1992):
  

  Wilhoyte, on the other hand, has demonstrated that she is a tough, hands-on administrator in her role as assistant superintendent for instruction and school administration in Anne Arundel County, Maryland. And even those who have tangled with her praise her philosophy, which is to put kids first.
  She has been a leader in Maryland in shaking up the educational status quo, of moving it forward to meeat the needs of the children, even while juggling new programs with budget cuts. The big question remaining about her: She has never been a superintendent. How would she handle the top job?

• Retiring Ripon Superintendent Richard Zimman’s 2009 speech to the Madison Rotary club.
• Madison Teachers, Inc. on the Madison Schools 2000 “Participatory Management”
• Notes and links on recent Madison Superintendent hires”

Matthew DeFour summarizes and collects some feedback on the District’s press release here. It would be useful to dig into the archives and review the various strategic plans and initiatives over the years and compare the words and spending with results.
Deja vu.

David Blaska:

Graphical user interface? I think not, Mr. Jobs. Mainframe is where it’s at. Big and honking, run by guys in white lab coats. Smart phones? iPads? You’re dreaming. Take your new ideas somewhere else.
That is the Madison School Board. It has decided to batten the hatches against change. It is securing the perimeter against new thinking. It is the North Korea of education: insular, blighted, and paranoid.
Just try to start a charter school in Madison. I dare you. The Madison School Board on Monday took three measures to strangle new ideas in their crib:
1) Preserving the status quo: Any proposed charter school would have to have “a history of successful practice.” That leaves out several existing Madison public schools – never mind new approaches.
2) Starvation: Cap per-pupil reimbursement at around $6,500 – less than half what Madison public schools consume.
3) Encrustation: Unionized teachers only need apply.
I spoke to Carrie Bonk, executive director of the Wisconsin Charter Schools Association.

Related:
Madison’s disastrous reading results.

The rejected Studio charter school.

Minneapolis teacher’s union approved to authorize charter schools.

“We are not interested in the development of new charter schools”.

Notes and links on the rejected Madison Preparatory Academy IB Charter School.

Madison School District Open Enrollment Leavers Report, 2012-13.

Madison’s disastrous long term reading results..

Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School.

Naomi Shragai:

Oliver Rule says his four-day working week is the ‘opposite of emasculating – it’s empowering’
A senior television executive is reading a bedtime story to his eight-year-old daughter. It is 10pm and he has just returned home from work. His phone rings – a work call – and he answers it, leaving the story unfinished.
His daughter shouts from her bed: “You’re a terrible father!” He returns to his daughter and tries to explain, with little success, why the call was important.
This executive works late and sees his daughter for only about two hours during the working week. Although he feels guilty about this and fears he is missing the best moments of family life, he seems unable to switch off from work.

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

Among the excellent benefits available to MTI members is the additional worker’s compensation benefit provided by MTI’s various Collective Bargaining Agreements.
Wisconsin Statutes provide a worker’s compensation benefit for absence caused by a work-related injury or illness, but such commences on the 4th day of absence and has a maximum weekly financial benefit.
MTI’s Contracts provide one’s full wage, beginning on day one of an absence caused by a work- related injury or illness, with no financial maximum. Also, MTI’s Contract provides that one’s earned sick leave is not consumed by absence caused by a work-related illness or injury.
Although MTI is working to preserve this benefit, it is at risk due to Governor Walker’s Act 10.

Danielle Dreillinger:

Gov. Bobby Jindal defended his school voucher program in a whirlwind interview Friday with NBC-TV newswoman Hoda Kotb, saying that whether a school is a charter, private or a traditional public school, government should “fund what works for a child.” The interview took place during NBC’s invitation-only Education Nation summit in New Orleans and was broadcast live on WDSU and the Internet.
Jindal is waiting for a state Supreme Court ruling on the constitutionality of the 2012 law authorizing the voucher program. The state Department of Education will issue its first private/parochial school matches for new entrants in the program next week.
Vouchers help “low-income kids that are trapped in failing schools,” Jindal said to a who’s-who of New Orleans education figures, who grumbled at many of his remarks.
In Louisiana, he said, roughly 5,000 students are now “getting better academic results” at a savings to the taxpayer. The average voucher scholarship uses $5,300 of public money, compared with the $8,500 state and local per-pupil allotment for a child in public school.

Seema Mehta:

California Democrats on Sunday condemned efforts led by members of their own party to overhaul the nation’s schools, arguing that groups such as StudentsFirst and Democrats for Education Reform are fronts for Republicans and corporate interests.
Before delegates overwhelmingly passed a resolution excoriating the groups on the final day of the party’s annual convention here, speakers urged them to focus on protecting students and teachers.
“People can call themselves Democrats for Education Reform — it’s a free country — but if your agenda is to shut teachers and school employees out of the political process and not lift a finger to prevent cuts in education, in my book you’re not a reformer, you’re not helping education, and you’re sure not much of a Democrat,” said state Supt. of Public Instruction Tom Torlakson, a registered Democrat whose office is nonpartisan.

Wendy Kopp:

Tech visionary Steve Jobs understood better than anyone the impulse to believe that technology can solve our most complex societal problems. “Unfortunately it just ain’t so,” he said. “We need to attack these things at the root, which is people and how much freedom we give people. … I wish it was as simple as giving it over to the computer.”
That’s certainly true when it comes to education, particularly in impoverished communities.
As a founder of two organizations that recruit top college graduates to expand educational opportunity, I’ve spent a lot of time examining what’s at work in successful classrooms and schools over the past two decades. In every classroom where students are excelling against the odds, there’s a teacher who’s empowered her students to work hard to realize their potential. Whenever I ask the leaders of successful schools their secret, the answer is almost always the same: people, people, people. They are obsessed with recruiting and developing the best teams.

William G. Bowen, Matthew M. Chingos, Kelly A. Lack & Thomas I. Nygren:

Online learning is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning outcomes. In “Interactive Learning Online at Public Universities: Evidence from Randomized Trials,” we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine-guided instruction accompanied by one hour of face-to-face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3-4 hours of face-to-face instruction each week).
We find that learning outcomes are essentially the same–that students in the hybrid format “pay no price” for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. These zero-difference coefficients are precisely estimated. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses have the potential to significantly reduce instructor compensation costs in the long run.

Alex Tabarrok:

A 25% time-savings is significant. Moreover, the 25% time-savings figure is in itself an underestimate of savings since it does not include the time savings from not having to drive to class, for example.
Online education even in its earliest stages appears to be generating large improvements in educational productivity.

Emma Brown:

Sidwell Friends, the elite private school known for educating the children of presidents and members of Congress, has lent its support to a group of former students and faculty who are seeking to open a public charter school in the District.
The aspiring charter founders say they want One World Public Charter School to give middle-school students from across the city an opportunity to experience — for free — the caliber of education that costs $34,268 a year at the independent Quaker school.
Tom Farquhar, Sidwell’s head of school, spoke in favor of One World last week at a D.C. Public Charter School Board hearing. “These are extraordinary people,” Farquhar said, “and they have demonstrated in their lives prior to this an extraordinary commitment to the children of our community.”
Charters have drawn leaders from high-flying college-prep schools before: A graduate of National Cathedral School started the high-performing D.C. Prep charter network, while a Sidwell alumnus co-founded the SEED School, a charter boarding school.

Mike Ford:

At the start my public policy career I had the good fortune to work with someone who fully understood the power of the Legislative Fiscal Bureau (LFB) in influencing Wisconsin policy debates. To paraphrase my colleague, legislators want answers, and LFB is the respected authority that provides them. It follows that the content of LFB fiscal notes are often the catalyst, or death knell, for major potential policy changes.
It will bear watching how yesterday’s LFB memo on the fiscal impact of the Governor’s proposed school voucher expansion to nine different communities plays out. The note, available here, is, like just about all LFB work, well done.
First the note points out the obvious. When a student switches from a public school to private school via the theoretical choice program the district loses revenue. Why? Each student attending a public school district generates somewhere around $10,000 in state aid and local revenue (this is an estimate for ease of understanding, the actual amount varies by district). When a student leaves for any reason, the district will eventually lose the $10,000 per-kid. If you look at Table 4 on page 5 the first column shows the eventual estimated impact on participating district revenue limits.
School districts will naturally get worked up about this; they want the market-share and the revenue that comes with it. However, it is hard to justify that districts should be receiving funds for students they are no longer educating.
The more problematic part of the note for school choice advocates is the next three columns. The first column shows the aid reduction to public school districts to pay for 38.4% of the new choice program. Districts don’t lose this money, they offset it with the property tax levy. In most cases, the local per-pupil cost for a choice program is less than the local per-pupil cost for a public school student, so on the surface it appears taxpayers are getting a bargain. However, the next column is where things get more complicated.
That column, labeled “Aid Formula Reduction,” reflects two things. First, the loss of state aid that would have been generated by each pupil that leaves the district. Second, the change in distribution of state and local aid caused by having fewer students in the per-member property value calculation. In English (or something closer to it), when a student leaves a district the district’s per-member property value increases, which lowers the portion of their revenue that comes from state aid and increases the portion that comes from the local property tax.
That is why, against all logic, that last column shows a levy increase despite the lower cost of the choice program. To put in even simpler, when a student leaves for any reason it does impact the state aid/property tax split for students the district is still educating.

Erik Eckholm:

As school districts across the country consider placing more police officers in schools, youth advocates and judges are raising alarm about what they have seen in the schools where officers are already stationed: a surge in criminal charges against children for misbehavior that many believe is better handled in the principal’s office.
Since the early 1990s, thousands of districts, often with federal subsidies, have paid local police agencies to provide armed “school resource officers” for high schools, middle schools and sometimes even elementary schools. Hundreds of additional districts, including those in Houston, Los Angeles and Philadelphia, have created police forces of their own, employing thousands of sworn officers.
Last week, in the wake of the Newtown, Conn., shootings, a task force of the National Rifle Association recommended placing police officers or other armed guards in every school. The White House has proposed an increase in police officers based in schools.

Valerie Strauss:

Many people paying attention to corporate-based school reform in recent years will not be surprised by this, but a new study on the effects of this movement in Washington, D.C., New York City and Chicago concludes that little has been accomplished and some harm has been done to students, especially the underprivileged.
The report looks at the impact of reforms that have been championed by Education Secretary Arne Duncan and other well-known reformers, including Michelle Rhee, the former chancellor of D.C. Public Schools, and, in New York City, Joel Klein, the former chancellor of New York City Public Schools and Mayor Michael Bloomberg. It says:

Paula Tkac & Michael Chriszt:

There are at least two sides to every debate, but it’s becoming clearer by the day that the debate over the cost of higher education is being won by people like University of Tennessee law professor Glenn Reynolds.
A frequent writer and lecturer, and even more frequent blogger, Reynolds visited the Atlanta Fed recently to share his views with local community leaders. He reported that total student loan debt now stands at over $1 trillion–more than total credit card debt and auto loan debt combined. As these charts from the New York Fed show, the increase in total student debt over the past eight years is a result of greater numbers of students and families taking on educational debt as well as higher debt balances per student.
One can argue that this trend is not necessarily a bad thing. Education is an investment in human capital, and if those newly acquired skills are valued highly by employers, then going to college can be a positive net present value project, even with debt financing.
And wage data reveal that these skills are indeed valuable. As this Cleveland Fed article and chart show, the median wage for a worker with a bachelor’s degree was about 30 percent higher than that of a worker with only a high school diploma in the late 1970s and grew to more than 60 percent higher by the early 2000s. However, the data also show that over the last decade the value of a college degree measured by wages has stagnated.

Randall A. Sanderson:

Months ago, the Green Bay Press-Gazette published salaries of public school teachers, but the management personnel weren’t included in the disclosures.
Here’s what the public record has shown in recent years about the Green Bay School District and advantages. After veteran schools Superintendent Daniel Nerad took a promotion out of the area, the School Board hired a replacement at a 24 percent increase in salary. That unprecedented jump in pay created the incentive for Greg Maass to leave his old superintendent position in Fond du Lac during their flood damage crisis.
He stayed with Green Bay public schools long enough for his salary increase to raise his retirement payout and then left early to head a district on the East Coast.

The Wisconsin State Journal:

Cheatham suggested “there’s a ton” of things the district potentially can do to help struggling students. But she’s not jumping to conclusions. She wants to hear about what’s working, along with what’s not. Madison has a lot going for it, despite its significant challenges.
Cheatham highlighted the national push for common and higher standards during her visit to the newspaper. She also listed as key issues teacher and principal evaluations, technology, and helping students whose native language isn’t English.
Responding to a question, Cheatham said “absolutely yes” principals should know how well their individual teachers are performing. And Cheatham suggested the district has to own its gap, even though some factors are out of its control.
Cheatham said some Madison teachers have told her they feel overwhelmed by the demands of their jobs. In addition, she said one of the reasons some school districts don’t innovate is because “people are living in fear,” or because they are very “compliance oriented.”

Stephanie Banchero & Caroline Porter:

Charter schools have spread across the country while generally keeping organized labor out, with operators saying they can manage schools better when their staffs aren’t unionized. But labor groups are now making a big push to get a stronger foothold in this educational realm.
Here in Chicago, a branch of the American Federation of Teachers is looking to organize one of the nation’s largest nonprofit charter-school groups. Under an agreement last month, the United Neighborhood Organization, which runs 13 charter schools in the city, agreed to provide the union with contact information for its 400 teachers and to let union organizers meet with them on school grounds, even as the charter-school group didn’t take a position on whether the teachers should organize.
Backers of charters, which are public schools run by independent groups, say freedom from union contracts enables innovation in areas like staffing and school calendars. Opponents say charters siphon money and students from struggling traditional public schools.

Jeff Pearlman:

When I told the heads of my department about the happenings, they had no idea. We wound up having a meeting with the provost. She apologized, also said it wasn’t her call, but that the college was concerned about “the message.” What if prospective students, taking a campus tour, pick up the Touchstone and see a column about crappy food or bad policies? What then? I told her that journalism can’t be taught as public relations; that students must be able to voice their displeasure–and pleasure–in a free forum. A college newspaper is not a promotional pamphlet. A college newspaper is a newspaper.
To my great shock, I sat in front of her and my voice began to crack. Again, I told her, I made no money to do this; I certainly didn’t need to do this for my career. It was, 100 percent, about love, passion, developing journalists, seeing them published and, ultimately, hired. She nodded and smiled and empathized.
The meeting ended.
I was later told, by multiple college officials, that this came down to one thing, and one thing only: Image control.
I felt like I got over it. I really did. My class started its own online newspaper, The Pub Wrap, and that was fulfilling. I was told only my students could contribute; that it couldn’t compete with Touchstone. “Compete?” I said. “This isn’t a contest …”
I moved on; emotionally distanced myself from the college (I’m completing my final semester as we speak); tried to love my students without any of the lingering anger. I brought in some excellent guest speakers (Rick Jervis, a Pulitzer Prize winner; Amanda Sidman from the Today Show; Brian Mansfield of USA Today, Steve Cannella and Jon Wertheim of Sports Illustrated); had the students do a cool (well, I think it’s cool) final project; pushed the kids toward internships. My class evaluations were excellent. I am, I think, a good teacher.
I was fine.
Then the Touchstone came out. And it was brutal. A pamphlet. A PR pamphlet. Awful layout, no rhyme or reason; mugshots alongside every story. It looks like a bad high school newspaper, or a mediocre junior high school newspaper. (For the record, I don’t blame the students at all. At all. They’re new to this). I actually asked the provost for her take. “I thought it was quite good,” she said.
I was speechless.

Katherine Mangu-Ward:

In 2012, education technology firms attracted $1.1 billion from venture capitalists, angel investors, corporations, and private equity–an order of magnitude more than the industry was pulling in 2002. Startups Coursera and Udacity, which offer high-quality online college courses to the masses, have each received more than $20 million from investors. Big corporations are buying their way into the industry, with Rupert Murdoch’s News Corp. leading the way in 2010 by dropping $360 million to acquire ed-tech firm Wireless Generation and luring education superstar Joel Klein away from his gig as the head of New York City schools.
But will the rush of cash translate into a radically transformed education landscape? When this kind of money flowed into tech companies in other sectors of the economy, we saw radical improvements in everyday transactions, as well as some dramatic booms and busts. Think Amazon instead of the mall, iTunes instead of the record shop, Expedia instead of a travel agent. But also think Pets.com and Full Tilt Poker, where intense competition and bad politics squelched what looked like good bets. There has been a flowering of good ideas in online education, like hybrid learning, in which kids still head off to school every morning but receive the bulk of their instruction from an infinitely patient piece of software instead of a harried, overworked teacher. Yet education, particularly K-12, has remained mostly immune to the improving and empowering forces of the Internet, leaving millions of kids stuck in offline backwaters for six hours a day. Per-pupil spending on public education has more than doubled over the past three decades, while student performance has flatlined.
As the parent of a toddler, I’d love to start banking on my daughter’s virtual elementary school matriculation. I want more choices than just the neighborhood public school or an exorbitantly priced private school offering pretty much the same curriculum in nicer facilities. Personalized learning and highly specific feedback appeal to me as a parent. But while Wall Street’s interest in online education may bode well for entrepreneurs and students, bullish investors and parents would do well to listen to war stories from weary education policy wonks.
At the university level, MOOCs and other forms of virtual schooling are cheaper alternatives to a wildly overpriced product. But at the K-12 level, companies looking to break into that market have to make a choice: compete with the traditional educational system, which parents think of as free, or jump through the hoops required to get your product integrated into public schools–which will mean satisfying at least 50 different sets of standards, plus watering down, rejiggering, and generally accommodating your product to a system that wasn’t designed for tech-driven plugins in the first place.

Susie Dent:

April 15 marks the anniversary of Samuel Johnson’s Dictionary of the English Language (1755), a work that’s today universally recognized as an astonishing feat of solo lexicography. The publication, in 1755, rightly attracted great attention; David Garrick wrote a poetic eulogy to mark the achievement in the Public Advertiser, describing Johnson as ‘like a hero of yore’. Reviews were plentiful, too, and, though mixed in their response, they were united in acknowledging an extraordinary effort.
Yet, in spite of the enormity of Johnson’s output, there was no grand celebration, no party to launch his work. In fact, when Johnson received a letter of praise from his friend Charles Burney, some two years after the Dictionary came out, his response was telling: “Yours is the only letter of goodwill that I have yet received, though indeed I am promised something of that sort from Sweden”.
Had there been a party, there is one notable contemporary of Johnson’s who is unlikely to have made the guest list, even though he too was a lexicographer, and his achievements equally extraordinary. The two men even shared the same ambition: to record faithfully the English of their day. Yet their focus couldn’t have been more different.

Chuck Culpepper:

His players implored him to belly-flop into a California hotel pool, and he complied — at age 75. He once took a running plunge into the mud during a soppy game in Oregon. He adored when players pulled pranks on him, insisted players use his first name — Frosty! — and corrected them if they used “Coach.”
He sometimes halted practice to have players spend five minutes gazing beyond the giant evergreens to Mount Rainier. He sometimes halted practice to have players go to other sporting fields and cheer on, say, the soccer team. He always halted two-a-day practices in August and instructed players to go help freshmen move into dormitories.
He believed deeply in singing. His players sang before games, after games. Sometimes they sang to the mock direction of the coach’s cane. Always they learned to sing without embarrassment, for it had become uncool to refrain from the refrains. For his 300th win in September 2003, an offensive lineman led the team in James Taylor’s “Steamroller.” During warmups for the NCAA Division III national championship game in December 1999, right there on the field in Virginia, his players sang “The Twelve Days of Christmas,” then proceeded to win 42-13.
Can you imagine warming up on the other side, then losing 42-13 to that?

Robin Lane:

Since Teach for America has been so successful at solving the problems of education in our country, I’m proposing we take their model and apply it to other failing systems and issues at hand. If the biggest problem in education is a lack of quality teachers, and we can provide those teachers and thus solve the education crisis in just six weeks time, why not try this out in other professions?
1. Heal for America — The healthcare system in America is crumbling, and what we really need to solve it are quality doctors. Give aspiring doctors 6 weeks of training, then put them in the most overcrowded hospitals around the country. If successful, we can send them abroad!
2. Police for America — Let’s solve the problem of gun violence on our streets once and for all by getting rid of corrupt and inept police officers. We will give aspiring police officers 6 weeks of training and then put them in neighborhoods with the highest rates of violent crime.
3. Experiment for America — If we want to cure cancer, we need fresh voices in the scientific community. Obviously, the scientists who’ve been working on a cure for the past decades aren’t doing their job very well, as cancer rates are skyrocketing with no cure in sight. Aspiring chemists will get six weeks of training, and then be put in charge of experiments testing cancer-curing drugs.
4. Defend America — The war in Afghanistan has been draining resources from the American people. We need better soldiers on the ground, or this conflict will never be resolved. What we need are bright young soldiers to shake things up a little bit. We will give aspiring army officers 6 weeks of training, and then put them in charge of units in the most complex arenas of war.

:

Nicholas Pandos & Noah Pisner:Ten people carry 10 identical dossiers into Massachusetts Hall at 10 a.m. on select mornings throughout the academic year. The dossiers vary in size depending on the person under consideration for tenure–some are thick like a phone book, others are thinner. Each of the 10 dossiers opens to a special letter from the chair of the candidate’s department outlining the tenure recommendation. Each contains a full-scale report on the candidate’s academic history: published works, research summaries, peer reviews, course evaluations, a résumé. Each has been read in its entirety before the committee meeting begins.
After a seven- to eight-year track, every tenure case at Harvard ends at an ad hoc committee meeting chaired by the President and Provost of the University. The meeting lasts around three hours. No notes are taken. No votes are taken. In addition to the President and Provost, the dean of the school, the divisional dean, and the Senior Vice Provost on Faculty Diversity and Development sit in ex officio. Five others join them: three area experts from co-divisional departments within the University and two from outside Harvard. Depending on the needs of the committee, Harvard will pay for experts from around the world to fly to Cambridge to participate in person.
“The ad hoc process is greatly shrouded in mystery; remarkably little is written about it,” says current Senior Vice Provost for Faculty Diversity and Development Judith D. Singer. She smirks wryly as she swigs coffee from her mug, as if this is something she’s explained a hundred times before.
“What the ad hoc process does is it takes a recommendation that has come up out of a department, been through a dean, and says, ‘Let’s look at this with a fresh set of eyes. Let’s look at the totality of the evidence and make a dispassionate decision about whether the recommendations that have come up are really in the best interest of the University,'” says Singer.

Edward Luce:

As a package, the answer is no. Germany channels roughly half of all high-school students into the vocational education stream from the age of 16. In the US that would be seen as too divisive, even un-American. More than 40 per cent of Germans become apprentices. Only 0.3 per cent of the US labour force does so. But with the US participation rate continuing to plummet – last month another 496,000 Americans gave up looking for work – many US politicians are scouring Germany for answers.
It is turning into something of a pilgrimage. Rick Snyder, the Republican governor of Michigan, and John Kasich, Republican governor of Ohio, have both recently toured vocational academies in Germany. The German embassy in Washington has even set up a programme called the “skills initiative” to cater to all the questions from the heartlands.
“The US is not a developing country so we don’t need to send teams of technical advisers into the field,” one German diplomat said. “We are just trying to respond to the curiosity about the German model.”
The longer the US recovery continues, the more that curiosity increases. The US faces a deepening mismatch between what its labour market needs and what the education system is producing. There are two sides to this paradox. First, the US is underskilled. It has high unemployment at a time when there are 3.5m job vacancies, according to the Bureau of Labor Statistics. Some economists argue that the US “skills gap” is imaginary – a shortage of engineers would have shown up in salary inflation, which has not happened. The average hourly cost of a US manufacturing worker is $32. In Germany it is $48. Yet US employers insist the shortage of skilled labour is a growing problem.

Andrew DelBanco:

In the spring of 2011, Sebastian Thrun was having doubts about whether the classroom was really the right place to teach his course on artificial intelligence. Thrun, a computer-science professor at Stanford, had been inspired by Salman Khan, the founder of the online Khan Academy, whose videos and discussion groups have been used by millions to learn about everything from arithmetic to history. And so that summer, Thrun announced he would offer his fall course on Stanford’s website for free. He reorganized it into short segments rather than hour-long lectures, included problem sets and quizzes, and added a virtual office hour via Google Hangout. Enrollment jumped from 200 Stanford undergraduates to 160,000 students around the world (only 30 remained in the classroom). A few months later, he founded an online for-profit company called Udacity; his course, along with many others, is now available to anyone with a fast Internet connection.
Meanwhile, two of Thrun’s Stanford colleagues, Daphne Koller and Andrew Ng, founded another for-profit company, Coursera, that posts courses taught by faculty from leading universities such as Prince- ton, Michigan, Duke, and Penn. Three million students have signed on. Not to be outdone, Harvard and MIT announced last spring their own online partnership, edX, a nonprofit with an initial investment of $60 million. A new phenomenon requires a new name, and so MOOC–massive open online course–has now entered the lexicon. So far, MOOCs have been true to the first “o” in the acronym: Anyone can take these courses for free.

Dylan Pauly, Legal Counsel Steve Hartley, Chief of Staff (PDF):

It is the policy of the School Board to consider the establishment of charter schools that support the DISTRICT Mission and Belief Statements and as provided by law. The BOARD believes that the creation of charter schools can enhance the educational opportunities for Madison Metropolitan School District students by providing innovative and distinctive educational programs and by giving parents/students more educational options within the DISTRICT. Only charter schools that are an instrumentality of the DISTRICT will be considered by the BOARD.
The BOARD further believes that certain values and principles must be integrated into all work involving the conceptualization, development and implementation of a new charter school. These guiding principles are as follows:
1. All charter schools must meet high standards of student achievement while providing increased educational opportunities, including broadening existing opportunities for struggling populations of students;
2. All charter schools must have an underlying, research-based theory and history of successful practice that is likely to achieve academic success;
3. All charter schools will provide information to parents and students as to the quality of education provided by the charter school and the ongoing academic progress of the individual student;
4. All charter schools will ensure equitable access to all students regardless of gender, race and/or disability;
5. All charter schools must be financially accountable to the DISTRICT and rely on +’ sustainable funding models;
6. All charter schools must ensure the health and safety of all staff and students;
7. All externally-developed charter schools must be governed by a governance board that is registered as a 501(c)(3), tax-exempt charitable organization;
8. All charter schools must have a plan to hire, retain and recruit a highly-qualified, diverse staff;
9. All charter schools must have a clear code of student conduct that includes procedures for positive interventions and social emotional supports

Related:
Matthew DeFour’s article.
The rejected Studio charter school.
Minneapolis teacher’s union approved to authorize charter schools.
“We are not interested in the development of new charter schools”.
Notes and links on the rejected Madison Preparatory Academy IB Charter School.
Madison School District Open Enrollment Leavers Report, 2012-13.
Madison’s disastrous long term reading results..
Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School.

Matthew DeFour:

Private school enrollment has steadily declined across Wisconsin over the past 15 years, but that’s not the case in Madison and Dane County.
St. Ambrose Academy, a West Side Catholic middle and high school, has been rapidly expanding and is discussing the addition of an elementary school. EAGLE School is planning a $3 million expansion at its Fitchburg campus with the goal of increasing its student body by a third. And High Point Christian School on Madison’s Far West Side is full, so some students board a bus there and travel across town to its sister campus on the Far East Side.
“The Madison metropolitan area is definitely bucking the national trend,” said Michael Lancaster, superintendent of Madison Catholic Schools. “I wouldn’t say we’re growing at any kind of geometric or exponential rate. But we’re very solid in the Madison area.”
The vitality of local private schools could help explain the muted level of interest in Madison for the publicly funded voucher expansion proposed in Gov. Scott Walker’s biennial budget. Vouchers also face intense opposition from Dane County political and public school leaders.
Voucher expansion
Walker has proposed expanding the state’s voucher program from Milwaukee and Racine to school districts with more than 4,000 students and at least two schools with low ratings on the state’s new school report card. Based on the first report cards released last fall, students in Madison and eight other districts would qualify for vouchers.
On March 4, the Wisconsin Council of Religious and Independent Schools held the first public voucher meeting in Madison at St. James Catholic School on the Near West Side. Fewer than 10 parents and private school administrators attended.
A similar meeting last week in Beloit, a smaller city with far fewer private schools, drew about 40 people, WCRIS executive director Matt Kussow said.

The largest challenge to Madison’s $392,000,000 public schools is not the threat of vouchers. Rather, it is the District’s long time disastrous reading results that undermine its prospects and reputation.
Suburban district growth and open enrollment leavers are also worth contemplation and action.

Nicholas Thompson:

Is Stanford still a university? The Wall Street Journal recently reported that more than a dozen students–both undergraduate and graduate–have left school to work on a new technology start-up called Clinkle. Faculty members have invested, the former dean of Stanford’s business school is on the board, and one computer-science professor who taught several of the employees now owns shares. The founder of Clinkle was an undergraduate advisee of the president of the university, John Hennessy, who has also been advising the company. Clinkle deals with mobile payments, and, if all goes well, there will be many payments to many people on campus. Maybe, as it did with Google, Stanford will get stock grants. There are conflicts of interest here; and questions of power dynamics. The leadership of a university has encouraged an endeavor in which students drop out in order to do something that will enrich the faculty.
Stanford has been heading in this direction for a while. As Ken Auletta reported in this magazine a year ago, the connections between Stanford and Silicon Valley are deep. Federal Telegraph was started by a Stanford grad a hundred and four years ago. William Hewlett and David Packard started inventing things as students, as did the Google founders Larry Page and Sergey Brin. I was a student in the late nineties, and I worked for a start-up soon afterward. Classmates of mine went on to manage epic failures and astonishing successes in technology. Instagram was founded by Stanford graduates. When Auletta was reporting his story, he talked with a student, Evan Spiegel, who had an interesting start-up that was just beginning to grow–Snapchat, which now has at least sixty million photos a day flowing through its servers. Stanford feeds Silicon Valley, and Silicon Valley nurtures Stanford. You can’t have one without the other.

Janet Lorin:

Mark Moy came to the U.S. from China, paid his way through medical school at the University of Illinois in the 1970s and became an emergency room physician.
His son Matthew, a third-year medical student, has racked up $190,000 in debt and still has a year to go. Accrued interest on his medical-school loans has swelled his balance by 13 percent over three years.
“When I think about it, it will keep me up at night,” said Matthew Moy, 28. “I’m dreading the exit interview when I will find out exactly how much I’ll have to pay back.”
The next generation of U.S. physicians is being saddled with record debt amid a looming shortage of doctors needed to cope with a rising elderly population. The burgeoning debt burden may be turning students away from primary care, which pays about $200,000 a year, toward more lucrative specialties and scaring off low-income and minority students fearful of taking on big loans.
Median tuition and fees at private medical schools was $50,309 in the 2012-2013 academic year, more than 16 times the cost when Moy’s father became a doctor. The median education debt for 2012 medical-school graduates was $170,000, including loans taken out for undergraduate studies and excluding interest. That compares with an average $13,469 in 1978, said Jay Youngclaus, co-author of a February 2013 report on medical school debt. The 1978 amount would be about $48,000 in today’s dollars.

Olga Khazan:

A fascinating new study reveals that Americans are more likely to call their children “intelligent,” while European parents focus on happiness and balance. Here’s why.
If you ask American moms, we are raising a nation of baby Einsteins. Here’s what one parent had to say about the intelligence of her 3-year-old, which was apparent to her from the very first moments of her life:

“I have this vivid memory when she was born of them taking her to clean her off … And she was looking all around … She was alert from the very first second … I took her out when she was six weeks old to a shopping mall to have her picture taken — people would stop me and say, “What an alert baby.” One guy stopped me and said, “Lady, you have an intelligent baby there.” … And it was just something about her. She was very engaging and very with the program, very observant. She’s still fabulously observant.

The biggest difference between American parents and their counterparts in Europe might be that they are far more relaxed about enrichment than we are, according to a study released this week by Sara Harkness and Charles M. Super at the School of Family Studies at the University of Connecticut.

Howard Blume:

Los Angeles teachers overwhelmingly expressed “no confidence” in L.A. schools Supt. John Deasy in the first vote of its kind in the nation’s second-largest school system.
In the weeklong referendum that ended Wednesday, 91% of the participating teachers expressed disapproval of Deasy, with about 17,700 of the union’s more than 32,000 members casting ballots, the teachers union announced Thursday.
The superintendent called the vote “nonsense” even before knowing its outcome, and a group of civic leaders rallied to Deasy’s defense. But United Teachers Los Angeles said it would now press more assertively against Deasy initiatives that have made the city a crucible for education debates playing out nationwide.
“It’s important to look at the data and impossible to ignore the results,” union President Warren Fletcher said.
Deasy has angered some teachers by pushing for evaluations that include the use of student standardized test scores. He also has tried to limit job and seniority protections and to speed up the dismissal of teachers accused of serious misconduct or ineffectiveness in the classroom.

Designed to Move:

Just a few generations ago, physical activity was an integral part of daily life. In the name of progress, we’ve now chipped away at it so thoroughly that physical inactivity actually seems normal.
In less than two generations, physical activity has dropped by 20% in the U.K. and 32% in the U.S. In China, the drop is 45% in less than one generation. Vehicles, machines and technology now do our moving for us. What we do in our leisure time doesn’t come close to making up for what we’ve lost.

Jordan Weissman:

Once, being a college professor was a career. Today, it’s a gig.
That, broadly speaking, is the transformation captured in the graph below from a new report by the American Association of University Professors. Since 1975, tenure and tenure-track professors have gone from roughly 45 percent of all teaching staff to less than a quarter. Meanwhile, part-time faculty are now more than 40 percent of college instructors, as shown by the line soaring towards the top of the graph.
This doesn’t actually mean that there are fewer full-time professors today than four-decades ago. College faculties have grown considerably over the years, and as the AAUP notes, the ranks of the tenured and tenure-track professoriate are up 26 percent since 1975. Part-time appointments, however, have exploded by 300 percent. The proportions vary depending on the kind of school you’re talking about. At public four-year colleges, about 64 percent of teaching staff were full-time as of 2009. At private four-year schools, about 49 percent were, and at community colleges, only about 30 percent were. But the big story across academia is broadly the same: if it were a move, it’d be called “Rise of the Adjuncts.”

Robin Rosenburg:

Beware the DSM-5, the soon-to-be-released fifth edition of the “psychiatric bible,” the Diagnostic and Statistical Manual. The odds will probably be greater than 50 percent, according to the new manual, that you’ll have a mental disorder in your lifetime.
Although fewer than 6 percent of American adults will have a severe mental illness in a given year, according to a 2005 study, many more–more than a quarter each year–will have some diagnosable mental disorder. That’s a lot of people. Almost 50 percent of Americans (46.4 percent to be exact) will have a diagnosable mental illness in their lifetimes, based on the previous edition, the DSM-IV. And the new manual will likely make it even “easier” to get a diagnosis.
If we think of having a diagnosable mental illness as being under a tent, the tent seems pretty big. Huge, in fact. How did it happen that half of us will develop a mental illness? Has this always been true and we just didn’t realize how sick we were–we didn’t realize we were under the tent? Or are we mentally less healthy than we were a generation ago? What about a third explanation–that we are labeling as mental illness psychological states that were previously considered normal, albeit unusual, making the tent bigger. The answer appears to be all three.

Leo Casey:

One of the more thoughtful voices in education, Larry Cuban, has delivered an interesting brief for the argument that there is no such thing as a “corporate reform movement.” While he acknowledges that America’s corporate elite largely share a view of how to reform America’s schools, focused on the creation of educational marketplaces and business-model schools as the engines of change, Cuban argues that it is mistake to overstate the homogeneity of perspectives and purposes. The power players of the reform movement have “varied, not uniform motives,” are “drawn from overlapping, but distinct spheres of influence,” and “vary in their aims and strategies.” The use of a term such as “corporate education reform” suggests “far more coherence and concerted action than occurs in the real world of politics and policymaking.”
Cuban’s argument amalgamates two different senses of the term “corporate education reform” – the notion that there is a movement for education reform led by corporate elites and the idea that there is a movement for education reform that seeks to remake public education in the image and likeness of for-profit corporations in a competitive marketplace.
In co-mingling these two distinct senses of the term, Cuban is adopting a common usage. And it is a usage not entirely without justification: many of the strongest advocates for transforming public schools into educational corporations are found in the corporate elite. But it is vital, I will argue here, that we separate these two conceptions of “corporate education reform” if we are to adequately understand the complexity of the political terrain on which the battles over the future of public education are being fought.

Gregg Toppo:

District of Columbia Public Schools officials have long maintained that a 2011 test-cheating scandal that generated two government probes was limited to one elementary school. But a newly uncovered confidential memo warns as far back as January 2009 that educator cheating on 2008 standardized tests could have been widespread, with 191 teachers in 70 schools “implicated in possible testing infractions.”
The 2009 memo was written by an outside analyst, Fay “Sandy” Sanford, who had been invited by then-chancellor Michelle Rhee to examine students’ irregular math and reading score gains. It was sent to Rhee’s top deputy for accountability.
The memo notes that nearly all of the teachers at one Washington elementary school had students whose test papers showed high numbers of wrong-to-right erasures and asks, “Could a separate person have been responsible?”
It recommends that DCPS contact its legal department “as soon as you think it advisable” and ask them to determine “what possible actions can be taken against identified offenders.”

The Economist:

THE Bhandari Modern Public School can be approached only by technological downshifting. Full-sized taxis cannot penetrate the narrow, crowded streets, so you have to switch to a tuk-tuk. Soon the streets become alleyways, so you switch to a bicycle-rickshaw.
The Brahmpuri slum in New Delhi is an energetic place, home to migrants, Muslims and other marginals. A barber with a cut-throat razor and a bucket of dirty water shaves clients on the pavement. Factories hum in people’s front rooms. Animals and children are everywhere: buffaloes pulling carts, white ponies doing nothing in particular (they are popular for wedding ceremonies), children hawking bicycle pumps and washing powder.
The school, despite its name, is private, and it is a miracle of compression: floor upon floor of children, 25 to a class, crowded into a narrow concrete block. It is also a miracle of order: the children wear uniforms and stand up to greet visitors. One classroom is decorated with bright pictures and perky slogans such as: “We will get more than 80% in maths.” The teacher worked for Infosys, a giant IT firm, before finding her vocation. Other classrooms are drabber. Dr Bhandari, the school’s owner and headmaster, is clearly a shrewd businessman. He runs a fancier school next door, decorated with images of Mickey Mouse. He has an impressive collection of certificates. He uses an interpreter to explain that one of his school’s strengths is that it is “English medium”.

Ross Douthat:

SUSAN PATTON, the Princeton alumna who became famous for her letter urging Ivy League women to use their college years to find a mate, has been denounced as a traitor to feminism, to coeducation, to the university ideal. But really she’s something much more interesting: a traitor to her class.
Her betrayal consists of being gauche enough to acknowledge publicly a truth that everyone who’s come up through Ivy League culture knows intuitively — that elite universities are about connecting more than learning, that the social world matters far more than the classroom to undergraduates, and that rather than an escalator elevating the best and brightest from every walk of life, the meritocracy as we know it mostly works to perpetuate the existing upper class.
Every elite seeks its own perpetuation, of course, but that project is uniquely difficult in a society that’s formally democratic and egalitarian and colorblind. And it’s even more difficult for an elite that prides itself on its progressive politics, its social conscience, its enlightened distance from hierarchies of blood and birth and breeding.
Thus the importance, in the modern meritocratic culture, of the unacknowledged mechanisms that preserve privilege, reward the inside game, and ensure that the advantages enjoyed in one generation can be passed safely onward to the next.

Whiteboard Advisers [PDF]

Why or Why Not?

• “Possibly–I think it depends on the size of the state and who they work with to develop the materials. Broader adoption would depend on them being externally validated in some way.”
• “The Common Core creates a national market for effective curriculum, and it supports efficient scaling. The Common Core will therefore democratize curriculum development and adoption processes in a manner that will disrupt the current order.”
• “Ultimately this is all about standardizing America’s classroom and what goes on within it. Like anything else mandated from the top, the first to market are going to have the advantage of stories being written about what they’re doing and then all of a sudden other state [leaders] are going to latch on, thinking A) this must be good for my kids, too, and B) they won’t have the time or the will to tell people they represent why they’re behind the curve.”
• “First to market will rule the roost. The laggards will simply model on those who come before them, hoping to save money and time.”
• “It’s too soon to tell. The disappointment here is that states have been unable to coalesce. There is less ‘common’ in the Common Core than people imagined.”
• “Unless CA, TX, and FL are the ones furthest ahead forget about it. The primary concern of the publishers is making sure the largest states and their state contracts are happy.”

Alan Borsuk:

Reform fatigue – that’s a phrase used last week by an Indiana legislative leader talking about how the drive to expand private school vouchers has hit a lot of resistance, despite the fact that the political situation in Indiana looks highly favorable to vouchers.
In short, enough legislators who were generally voucher supporters were concerned about the budget impact of expanding vouchers and the impact on public schools that the brakes were put on action, at least for now, according to an Associated Press report.
Sounds like what might unfold in another Midwestern state a couple hundred miles to the northwest of Indianapolis in coming weeks.
But consider the term “reform fatigue” more broadly and you could consider things going on all across the nation.
One of the most important aspects of education policy-making in the United States for the last decade-plus has been the struggle between what are, in at least broad terms, two schools of thought.
One is those who want to change education in ways that emphasize market forces; increased accountability for schools, principals, and teachers; and stepping on the gas when it comes to expectations. We can solve education first and that will do a lot to solve poverty – that’s an underlying belief.
The other camp includes those who say poverty and other social factors are at the core of why educational outcomes are, overall, so weak among low-income and minority students and we need to deal with the broader context of schooling. The existing system will work if it’s kept strong and given a fair chance with kids.

Chris Rickert:

Turner and state Sen. Luther Olsen’s education policy analyst, Sarah Archibald, who also participated in the design team meetings, said letter grade opponents worried bad grades could stigmatize schools and their students.
Turner said the bigger problem was that in only their first year, the report cards would not be reliable enough to translate into simple grades. Walker “needed to have failing schools in Ds and Fs,” he said, as a pretext for expanding vouchers.
But Walker spokesman Cullen Werwie said letter grades were simply an easily understandable shorthand for the rating system’s five official designations, which range from “significantly exceeds expectations” to “fails to meet expectations.”
Indeed, the five designations do lend themselves to the five traditional letter grades. The report cards also rate schools on a 100-point scale, which also often translates into letter grades.
If Walker betrayed the DPI and the accountability team by introducing letter grades, DPI and the team are a bit naive if they thought no one ever would.
But more important is why Walker feels compelled in ways small — using letter grades — and large — basing voucher expansion on School Report Cards — to aggravate a public education establishment already aggravated by his moves to end teacher collective bargaining and cut education funding.
The governor’s voucher proposal was going to be controversial no matter what.

Related: NJ DOE Releases New School Performance Reports; Wisconsin? Stays Quo….

Douglas N. Harris:

This paper is one of three in a series on higher education costs. The series also includes “Initiatives for containing the cost of higher education” and “Public policies, prices, and productivity in American higher education.”
Higher education productivity, as measured by academic degrees granted by American colleges and universities, is declining.[1] Since the early 1990s, real expenditures on higher education have grown by more than 25 percent, now amounting to 2.9 percent of US gross domestic product (GDP)–greater than the percentage of GDP spent on higher education in almost any of the other developed countries.[2] But while the proportion of high-school graduates going on to college has risen dramatically, the percentage of entering college students finishing a bachelor’s degree has at best increased only slightly or, at worst, has declined.[3]
Figure 1 shows the trend in productivity from 1970 to 2006, expressed in terms of the ratio of degrees granted to total sector expenditures.[4] The downward slope is steepest among universities, where current productivity is less than half of what it was 40 years ago. Even when adjusted for the growth in overall labor costs in the economy (see dashed lines in figure 1), the decline in bachelor’s-degree production is nearly 20 percent. If these declines continue, maintaining the current rate of bachelor’s-degree production will cost an additional $42 billion per year 40 years from now.[5] Thus, even if state support for public higher education did not continue to decline, tuition would have to increase by an average of $6,885 per full-time equivalent (FTE) student in public universities to maintain current spending, almost doubling today’s tuition.[6]
What accounts for declining productivity in higher education? Prior research provides an array of potential explanations.[7] Most analysts point to the role of rising costs, and others focus on declining degree attainment.[8] Collectively, these explanations reinforce a widespread perception among higher education administrators and many scholars that productivity is impossible to control. According to economists Robert B. Archibald and David H. Feldman, “The problem in higher education is that productivity growth often is synonymous with lower quality. Adding more students to each class can diminish the benefit for each student, leading to diminished outcomes and lower graduation rates. Increasing the number of courses a professor teaches would reduce research or community service.”[9] Similarly, in a study of college presidents’ attitudes, a two-year president said: “I don’t think there are any more efficiencies left to be squeezed out of public universities across the nation. . . . There are no more efficiencies to be had.”[10] So, at least some institutional leaders feel helpless when it comes to improving productivity without sacrificing quality.[11] Even when costs are considered, institutions tend to focus on enrolling more students rather than helping them graduate.[12]

Josh Mitchell:

A blue-ribbon panel is calling for an overhaul of the federal Pell-grant program for low-income college students, reflecting concerns that not enough of the award recipients end up graduating.
The report–set to be released Tuesday by a panel of educators convened by the College Board, a trade group of universities and colleges–adds to the debate about federal student-aid programs, which have grown rapidly under President Barack Obama.
The president is expected to propose a budget Wednesday that would again spend heavily on grants and loans, despite complaints from some Republican lawmakers and other critics that the programs, which require congressional approval, have become too costly and often ineffective in helping Americans get jobs. The grants are exempt from the sequester, the across-the-board spending cuts that began in March.

Jennifer Howard:

Scholars continue to get more comfortable with e-only journals, and they increasingly get access to the material they want via digital channels, including Internet search engines and more-specific discovery tools provided by academic libraries. When it comes time to publish their own research, though, faculty members still seek out journals with the highest prestige and the widest readership in their fields, whether or not those journals are electronic and make articles free online.
Faculty members also say they still appreciate many of the services traditional publishers offer, but the traditional services of libraries, the scholars say, are less valuable than they used to be.
Those are some of the significant findings from the 2012 Ithaka survey of faculty attitudes, which went public on Monday. The survey has been run every three years since 2000 by Ithaka S&R. (That’s the consulting-and-research arm of the nonprofit Ithaka group, which works to help the academic community make better use of digital technologies for preservation, research, and teaching.)

Joel Kotkin:

While Gotham and the Windy City have experienced modest growth and significant net domestic out-migration, burgeoning if often disdained urban regions such as Houston, Dallas-Ft. Worth, Charlotte, and Oklahoma City have expanded rapidly. These low-density, car-dominated, heavily suburbanized areas with small central cores likely represent the next wave of great American cities.
There’s a whole industry led by the likes of Harvard’s Ed Glaeser, my occasional sparring partner Richard Florida and developer-funded groups like CEOs for Cities, who advocate for old-style, high-density cities, and insist that they represent the inevitable future.
But the numbers tell a different story: the most rapid urban growth is occurring outside of the great, dense, highly developed and vastly expensive old American metropolises.
An aspirational city, by definition, is one that people and industries migrate to improve their economic prospects and achieve a better relative quality of life. In the 19th and early 20th centuries, this aspirational spirit was epitomized by cities such as New York and Chicago and then in the decades after World War Two by Los Angeles, which for many years was the fastest-growing big city in the high-income world.

Joe Nocera

Is there any institution of higher learning that isn’t gaming the system to gain athletic advantage? I’ve come to believe the answer is no.
Harvard? Last year, before announcing that the university had uncovered widespread cheating, a Harvard administrator sent an e-mail to the university’s resident deans, saying that potentially culpable athletes might withdraw from school temporarily. That way, the cheating scandal wouldn’t cost them eligibility.
On the other side of the country, the University of California, Davis, had long kept athletics in perspective — until 2007, when it inexplicably joined the big boys in Division I. Vowing not to cut any “minor” sports, it did just that as athletic expenses soared. Promising not to lower standards, it abandoned that vow, too. After the U.C. Davis faculty athletic representative refused to support the application of “a talented basketball player with a questionable academic background,” she was removed from that position, according to a report by the Investigative Reporting Program at the University of California, Berkeley. The basketball player was admitted.
Which brings us to today’s subject: the military academies. Incredibly, even the Naval Academy, the Air Force Academy and West Point, charged with training the next generation of military leaders, systematically abandon their standards and admissions processes when a good athlete is within reach. Their highly questionable enrollment practices make one wonder whether the academies care as much about their mission these days as they do about winning football games.

Jane Shaw:

In spite of all the alarm over rising costs and excessive borrowing for college, one person is confident that college will be far less expensive in just a few years.
In the vision outlined by Vance H. Fried, there will be little need for federally subsidized loans. Many parents will be able to pay for college for their children out of current income.
Fried is no utopian. He is a professor of entrepreneurship at Oklahoma State University who earlier wrote a paper explaining how a full-fledged residential college could operate with tuition less than $8,000 a year.
His new paper, “College 2020,” forecasts what he thinks will happen as online education increases its competitive impact. The paper is published by the Heritage Foundation’s Center for Policy Innovation.
Some commentators worry that tuition-dependent colleges will have to go out of business because they can’t control their costs and low-priced suppliers are going to take away their students. But Fried thinks that colleges and universities can survive, if they act soon.

Laura Waters:

At long last the New Jersey Department of Education has released its “NJ School Performance Reports,” which replace the old School Report Cards. Details on school performance is greatly expanded now includes, according to the Christie Administration’s press release, “brand new data on college and career readiness and provide comparison to “peer schools” in order to provide a more complete picture of school performance for educators and the general public.”
Here’s coverage from the Star-Ledger, The Record, the Courier-Post, Asbury Park Press, Press of Atlantic City, NJ Spotlight, and the Philadelphia Inquirer.
The state also released the annual Taxpayers’ Guide to Education. Annual per pupil spending in NJ (if you use the state’s algorithm; others say it inflates costs) is $18,045, up 4.2% since last year.
Of course, there’s enormous range within that average. Fairview Boro (Bergen), for example, spends $13,317 per pupil. Asbury Park City spends $30,502. The plush magnet schools in Bergen County spend $35,900.

The Wisconsin DPI…..
April, 2013: Chief among them has been this notion from state superintendent Tony Evers that the state’s new accountability system, known as state report cards, shouldn’t be used to determine which districts get vouchers.
.
March, 2013: Evers on report cards: this last year was a pilot year. It’s just not ready for prime time.
June, 2008: “Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum”.

Christian D’Andrea:

On Tuesday, the Department of Public Instruction released the latest round of graduation rate data for Wisconsin. While it showed that more students were earning diplomas in four years in 2012 than they had in 2010 and 2011, there was still a persistent gap in attainment between the state’s white, African American, and Hispanic students. A closer look at that data suggests that this problem is prevalent in the state’s biggest cities – but minimal in Milwaukee.
A survey of 18 Wisconsin districts – all districts that served more than 7,000 students plus Beloit and Superior – showed that double-digit differences in four-year graduation rates persisted in 16 cities. Only Elmbrook, with high matriculation marks across the board, and Superior, which didn’t have enough minority students to comprise a significant sample size, avoided this label. Gaps between African-American students and white students were, on average, 10.1 percent higher than the gaps between Hispanic students and white students in these cities.

Mike Ramsey:

Last month Nakisha Bishop took out a loan to buy a $23,000 Toyota Camry and pay off several thousand dollars still owed on her old car. The key to making it work: she got more than six years–75 months in all–to pay it off.
“I had a new baby on the way, and I was trying to keep my monthly payment a little bit lower to help afford child care,” Ms. Bishop, a 34-year-old sheriff’s deputy in Palm Beach County, Fla., said recently. She pays $480 a month for the 2013 Camry, just $5 a month more than the note on her old car. The car won’t be paid off until her 1-month-old daughter is heading to first grade.
Ms. Bishop’s 75-month loan illustrates two important trends rippling through the U.S. auto industry. Rising new-car prices and competition among lenders to attract borrowers is pushing loans to lengthier terms. In part, banks see the longer terms as a way to attract buyers, by keeping monthly payments under $500 a month.

Related: Math Forum.

Joanna Chiu:

Most parents would probably hesitate about allowing their children to visit a potential war zone.
But the group of Hong Kong high school students who returned on Saturday from an eight-day tour of North Korea will have holiday stories better than anything their friends will have managed in Phuket or Singapore.
Twenty-two students from Chinese International School watched teenagers practise military drills in Pyongyang, took photos with “friendly” soldiers in the demilitarised zone and stayed two days in the region of Kaesong.
Last week, North Korea banned South Korean managers from entering Kaesong’s joint industrial park, striking a blow against the decade-old symbol of inter-Korean co-operation.
But the returning travellers said they noticed little unease among the North Koreans they encountered.

Scott Jaschick:

Conspiracy theories abound when it comes to professors and politics. To hear some conservatives tell it, a liberal-dominated professoriate attempts to brainwash students and to keep out of the faculty club any who challenge leftist orthodoxy. Ph.D. programs in the humanities teach some sort of secret handshake that lets those with politically correct views land the best jobs. To hear some liberals talk about it, there is no such thing as a liberal professoriate. Rather, a well-financed group of conservatives and their foundations use the politics issue to trash higher education. If there aren’t more conservative professors around, it’s because those on the right prefer the world of money to the world of ideas, and flock to Wall Street.
Neil Gross will disappoint most of the conspiracy theorists with his new book, Why Are Professors Liberal and Why Do Conservatives Care?, which is being released today by Harvard University Press.
Gross has spent years conducting research — large-scale national surveys and smaller experiments and focus groups — on professorial politics. And the book combines many of his studies, interviews with players in the debate, and a mix of history and sociology.
From the part of the book title that asks “why are professors liberal,” it’s clear that Gross has no problem saying that faculty members are in fact, on average, to the left of most other Americans. The degree to which this is true may differ by institution and discipline, and there are of course plenty of exceptions. But Gross cites his own past research to show that professors do indeed lean to the left. But that same research shows that most faculty members are not as radical as many believe and that there is a large center-left following in the academy.

Thomas Friedman, via a kind reader’s email:

There was a time when middle-class parents in America could be — and were — content to know that their kids’ public schools were better than those in the next neighborhood over. As the world has shrunk, though, the next neighborhood over is now Shanghai or Helsinki. So, last August, I wrote a column quoting Andreas Schleicher — who runs the global exam that compares how 15-year-olds in public schools around the world do in applied reading, math and science skills — as saying imagine, in a few years, that you could sign on to a Web site and see how your school compares with a similar school anywhere in the world. And then you could take this information to your superintendent and ask: “Why are we not doing as well as schools in China or Finland?”
Well, that day has come, thanks to a successful pilot project involving 105 U.S. schools recently completed by Schleicher’s team at the Organization for Economic Cooperation and Development, which coordinates the Program for International Student Assessment, or PISA test, and Jon Schnur’s team at America Achieves, which partnered with the O.E.C.D. Starting this fall, any high school in America will be able to benchmark itself against the world’s best schools, using a new tool that schools can register for at www.americaachieves.org. It is comparable to PISA and measures how well students can apply their mastery of reading, math and science to real world problems.
The pilot study was described in an America Achieves report entitled “Middle Class or Middle of the Pack?” that is being released Wednesday. The report compares U.S. middle-class students to their global peers of similar socioeconomic status on the 2009 PISA exams.
The bad news is that U.S. middle-class students are badly lagging their peers globally. “Many assume that poverty in America is pulling down the overall U.S. scores,” the report said, “but when you divide each nation into socioeconomic quarters, you can see that even America’s middle-class students are falling behind not only students of comparable advantage, but also more disadvantaged students in several other countries.”
American students in the second quarter of socioeconomic advantage — mostly higher middle class — were significantly outperformed by 24 countries in math and by 15 countries in science, the study found. In the third quarter of socioeconomic advantage — mostly lower middle class — U.S. students were significantly outperformed by peers in 31 countries or regions in math and 25 in science.

Related: www.wisconsin2.org

Melissa Korn:

When the business school at the University of California, Davis, started its master’s program in accounting last year, administrators expected to attract aspiring accountants from nearby colleges.
What they got instead was a wave of interest from overseas: Roughly two-thirds of the 189 applications received for last fall’s entering class came from Chinese citizens.
“Frankly, we were shocked at the deluge of applications…for what we saw as a program that prepared students for a U.S. credential,” says James Stevens, assistant dean of student affairs.
Davis has plenty of company. Specialized master’s degrees in accounting, finance and other disciplines–generally aimed at students just out of college and lasting one year–have found tremendous popularity in recent years among Chinese nationals seeking a competitive edge and U.S. experience.

Think of the Children:

However, this process yields sheer lunacy, mostly because of the ridiculous ineptitude of every single person involved. I remember specifically the first grant project I helped to evaluate. The local state government was offering up to $2,000,000 for grant proposals which would help the students in grades 6-8 who had failed their end-of-year standardized reading exam (a well-made test, in my opinion, in which failure basically means illiteracy). The specific project I was evaluating had only gotten $800,000 out of the maximum $2m. Its strategy was to purchase the male students iPod Touches, the female students makeovers, manicures, and pedicures at a local beauty parlor, and all students were offered an additional iPod Touch or Makeover, respectively, if they passed the exam at the end of the current year. The grant proposal had specifically listed these actions as being the goal of the proposal. If the iPods and makeovers were purchased, that constituted success.
When I asked the man who was in charge of the project if he really meant that these actions were the ‘strategy’, not the ‘goal’. He expressed confusion; he thought if the male students had iPod Touches, they obviously would get better at reading, and if the girls got makeovers, it would improve their self esteem and they would be more confident and get better at reading, so obviously isn’t the goal of the project to purchase iPods and Makeovers for the students? I explained to him that the goal was to make students, who had previously failed the exam, pass it on their next try. Success would, obviously, be measured in terms of how many students passed the exam. The strategy was whatever actions you took, whereas the goal was what you were trying to achieve. Now that the project was over, I told him that he had to go look at the reading scores and see if they improved. He couldn’t understand why he had needed to do this, and indeed, refused. I asked him how he had identified the students who he needed to give iPods to in the first place. Did he use their reading scores? Did he ask the school for a list of students who had failed the exam? No. He had asked the school for the free-lunch list, which determined which students came from low-income families, and for the bus route list, which determined which students came from low-income areas. He picked out any students who were on both of these lists who were also black. Since black students tend to have low reading scores, and low-income students tend to have low reading scores, those are the students who need the most help, and so are the students he targeted with his project. When I asked the school for the list of students who had failed the reading exam, it turns out that only 25% (14/56) of the students targeted by the program had failed the reading exam in the first place.
When I wrote up my evaluation, I described in rigorous detail everything the man had done wrong, put in a strong recommendation to not award him grant money in the future, and suggested that some sort of corruption investigation be conducted to see if he had committed any crimes (23 iPods + 23 Makeovers does not total to $800,000, after all). When I submitted this to my boss for approval, she was flabbergasted, and explained that the evaluators job was to collude with the grant proposal submitter, so that we got more evaluation jobs from them in the future. Over the next couple days, we had a long conversation, and in the end, she allowed my evaluation to go through.
The next project I evaluated was just as criminally neglectful as my first. And the next. And the next. In fact, for the first three years I worked at the firm, every single project I evaluated listed their ‘process’ and then said that their ‘goal’ was to enact the process. Every single project had used any subsidized lunch lists, bus route data, or demographic data they could get their hands on to decide which students to target; not a single project actually looked at test scores, for deciding either which students to target or figuring out if the project had even succeeded.

$Money first…….. Reading last, apparently

Pat Schneider:

You’ll find Jennifer Cheatham, new superintendent of the Madison School District, at the Capitol Wednesday when local education officials talk about how Gov. Scott Walker’s proposed budget would hurt Dane County schools.
But don’t expect her to be spending much time making political statements, Cheatham told me and other staff members of the Cap Times Tuesday. Too much focus on politics would distract her from her work in the Madison schools, she said.
“I think my major role is to work on improving schools in Madison. That’s why I was hired and I need to remain focused on that,” Cheatham said. “But I do think there are times it is important for me to voice my opinion on behalf of the school district on state issues.”
That includes the Walker education budget.
Cheatham is scheduled to be on hand at noon Wednesday when School Board members, superintendents, parents and other advocates from around Dane County talk about the impact of Walker’s education proposals in Room 411, the large Senate meeting room.
The Madison School Board has already actively lobbied against the Walker budget, urging local legislators not to support a plan that is “bad for our students, our taxpayers and the future of public education.”
Board members say expanding vouchers into Madison, as Walker has proposed, is a particularly bad idea. They note there’s no consistent evidence that kids using publicly funded vouchers to attend private schools do better academically, and they say that funding vouchers is likely to raise local property taxes.
It’s not just school officials who are weighing in on the highly politicized issue of school vouchers. The Madison City Council passed a resolution last month, sponsored by all 20 members, opposing expansion of vouchers to Madison. The Dane County Board is considering a similar resolution.

Reading has been job one for quite some time, unfortunately.
Right to read lawsuit filed in Michigan.

Steve Wildstrom:

Tech people are very fond of whining about the U.S. educational system, complaining that it is not producing the sort of workers they need. With a few notable exceptions-Bill and Melinda Gates and Dean Kamen come quickly to mind-the are much less good when it comes to doing anything about the problems of schools.
OK, here’s your chance. It won’t even cost you anything-calls for better education seem to die quickly in places like Silicon Valley when the talk turns to taxes-except some leadership.
The Common Core State Standards are the most important school reform to come along in many years. The standards fo mathematics and language arts lay out what we expect students to learn, year by year, from kindergarten through high school. They are not a curriculum, but a set of mileposts for what curriculum should cover, and they inject a badly needed dose of rigor into education. If you have any interest in K-12 education, you should take the time to read them here.
Despite a studied effort by their authors and sponsors at the National Governors’ Association and Council of Chief State School Officers to avoid political pitfalls, the standards have come under increasing attack from both the left and right. CCSS was initially adopted by 48 states and the District of Columbia, but three states have withdrawn their support and their is pressure in many others to do the same.
On the left, opposition to CCSS is closely tied to opposition to standardized testing, based on the assumptions, not necessarily warranted, that the standards will lead to increased testing. The anti-testing advocacy group FiarTest argues:

Katherine Mangu-Ward:

In 2012, education technology firms attracted $1.1 billion from venture capitalists, angel investors, corporations, and private equity–an order of magnitude more than the industry was pulling in 2002. Startups Coursera and Udacity, which offer high-quality online college courses to the masses, have each received more than $20 million from investors. Big corporations are buying their way into the industry, with Rupert Murdoch’s News Corp. leading the way in 2010 by dropping $360 million to acquire ed-tech firm Wireless Generation and luring education superstar Joel Klein away from his gig as the head of New York City schools.
But will the rush of cash translate into a radically transformed education landscape? When this kind of money flowed into tech companies in other sectors of the economy, we saw radical improvements in everyday transactions, as well as some dramatic booms and busts. Think Amazon instead of the mall, iTunes instead of the record shop, Expedia instead of a travel agent. But also think Pets.com and Full Tilt Poker, where intense competition and bad politics squelched what looked like good bets. There has been a flowering of good ideas in online education, like hybrid learning, in which kids still head off to school every morning but receive the bulk of their instruction from an infinitely patient piece of software instead of a harried, overworked teacher. Yet education, particularly K-12, has remained mostly immune to the improving and empowering forces of the Internet, leaving millions of kids stuck in offline backwaters for six hours a day. Per-pupil spending on public education has more than doubled over the past three decades, while student performance has flatlined.
As the parent of a toddler, I’d love to start banking on my daughter’s virtual elementary school matriculation. I want more choices than just the neighborhood public school or an exorbitantly priced private school offering pretty much the same curriculum in nicer facilities. Personalized learning and highly specific feedback appeal to me as a parent. But while Wall Street’s interest in online education may bode well for entrepreneurs and students, bullish investors and parents would do well to listen to war stories from weary education policy wonks.

Laura Waters:

The Trenton Times is reporting that Princeton High School, one of NJ’s highest-performing high schools, “allowed a ‘significant’ number of students to graduate over a four-year period despite their excessive absences, and in some cases could not provide documentation to justify the waiving of attendance requirements, a state investigation concluded.”
According to the article, the state Department of Education’s Office for Fiscal Accountability and Compliance released a report that shows that during the period of 2008-2012 “district staff altered transcripts by hand to show students earning credits that had been lost because of excessive absences.” In addition, PHS Principal Gary Snyder tried to “dodge a question” related to the alterations.
The Princeton Board of Education has released a statement, which concludes,