Debra Weber-Wulff:

A spectre is haunting Europe, and this time it is the spectre of plagiarism and scientific misconduct. Some high-profile politicians have had to resign in the last 18 months – but the revelations are also shaking respected European universities.
Many European countries, especially Germany, have long considered it unnecessary to give plagiarism more than a cursory look. One trusts in the self-cleansing powers of science, end of story.
Last February, a reviewer of German Defence Minister Karl-Theodor zu Guttenberg’s doctoral dissertation discovered and documented some plagiarised passages.
When the papers pounced on this, zu Guttenberg denied any wrongdoing, calling the accusations “absurd”. If he had messed up the odd footnote, he said he would fix it for the second edition.

Lauren Casey & Suzanna Couch:

Perry Meridian Middle School student Trevor Russell will head back to his Indianapolis education facility on Tuesday – what many consider the middle of summer – but he’s excited.
He gets to see friends sooner. He’s going to have more breaks throughout the year. And he thinks he might start the semester remembering more from last year.
“I think most of my friends are excited too,” Trevor said. “We usually get bored by the end of summer break because it is so long, so now we get to see each other more during the year.”

Thomas Zachek:

Sometimes I wish I could take the education establishment by the throat and throttle it.
I know, I know – teachers are the problem. But teachers are like foot soldiers on the front lines, carrying out orders but rarely having a say in them. The real education establishment is the administrators, board members, legislators, think tanks, textbook publishers, testing services, educational researchers and “experts” who truly create the education agenda in our society. And these forces place teachers and students in a tug of war with political agendas and shifting priorities.
Anyone in education for more than a decade has seen trends come and go. I remember when everything had to be geared to the college-bound. Then came the Tech-Prep Initiative, wherein we were reminded that not everybody needed to go to college and schools needed to prepare students for workforce skills. I remember the eras of behavioral objectives, of Madeline Hunter, of WIDS. If you don’t know what those mean, think buggy whips or Betamax.

Melissa Korn:

It’s drilled into college students’ heads from day one: get an internship, you’ll get a job.
But a new survey from the National Association of Colleges and Employers finds that the equation isn’t quite so tidy. That internship might lead to a job-but your chances are far better if you’re getting paid.
The group released a study this week showing that 60% of 2012 graduates who worked a paid internship got at least one job offer, while just 37% of those in unpaid gigs got any offers. That’s slightly – only slightly – better than the offer rate for graduates who skipped internships entirely, at 36%.
Unpaid internships are ubiquitous. A 2010 survey from NACE found that nearly 95% of member schools allow organizations to post unpaid internship opportunities, and less than a third of those require students to earn academic credit or some form of certificate for their work. Intern Bridge, a recruiting research and consulting firm, found that more than half of internships reported for its 2011 Internship Salary Report were unpaid.

Priya Abraham:

Eleanor Chute’s July 19 story “Report Criticizes Progress at Cyber Charter Schools” cites a new University of Colorado study showing that students in public cyber schools using education provider K12 Inc. programs are “falling behind.” However, the article and study neglect important facts on Pennsylvania performance and funding.
While cyber schools are similar to school districts in both size and age groups served, they are assessed at a higher standard than school districts because of a flaw in Pennsylvania’s education assessment system. To make adequate yearly progress, districts need to meet performance goals for only one age group, whether elementary, middle or high school. In contrast, individual schools including cyber schools must meet AYP standards overall, or they fail.
Moreover, Ms. Chute repeats an error advanced by the Colorado researchers and state Auditor General Jack Wagner that asserts cyber schools spend less per student than traditional public schools and therefore should get less funding. But cyber schools spend less because they receive less.

Associated Press:

GARY, Ind. (AP) — A company appointed by Indiana to run and try to turn around a troubled Gary high school is suing the Gary Community School Corp., demanding that it turn over student records it needs to run the school.
Edison Learning Inc. senior vice president Todd McIntire told The Times of Munster (http://bit.ly/MK29IQ ) for a story published Wednesday that the lawsuit requires the district to release student records and provide the for-profit firm with services as required by law, including those associated with student transportation and school maintenance.

Motoko Rich:

In excusing more than half of the states from meeting crucial requirements of the No Child Left Behind education law, the Obama administration sought to require states to develop more realistic tools to improve and measure the progress of schools and teachers.
A report being issued on Friday by the liberal Center for American Progress shows that while some states have proposed reforms aimed at spurring schools and teachers to improve student performance, others may be introducing weaker measures of accountability.
“The increased flexibility of the waivers means that some states will experiment and move ahead,” said Jeremy Ayers, associate director of federal education programs at the organization, “while others may backtrack.”

The Wall Street Journal:

Muskegon Heights and Highland Park–two of Michigan’s most insolvent school districts–this year are handing their classroom keys over to charter school operators to save money. That’s good news for local taxpayers, but the biggest beneficiaries may be the kids.
Both districts were running deficits that approached two-thirds of their budgets, thanks to the double whammy of rising labor costs and declining enrollment. To help the districts avert bankruptcy, Governor Rick Snyder appointed emergency managers who under a new state law can break collective-bargaining agreements. While such flexibility was essential to get their books in order, it may not have been sufficient.
According to Muskegon Heights manager Don Weatherspoon, the district would have to slash salaries by 35%–reducing hourly wage rates to about $10–merely to break even. That would have likely caused a teacher walk-out. When the emergency manager for Detroit schools last month proposed extending a 10% pay cut for a year, teachers threatened to strike.

Kevin Carey:

On October 8, 2011, California Gov. Jerry Brown took a stand. Throughout the 2011 session of the California General Assembly, Senate President Pro Tem Darrell Steinberg had been pushing legislation designed to revamp the state’s system for holding K-12 schools accountable for student success. California’s Academic Performance Index (API) system hadn’t been updated since 1999 and relied mostly on standardized tests of basic proficiency in reading and math. Steinberg’s bill, SB 547, would have changed the system to include graduation rates and measures of career and college readiness.1 The bill passed both the Assembly and Senate by wide margins and with bipartisan support, in addition to the backing of diverse organizations including business groups, charter school operators, and school administrators.

News that Madison’s new, interim Superintendent Jane Belmore seeks to add a “Chief of Staff” provides taxpayers, parents and students an opportunity to reflect on the District’s priorities within the planned $376,200,000 2012-2013 budget ($15,132/student).
The District’s job #1, in my view is to address its reading problems. A kind reader mentioned that Reading Recovery was discussed at this past Monday’s school board meeting (video).
Will the status quo continue?
Related: Madison Schools Administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”.

Luke Thomas:

As I mentioned in my previous post, I’m pretty disappointed with the majority of my college classes over the past few years. I’ve spent quite a bit of time working on creating a sample curriculum that I wish I had in college; after all, what’s the point in complaining without coming up with an alternative?
In high school I was home-schooled & attended a technical center in conjunction with taking college classes, so my past educational experience wasn’t “the norm.” I’ll be borrowing certain elements from my past, simply because they worked for me!
While I’ll be the first to admit that this curriculum is not for everyone (in fact, it’s only for a small set of self-learners); my purpose is to challenge assumptions and create a simple learning framework for a fraction of the cost of a college degree.

Spokane Superintendent Shelley Redinger recently posted a survey. Via a kind Laurie Rogers email.
Spokane plans to spend $316,584,805 [2012-2013 Budget Document] for 29,275 students or $10,814.17/student, about 28% less than Madison’s $15,132. Compare the community demographics here: Madison | Spokane.

Col. Chuck Bowes:

Today’s high school graduates suffer from systemically deficient abilities in science, technology, engineering, and math (STEM) that poses considerable challenges to our increasingly technological military force. Research findings reported by the United States Mission to the Organization for Economic and Co-operation Development (OECD) reveals that U.S. middle school and high school students are habitually under-performing their international peers in STEM achievement measures.
President Obama, Secretary of Education Duncan, and Bill Gates also express concern that too few young people are acquiring the knowledge they need to use technology in creative and innovative ways. As U.S. student STEM achievement continues to race to the bottom of all industrialized competitors, adding non-volunteer recruits worsens the problem.

Reeve Hamilton:

The Texas State University System is the state’s third major university system to announce the development of a bachelor’s degree that only costs $10,000 — a response to Gov. Rick Perry’s 2011 call for more affordable higher education offerings.
Sul Ross State University Rio Grande College, an upper-division college in the Texas State University System, has partnered with Southwest Texas Junior College to create a new “10K Scholars Program.” Its degree model, which will become available in fall 2013, appears to be something of a hybrid of the previous two models introduced in the state.
Texas A&M University-San Antonio partnered with Alamo Colleges to offer a bachelor’s of applied arts and sciences in information technology with an emphasis on computer security. In order to keep costs down, students must earn an associate’s degree while still in high school and then take advantage of the lower costs at one of the Alamo community colleges before proceeding to A&M-San Antonio. At the University of Texas-Permian Basin, a $10,000 degree can be earned entirely at the institution for students who qualify for the new Texas Science Scholar program, essentially providing them a merit scholarship that caps their tuition.

Joshua Kim:

My wife and I were both born in 1969. Here is a short list of debacles, missteps, and failures that we’ve witnessed in our time on the planet: stagflation, the energy crisis (gas lines), the tech bubble, the 2nd Iraq war, the housing bubble, and the great recession (and you can add to this list). Another way we could describe the past 40 or so years, if feeling negative, could be: rising inequality, stagnant real wages, rapid increases in health care and education costs, growth in structural unemployment/underemployment, and political polarization and ineffectiveness in the face of these challenges.
Christopher Hayes, editor-at-large for the Nation, thinks that many of the problems listed above can be traced back to the failures of elite decision making. These are problems that could have been avoided, or at least mitigated, if those in charge of the political and financial levers had demonstrated a modicum of clear thinking and firm leadership. Perhaps the 2003 Iraq invasion and failure of post-occupation planning is the most obvious elite failure, but in retrospect those policies that pumped up the housing bubble (lax regulation and non-existent oversight of sub-prime loans) constitute a clear example of elite malfeasance.

Lee Green:

The history of measurement may seem arcane, but consider how people centuries ago measured time, length, or the Earth’s rotation. Compare that to measuring atoms with a scanning tunneling microscope — and all the historic milestones in between.
Today IBM is releasing a free, interactive app, IBM THINK, for iPad and Android tablets. It shows how early tools have evolved into modern advances that make the world word work better — healthier populations, greener energy and safer, less congested cities. The app is for people of all ages who love science, history and technology — think of it as an “innovation time machine.”

Channel3000.com:

WISC-TV: Are you good at “minding the ship” or are you going to want to make some changes?
Belmore: I will be making a few changes and I already have a few things in the works. But those changes will be made in a very mindful way; I’m kind of looking at this as short-term changes for long-term good. So, I will not do anything that will drastically impede anyone else coming in. At the same time, I think there are a few changes that need to be made so we can have a year of growth and constantly moving ahead.
WISC-TV: What are some of those changes?
Belmore: One of them is that I’m kind of reorganizing a little bit so that some people are reporting directly to me who were not reporting directly to the superintendent in the current organizational scheme. Basically, that is just for the fact that (my tenure here) will be a year. I won’t have time to move through the steps of the organization; I’m going to need that communication directly with myself.

Much more on Madison’s interim Superintendent Jane Belmore, here.

Arthur Thomas:

The Harvard program, started by Peterson in 1996, seeks to develop a scientific basis for school reform policy.
In his speech, Walker said Wisconsin has undertaken more education reform in the last 18 months than during the last 18 years. He said it’s important to admit a problem exists.
Education reform doesn’t tilt toward either political party, according to Walker. He said politicians on both sides of the aisle have tried to tackle various issues.
“It comes from risk takers,” he said.
The study put the United States behind 24 countries in terms of improvement on test scores. Walker said it is important to break down denial about the country’s standing academically. If all states were able to match student achievement growth of the top five states in the study, the U.S. would be leading the world, he said.
“We’ve done it before in so many areas, we can do it here,” Walker said.

Related: Wisconsin’s Achievement Stagnation: 1992 – 2011 and wisconsin2.org.
Raising standards and comparing Wisconsin students to the best in the world is long overdue.
Meanwhile, Madison’s new “interim” Superintendent seeks to add a “Chief of Staff”.

Ray Fisman:

The conversation about how to improve American education has taken on an increasingly confrontational tone. The caricature often presented in the press depicts hard-driving, data-obsessed reformers–who believe the solution is getting rid of low-performing teachers–standing off against unions–who don’t trust any teaching metric and care more about their jobs than the children they’re supposed to be educating.
But in some ways the focus on jobs misses the point. As New York State School Chancellor John King has pointed out, with the exception of urban hubs like New York and L.A., few school districts have the luxury of firing low-performing teachers with the knowledge that new recruits will line up to take their places.
If we take firing off the table, what else can be done to resolve America’s education crisis? The findings of several recent studies by psychologists, economists, and educators show that–despite many reformers’ claims to the contrary–it may be possible to make low-performing teachers better, instead of firing them. If these studies can be replicated throughout entire school systems and across the country, we may be at the beginning of a revolution that will build a better educational system for America.

Marc Parry:

Campuses are places of intuition and serendipity: A professor senses confusion on a student’s face and repeats his point; a student majors in psychology after a roommate takes a course; two freshmen meet on the quad and eventually become husband and wife.
Now imagine hard data substituting for happenstance.
As Katye Allisone, a freshman at Arizona State University, hunkers down in a computer lab for an 8:35 a.m. math class, the Web-based course watches her back. Answers, scores, pace, click paths–it hoovers up information, like Google. But rather than personalizing search results, data shape Ms. Allisone’s class according to her understanding of the material.

Steve Kolowich:

The average student pursuing a postsecondary credential completely online is a white, 33-year-old woman with a full-time job and a household income around $65,000 per year, according to a new survey sponsored by two companies involved in online consulting.
This woman is likely to be studying business — the chosen field of 34 percent of students who are, recently were, or soon plan to be enrolled in fully online programs, according to the survey. Business administration and management, a popular avenue for students across all of academe, is far and away the most popular degree among the survey respondents, enrolling a greater percentage of fully online students than STEM fields, the social sciences, and the humanities combined.
“Schools simply cannot offer enough business programs if they want to attract large numbers of online students,” write the authors of the survey on behalf of its sponsors.
Read more: http://www.insidehighered.com/news/2012/07/25/survey-provides-insight-who-enrolls-fully-online-programs-and-why#ixzz21h0eOzWi
Inside Higher Ed

Suresh Gupta:

In order to appreciate the recent explosion of business opportunities related to private education in China, we need to understand the cultural realities that have played a contributing role. Some of these factors include the traditional Chinese family structure with its emphasis on education, China’s one child policy and China’s explosive economic growth during the past twenty years. Additionally, with the rising growth of its middle class (currently at fifty-two plus million and projected to grow to over ninety-eight million people by 2015), one is far from surprised to see an education market currently valued at over $240 billion dollars and estimated to grow by 15% a year. Deloitte predicts that by 2015, the private education sector will have reached a market size nearing or in excess of $102 Billion.

Laura Waters:

ELC says that the investigation was instigated by a series of articles in the Asbury Park Press, which detailed the district’s privileging of white Jewish students over the almost-entirely Hispanic and black public school students. While there are 28,000 schoolchildren in Lakewood, almost 22,000 attend private yeshivas. Current student enrollment in Lakewood Public Schools is about 5,600, almost all Hispanic and black. The district spends about 20% of its annual operating budget on transportation. (NJ districts transport students regardless of school location).
In addition, Lakewood sends many of its white special-needs kids to the School for Hidden Intelligence. Annual tuition is about $100,000 per student per year. Minority special needs kids stay in-district and receive sub-standard services.

S. Katherine Nelson, Kostadin Kushlev, Tammy English, Elizabeth W. Dunn, Sonja Lyubomirsky

Recent scholarly and media accounts paint a portrait of unhappy parents who find remarkably little joy in taking care of their children, but the scientific basis for these claims remains inconclusive. In three studies, we used a strategy of converging evidence to test whether parents evaluate their lives more positively than do non-parents (Study 1), feel relatively better than non-parents on a day-to-day basis (Study 2), and experience more positive feelings during childcare than other daily activities (Study 3). The results indicate that, contrary to previous reports, parents (and especially fathers) report relatively higher levels of happiness, positive emotion, and meaning in life.
Modern evolutionary psychologists position parenting at the top of the pyramid of human needs, reflecting its central role in human life (Kenrick, Griskevicius, Neuberg, & Schaller, 2010). Yet, some research has indicated that parenting is associated with reduced well-being (e.g., Evenson & Simon, 2005; Kahneman, Krueger, Schkade, Schwarz, & Stone, 2004; McLanahan & Adams, 1987). In particular, attention has revolved around a study showing that working mothers in Texas enjoy parenting less than watching TV, shopping, or preparing food (Kahneman et al., 2004).
Although recent media accounts paint a dismal picture of parenting, the underlying scientific research is surprisingly unclear and inconsistent. Meta-analyses have linked parenthood to lower marital satisfaction on average (Twenge, Campbell, & Foster, 2003) and to decreases in life satisfaction in the months after childbirth (Luhmann, Hoffman, Eid, & Lucas, 2012). Few analyses, however, directly compare parents and non-parents on global measures of well-being. Instead, most investigations control for multiple demographic variables, which vary across studies. Some of these studies find that parents exhibit a higher prevalence of depression (Evenson & Simon, 2005), along with less positive and more negative affect (Ross & Van Willigen, 1996), than non-parents, whereas others reveal a net zero or small negative parenting effect (e.g., Blanchflower & Oswald, 2004; Di Tella, MacCulloch, & Oswald, 2003; Ferrer-i- Carbonell, 2005). Furthermore, other work suggests that parents do not experience these negative outcomes (Keizer, Dykstra, & Poortman, 2010; Kohler, Behrman & Skytthe, 2005; Rothrauff & Cooney, 2008), and, on the contrary, report relatively higher feelings of meaning, gratification, and reward (Russell, 1974; Umberson & Gove, 1989; White & Dolan, 2009). Such conflicting findings could be due to the use of divergent methods, analytical approaches, and measures, making it almost impossible to draw clear conclusions from this literature. The importance of this topic and its prominence in popular discourse demonstrates the need for rigorous examination of the link between parenthood and well-being, using multiple methods and broad well-being measures.

Sanette Tanaka:

At Augustana College, they call it “the short goodbye.”
It’s when administrators at the small private college in Rock Island, Ill., give parents 15 minutes to say goodbye to their children. Then, students are told to report to the gym for freshman orientation, while parents are basically told to shove off.
“Parents go meet with advisers in small groups to compose themselves, and then they need to go home,” says Evelyn Campbell, dean and vice president of student services at Augustana.
Faced with what a Syracuse University administrator calls “the most over-involved generation of all time,” colleges across the country are increasingly focusing on parents who are struggling with the transition from high school to college. Colleges are holding special orientation seminars for parents, appointing administrators to handle outreach with parents and providing emailed newsletters and specific parent portal websites, among other services.
One of the toughest parts, administrators say, is educating parents how to stay involved without coming across as overbearing, or worse, a hovering “helicopter parent.”

Andrew Vanacore:

The state Board of Elementary and Secondary Education, or BESE, approved a new set of academic standards Tuesday for private schools participating in Louisiana’s expanded voucher program. By a vote of 9 to 2, the 11-member panel adopted a plan proposed by state Superintendent John White that will require private schools to hit roughly the same academic bar that public schools do in order to continue accepting public funding, though only if they take 40 or more students through the program.
The plan sparked heated debate among board members, with Lottie Beebe, from St. Martin Parish, and Carolyn Hill, from Baton Rouge, twice trying to get the decision put off until White could come back with tougher standards. Hill compared the board’s vote to Adam and Eve eating the forbidden fruit in the Garden of Eden, warning that “evil is going to arise” from the board’s decision.
Chas Roemer, a board member who also represents parts of Baton Rouge, offered the most full-throated support for White, calling the vote “one of our proudest moments as a board.”

Terran Lane

There’s been a lot of excitement in the media about Stanford’s 100,000+ student computer science courses, MIT’s open-sourced classes, and other efforts at mass, distance-education. In some ways, these efforts really are thrilling — they offer the first truly deep structural change in how we do education in perhaps a thousand years. They offer democratization of education — opening up access to world-class education to people from all over the globe and of diverse economic and social backgrounds. How many Ramanujans might we enable, if only we could get high-quality education to more people?
But I have to sound three notes of caution about this trend.
First, I worry that mass-production here will have the same effect that it has had on manufacturing for over two centuries: administrators and regents, eager to save money, will push for ever larger remote classes and fewer faculty to teach them. Are we approaching a day in which there is only one professor of computer science for the whole US?
Second, I suspect that the “winners win” cycle will distort academia the same way that it has industry and society. When freed of constraints of distance and tuition, why wouldn’t every student choose a Stanford or MIT education over, say, UNM? How long before we see the AT&T, Microsoft, or Google of academia? How long before 1% of the universities and professors garner 99% of the students and resources?

Douglas Fick:

Imagine this scene: A young high school graduate, the class valedictorian, sits at the kitchen table with his parents, his newly opened acceptance letter from Cornell lying in front of him. Mom is crying softly, while Dad awkwardly pats his son’s shoulder with a goofy grin plastered on his face.
“What about the money, Dad?” his son asks.
“We’ll figure it out somehow,” Dad replies as he starts to wonder how to come up with anything close to the $43,000 yearly tuition. The boy has worked so hard and come so far; there is no way he is letting money keep him from his dream school.
Now comes the second big moment. The boy has been mulling it over for months.
“I finally decided what I want to study when I get there. I know it’s right for me,” he hesitates. “I want to be an elementary school teacher!” His parents leap from their chairs and literally jump for joy as the pride and excitement washes over them.

Ram Ramachandran:

MALAYSIA has set for itself an ambitious goal to become the region’s premier centre for higher education, aiming to attract 200,000 international students to its shores by 2020, on top of its local student intake.
Success will mean that Malaysia would have been able to shake off stiff competition from neighbouring Singapore or even Indonesia, rake in billions in educational revenue and add significant depth to the country’s manpower pool to ensure future growth in a knowledge-driven economy.
However, high costs of building infrastructure and the speed required to attract students and roll out curriculum effectively could pose major bottlenecks.
The price of failure will not only be lower student enrolment and insufficient skilled workers but also will deny Malaysia the opportunity to position itself as a leading global player in offering off-campus online education — another opportunity which can have major benefits for the country.

Esther Quintero:

It’s probably too early to say whether Massive Open Online Courses (MOOCs) are a “tsunami” or a “seismic shift,” but, continuing with the natural disaster theme, the last few months have seen a massive “avalanche” of press commentary about them, especially within the last few days.
Also getting lots of press attention (though not as much right now) is Adaptive/Personalized Learning. Both innovations seem to fascinate us, but probably for different reasons, since they are so fundamentally different at their cores. Personalized Learning, like more traditional concepts of education, places the individual at the center. With MOOCs, groups and social interaction take center stage and learning becomes a collective enterprise.
This post elaborates on this distinction, but also points to a recent blurring of the lines between the two – a development that could be troubling.

The Center for Education Reform:

The CER Education Map provides a unique and compelling look at how the states are doing in providing the critical policy ingredients necessary for effective schools to serve all children. Though individual states may — like real weather patterns — have varying forecasts, the sunny spots are few and far between. Each state has been given an grade for each of several components, and those grades collectively factor into an overall grade and general education weather forecast for that state. As states adopt new policies and programs, the grades may change.

Noreen S. Ahmed-Ullah

Chicago Public Schools will hire nearly 500 teachers for subjects including art, computer tech and physical education to accommodate a longer day for students that will only marginally increase the workday for teachers, under a plan announced Tuesday by CPS and Chicago Teachers Union officials.
The longer school day has been a major sticking point in ongoing contract negotiations between teachers and the district, and the deal announced Tuesday could go a long way to avoiding a threatened teachers strike.
Under the proposal, the day for elementary school students will remain at 7 hours, while high schoolers will be in school for 7 1/2 hours four days of the week, as originally planned.

Mark Garrison:

Tess Vigeland: Can you tell me how to get to Sesame Street? By way of India?
The Children’s Television Workshop has built Sesame into a global brand over nearly half a century. It broadcasts in more than 145 countries and licenses everything from books to Elmo toys. Now in India, it’s launched a franchise business of for-profit Sesame Street-branded schools. It plans to open 20 preschools by next spring and 380 within five years.
Marketplace’s Mark Garrison has this report, brought to you by the letters N and Y, for New York

In ancient China, upper-class women had their feet tightly bound as children, preventing the bones from growing normally, so that they could be hindered in their walking, and only capable of cute little “feminine” steps around the house.
We don’t do that, of course. What we do instead with all our young people is see to it that they do not read a single complete history book in school (maiming their knowledge of history) and we confine their writing mostly to fiction, compositions about themselves, or brief little five-paragraph “essays” about something else (doesn’t matter what), which cripples their ability to write.
Even when we ask them to apply to college and show us their writing, admissions officers ask only for 500-word pieces in which they talk about themselves and their lives.
In Boston the Boston Globe has a competition that asks young people to write about courage. But is it the courage of Elizabeth Cady Stanton, or John Quincy Adams, or James Otis, or Patrick Henry or John Paul Jones, or Florence Nightingale that they want to hear about? Not a chance. They want the youngsters to write about their own courage, for instance perhaps when they spoke to a fellow student who was not popular, etc.
Thus we bind their learning and their imagination, and we try to prevent their access to knowledge of history and the achievements of mankind, and we try to keep them from learning how to write a serious term paper or read a substantial history book.
Why is this happening? One example of the problem is a writing consultant from Teachers’ College, Columbia, who was given a $50,000,000 (yes, $50 million) contract to teach students reading and writing in New York City. When I asked her if she would be having the students write about history, she told me: “I teach writing, I don’t get into content that much.” So, naturally, the students her grant enabled her to “work” with probably didn’t get into content that much either.
Mark Bauerlein wrote (The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future) that on the NAEP history test 57 percent scored “Below Basic.” To score “Basic,” the student has to know who George Washington was. To score “Below Basic” the student has to know that Scooby-Doo was never President, but they probably could not name anyone who ever was President. “Of those taking the exam, a majority, 52 percent, when asked to identify a U.S. Ally during World War II selected a member of the Axis powers–Germany, Italy, and Japan–rather than the Soviet Union” [or Great Britain].
We hear lots of complaints from many quarters that our kids are ignorant of history and cannot write. It would have made as much sense to criticize upper-class Chinese women in the Imperial days because they had such poor times in the 100-yard dash.
If we continue to keep history books away from our students, and limit their writing to brief solipsistic exercises, then we can only expect that they will continue to demonstrate the damage we have done to them, when we test them and look over the writing they are able to produce for us.
==============
“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

Jay Matthews:

Forty-five years ago, I married the best editor I have ever known. Most of the reasons I love Linda have nothing to do with writing, but it’s useful to have her around when wrestling with a difficult column.
I’m lucky. Few people are willing to and capable of helping others produce engaging and instructive prose. Many editors of my books were helpful, but I still remember the one who did not change a word, good for my ego but not for the book. Newspaper editors, at The Washington Post and elsewhere, have more stories to deal with than ever before, but no more time to fix them.
This problem is particularly acute in our schools, where almost all of us learn to write. I got little instruction before a required composition class my sophomore year of college. The situation has gotten worse since then. Few teachers have enough experience and training to show students what is good writing and what is not. Those who have that skill lack the time to share it with all their students and still have lives.
In a recent column, Michael Shaughnessy of EducationViews.org discussed this with Will Fitzhugh, whose Concord Review publishes exemplary high school research papers. They agreed that writing instruction is in crisis. The latest solution – letting computers grade papers – is a dead end.
“These programs don’t care if you are writing an ‘Ode to a Grecian Urn’ or an ‘Ode to an iPhone,’ ” Fitzhugh said. “The content is of no interest to the robo-graders. They are programmed only to ‘worry’ about a small circumscribed set of writing skills, and the subject of your composition counts for nothing. You can write a dull composition, which amply displays ignorance, and still get a good score from the computers.”
To be fair to the software that reads essays, and the people who created it, in most cases at least one human being also assesses the writing when the grade means something. Rachel Toor, a former editor who is an associate professor of creative writing at Eastern Washington University, acknowledged in a piece she wrote for the Chronicle of Higher Education that a student can be helped by an Apple program that points out clichés, wordy phrases and needlessly complex words, such as “conceptualizing” instead of “thinking.”
But the rest of Toor’s essay was chilling. She cares about improving her students’ writing. She finds that most college professors won’t or can’t do it. At a party, she met a political scientist with an Ivy League education who teaches at a good liberal arts college. He told her he never commented on his students’ writing. “It’s simply not part of his grading process,” she wrote. “He assesses their ideas, he says, not the prose.”
When she asked how he could separate the ideas from their expression, he said “he didn’t feel that he had the expertise to comment on their writing,” she wrote. “He wouldn’t know, he said, what good writing looked like.” She asked whether he thought he was a good writer. “He said yes, because he’s been published,” she wrote.
That suggests that it is better to teach writing in high school. I know several fine, if marginally employed, journalists who could do it. Writing is often mentioned as one of the premier 21st century skills, and it can be taught without exhausting the teachers.
Require students to take at least one semester of reading and writing instead of their regular English class. A paper is due each Monday. In class, students read whatever they like or work on next week’s essay while the teacher calls them up in turn and edits their papers as they watch.
At the end of the day, there are no stacks of student papers to ruin the instructor’s home life. Each student gets personal attention. Even Linda Mathews might be persuaded to teach that class.

Jay Matthews:

Forty-five years ago, I married the best editor I have ever known. Most of the reasons I love Linda have nothing to do with writing, but it’s useful to have her around when wrestling with a difficult column.
I’m lucky. Few people are willing to and capable of helping others produce engaging and instructive prose. Many editors of my books were helpful, but I still remember the one who did not change a word, good for my ego but not for the book. Newspaper editors, at The Washington Post and elsewhere, have more stories to deal with than ever before, but no more time to fix them.
This problem is particularly acute in our schools, where almost all of us learn to write. I got little instruction before a required composition class my sophomore year of college. The situation has gotten worse since then. Few teachers have enough experience and training to show students what is good writing and what is not. Those who have that skill lack the time to share it with all their students and still have lives.
In a recent column, Michael Shaughnessy of EducationViews.org discussed this with Will Fitzhugh, whose Concord Review publishes exemplary high school research papers. They agreed that writing instruction is in crisis. The latest solution — letting computers grade papers — is a dead end.

Stephanie Simon:

Parents in the impoverished desert community of Adelanto, California, will become the first in the nation to seize control of a failing public school under a controversial “parent trigger” law, the parents announced Monday.
The Adelanto School District had fought to preserve control over Desert Trails Elementary School. But on Friday, Superior Court Judge Steve Malone ruled that the parents had met all the requirements under the trigger law by gathering signatures from the legal guardians of at least half the students at Desert Trails.
Judge Malone ordered the district to validate the petitions and clear the way for parents to take over the school.

Richard Vedder:

The new Sallie Mae-Gallup survey of attitudes toward higher education, “How America Pays for College 2012,” shows that Americans are becoming increasingly resistant to rising college prices. Some people who were saying “I want the best college money can buy” a few years ago, are now saying “We aren’t going to pay sky-high tuition when there are much cheaper colleges nearly as good.”
How sensitive are people to price? I woke up in the middle of the night with a minor epiphany about this. My surmise is that, by and large, in the era before massive federal student loan programs and also smaller private scholarship offerings, the demand for college was highly elastic–people were extremely sensitive to price. In, say, 1925, when family incomes in today’s dollars were typically perhaps $20,000 or $25,000, the cost of any school was burdensome, and the Ivy League, costing perhaps $8,000 or $10,000 a year for all costs (in today’s dollars), was a luxury for the truly rich, while state schools, costing perhaps $4,000 a year, were available for some middle class people but by no means all.
Fast forward to today. Incomes have doubled or tripled, but the cost of college has gone up far more -five or six fold. The availability of loans and the development of a culture arguing that higher education is a good “investment” has made the demand for college not only larger, but also far more insensitive to price. A good college is now considered a necessity of life, almost like salt or life-sustaining drugs, whereas earlier it was what John Stuart Mill might call a “superfluidity.”

Wisconsin State Journal Editorial:

Those remarks seemed unduly negative and failed to give full recognition to the myriad qualities this market offers any newcomer. Like many, we favor the “who wouldn’t want to work in Madison?” view.
Not to worry, said School Board member Ed Hughes, who asked the question that prompted Ray’s comments at last week’s meeting.
“It was reassuring to me,” Hughes said. “It showed they had done their homework about this market. I thought it was realistic and useful.”
Next, Ray and Co. will talk to board members about their desires for a superintendent, then add some community outreach to the fact-finding process. If all goes well, this nationwide search will yield a strong, successful leader for one of the most important jobs in town.

Madison certainly has the community, financial and nearby (University of Wisconsin, Madison College, Edgewood College) assets to offer a world class K-12 education. Getting there will require substantial change and… change is very hard.

Teresa Watanabe:

On a ranch of willows and wild grass outside Sacramento, the cowboy cooed to his tawny mustang. Then he led Little Buck through basic commands — back up, step forward — and rewarded him with a biscuit.
Dennis Parker is a part-Cherokee trainer in rural Zamora, Calif., who sports a silver ponytail beneath his cowboy hat. But his recent demonstration was aimed at training a different breed grappling with far bigger tasks: educators under mounting pressure to raise students’ standardized test scores.
As a dozen educators watched, Parker explained that good relationships are key toward boosting achievement and that horses and humans both respond to similar strategies. Build rapport with friendly chatter. Gain respect by giving out tasks. And give treats not simply as rewards but just to be fun.
“Can you do that with your kids?” Parker asked. “It’s like training horses; you don’t break them, you teach them.”

Stacy Teicher Khadaroo, via a kind reader’s email:

In a first-of-its-kind legal maneuver, students whose reading skills are below grade level are suing their state and school district. If successful, the lawsuit could spawn others nationwide
Students are suing the state of Michigan and their Detroit-area school district for violating their “right to read.”
The class-action lawsuit appears to be the first of its kind, and potentially signals a new wave of civil rights litigation in the United States to enforce laws intended to boost academic achievement, education law experts say.
The American Civil Liberties Union of Michigan filed what it has dubbed the “right to read” lawsuit on behalf of the nearly 1,000 students in the impoverished district.
Two-thirds of 4th-graders and three-quarters of 7th-graders in the Highland Park school district are not proficient on state reading tests; 90 percent of 12th-graders fail the reading portion of the final state test administered in high school, according to the complaint. Nearly 100 percent of the district’s students are African-American.

Maureen Downey:

“I think this is the most remarkable social development certainly of the last few years,” said Eric D. Fingerhut at a Brookings Institution panel last week. The former chancellor of the Ohio Board of Regents, Fingerhut is vice president of education and STEM learning for the research firm Batelle.
“One of America’s greatest products is our higher education system,” said Fingerhut. “And we are opening it up for free to people anywhere in the world. You’d be amazed how many people have broadband connectivity, but didn’t have access to a University of Virginia course or a Stanford course. There are, in fact, people all over the world accessing for free that which only an elite, small number of people could utilize.”

Steve Malanga:

Californians should understand those fiscal pressures. Average annual pay for a local government employee in the state rose by 60%, to $61,185 (excluding benefits), between 1999 and 2008, according to the Little Hoover Commission on California State Government Organization and Economy. That’s about 70% more than the increase in private sector wages in the state over the same period. Average pay for cops and firefighters climbed 69%, to $89,056, again excluding benefits, in the same period.
Benefit costs have soared even more than wages. The annual cost of funding pensions in California’s 20 largest municipalities has grown from $1.3 billion in 1999 to $5.1 billion last year, according to a study by Stanford University professor Joe Nation. That’s an annual growth rate of better than 11%.
Faced with such increases, municipalities in California haven’t had nearly the flexibility to mend their budgets that officials in Wisconsin have.
In San Jose, where the average cost of employing a city worker, including benefits, has soared to an extraordinary $142,000 annually, Mayor Chuck Reed had to fight long and hard for a ballot measure to reduce pension costs that was passed by voters in June. In the three years before the vote, the city had to lay off about 2,000 employees and cut back on parks, libraries and other services.

Stephanie Simon/a>:

State money will continue to flow to scores of private and religious schools participating in Louisiana’s new voucher program even if their students fail basic reading and math tests, according to new guidelines released by the state on Monday.
The voucher program, the most sweeping in the nation, is the linchpin of Louisiana’s bold push to reshape public education. The state plans to shift tens of millions of dollars from public schools to pay not only private schools but also private businesses and private tutors to educate children across the state.

New Educational Foundations, via a kind Richard Phelps email

In a top-down era of rubrics, standards, and bureaucracy, and in an unprecedented atmosphere of teacher-bashing, NEW EDUCATIONAL FOUNDATIONS will offer independent and alternative voices. We invite outside-the-box critiques and nonstandard suggestions, ranging from opinion pieces to scholarly articles, for an online refereed journal of ideas and dialogue.
Because we expect to establish NEW EDUCATIONAL FOUNDATIONS (NEF) within the framework of a nonprofit organization, we are relying on NewFoundations Press (newfoundations.com) for support only during our start-up phase.
In this journal we are looking for neither cheerleading nor venting — those are for blogs. We will neither favor nor reject any ideological bent, since as a group, we, the editors and reviewers of NEF ourselves, represent different, often conflicting commitments to fundamental beliefs.
Nor do we want to nurture either the culture of complaint or that of compliance — we have politicians who do that for a living. Rather, we are looking for the kind of ideas and research that just don’t normally arise in committee meetings or handpicked commissions, selecting for quality of thought and presentation and editing principally for space and grammar.

Jay Matthews:

Cheating is so widespread these days. Students take stuff off the Internet, uncredited, with little remorse. What is there to stop them?
Maybe we have missed something. Maybe dishonest shortcuts are not as irresistible as they seem. Consider, for instance, a remarkable column by Dan Ariely, professor of psychology and behavioral economics at Duke University’s Fuqua School of Business.
His examination of cheating in college appeared in the Los Angeles Times under the headline “What money can’t buy.” He credits his lab manager, Aline Grunelson, with helping arrange a sting of the term paper industry. The piece’s contrarian conclusion is both troubling and heartening, a neat trick.
Ariely designed an experiment to test his worries about essay mills. They provide papers to order for high school and college students. The companies say they are only supplying reference material — wink, wink — but everyone knows what is going on. Ariely ordered an essay from four companies. He told them he wanted 12 pages for a college-level social psychology class using 15 sources, conforming to American Psychological Association style guidelines.

Ryan Bradley:

A dire statistic, followed by a troubling fact: The cost of education has increased 550% since 1985; and the sector has, in the words of Coursera founder Daphne Koller, “not benefited at all from leveraging technology to reduce cost.” Coursera is a social entrepreneurship company. It puts college courses online, for free. And, in just a year since its creation, it has registered 680,000 students in 43 courses offered by Princeton, Stanford, Michigan, and the University of Pennsylvania. Today, the start-up announced another dozen universities are joining, which Koller says will add about 20 more courses by the fall.
So, can education be fixed? Or, following the example of Peter Thiel — whose “20 Under 20” fellowship pays young entrepreneurs to eschew higher education — is the system so broken it needs to be swept aside? Or is there, through Coursera and others like it, a new model emerging?

Fran Spielman:

For a political chess player who never makes a move without thinking three moves ahead, Mayor Rahm Emanuel looks more like a high school clubber than a grand master when it comes to the teachers contract.
Emanuel pushed for a change in state law that raised the strike authorization threshold to 75 percent, a benchmark so high, at least one education advocate with ties to the mayor predicted that it could never be met.
Instead, the Chicago Teachers Union roared passed that benchmark, fueled by their anger against a mayor who had already stripped them of a previously negotiated 4 percent pay raise and tried to muscle through a longer school day immediately.
That same state law championed by Emanuel set up a fact-finding process that has now blown up in the mayor’s face.

gwern branwen:

Online education like Khan Academy has been hailed as a major innovation which will revolutionize higher & lower education, educate students better, and cut costs. But in general, it seems unlikely that online education will reduce all costs equally and educate all students equally better. Hardly any change ever preserves all relative positions or ratios – someone benefits disproportionately, someone benefits only a little.
So what differentials can we expect from online education? Hoary articles from the ’90s about the’digital divide’ might make one predict that it will benefit middle and upper-class whites; but on the other hand, proponents love to talk about favored minorities (eg. a foreign black female – that is, a girl in an African village) who can now access online education through cheap cellphones, so one might predict that online education will instead level the playing field. No longer will there be a big gap between receiving essentially no education and receiving a real education, a gap that perpetuates cycles of poverty. As Internet access becomes more common than access to quality schools, quality school delivered through the Internet will lead to an equalizing effect (the elites will be no better off than before, and the non-elites now have the chance to obtain a prerequisite to becoming an elite).

Mohamed Imranullah S:

Under RTE Act, mobile schools could be a solution to address needs of migrant labourers, says activist
The Right of Children to Free and Compulsory Education (RTE) Act 2009 has come into force and the Supreme Court too has upheld its validity. But a question that remains unanswered is: How the authorities obligated to implement the legislation are going to compel the children, especially those of migrant labourers, who do not want to go to school?
A case in point, in the digital era, is of R. Raja, a 12-year-old child labourer engaged in laying underground optic fibre cables for private telecommunication conglomerates. The boy, hailing from a hamlet close to Harur in Dharmapuri district, has been digging the roadsides of Madurai along with his family members for the past few days.
Many have seen him and a girl almost of the same age handle a wrecking bar and a shovel right outside a middle school run by the Madurai Municipal Corporation at Narayanapuram near here. But very few bothered to enquire as to why the children were toiling outside the school campus under the hot sun at an age when they were supposed to be sharpening their intellect inside the school.

Todd Finkelmeyer:

“The single most important experiment in higher education,” reads the headline to this piece posted at TheAtlantic.com.
Slate.com asks: “Will online education startups like Coursera end the era of expensive higher education?”
Those posts were related to the news announced earlier this week that a dozen more universities have signed on with Coursera to deliver free, online classes to the masses that are known as MOOCs (massive online open classrooms).
“The news certainly caught my eye,” says Paul Peercy, the dean of UW-Madison’s College of Engineering, which has a long tradition of delivering master’s degrees and continuing education online. “I’m convinced that the rapid advances in information technology are going to change the world. And they’re going to change education at all levels.”
That said, UW-Madison officials explain they’re not ready to jump on the MOOCs bandwagon just yet, instead opting for a more cautious approach to getting involved with this exploding trend in higher education.

Kyle Wiens:

If you think an apostrophe was one of the 12 disciples of Jesus, you will never work for me. If you think a semicolon is a regular colon with an identity crisis, I will not hire you. If you scatter commas into a sentence with all the discrimination of a shotgun, you might make it to the foyer before we politely escort you from the building.
Some might call my approach to grammar extreme, but I prefer Lynne Truss’s more cuddly phraseology: I am a grammar “stickler.” And, like Truss — author of Eats, Shoots & Leaves — I have a “zero tolerance approach” to grammar mistakes that make people look stupid.
Now, Truss and I disagree on what it means to have “zero tolerance.” She thinks that people who mix up their itses “deserve to be struck by lightning, hacked up on the spot and buried in an unmarked grave,” while I just think they deserve to be passed over for a job — even if they are otherwise qualified for the position.

Arthur Thomas:

In the summer of 2002, more than half of Wisconsin’s school districts had been without teacher contracts for over a year. This summer, contract negotiations are being settled in as little as 15 minutes.
“I mean really, what’s there to talk about?” said Christina Brey, spokeswoman for the Wisconsin Education Association Council, the state’s largest teachers union.
Brey said it is still a bit too early to establish an average. But negotiations are going quickly for the most part, according to Barry Forbes, associate executive director of the Wisconsin Association of School Boards.
Under Act 10, only changes to base wages – defined as salary paid based on seniority, not educational attainment – are subject to collective bargaining, and those conversations are limited to a cost-of-living increase set by the Department of Revenue.
For the 2011-’12 school year, the maximum cost-of-living increase was 1.64%. Because the rules defining base wages were set in late March, many districts are now negotiating contracts for the 2011-’12 year. Once districts finish those negotiations, they can move on to the 2012-’13 year. For contracts beginning July 1, 2012, the maximum increase will be 3.16%.

Josh Mitchell:

Student debt is rising sharply among all age groups, but middle-aged Americans appear to be struggling the most with payments, according to new data released Tuesday by the Federal Reserve Bank of New York.
The delinquency rate–or the percentage of debt on which no payment has been made for 90 days–was 11.9% for debt held by borrowers aged 40 to 49 as of March. That compares with a rate of 8.7% for borrowers of all ages.
The New York Fed, which based its data on a sampling of consumer credit reports, said delinquency rates for all groups are much higher if one excludes loans in deferment for reasons such as a borrower still being in school.

Terry Moe:

In the next two decades, their political power will wane, and America will finally achieve meaningful K-12 reform.
Editor’s note: In this essay, the author blends prediction with prescription to paint a vivid picture of what American education will look like in 2030. The essay is from an online publication of the Hoover Institution’s Koret Task Force on K-12 Education, American Education in 2030.
In 2012 the American education system was doing what it did best. It was surviving. For decades, it had been subjected to blistering–and well-justified–criticism for its relentlessly poor performance. But thanks to powerful defenders in politics, it had weathered the storm like a rock, virtually immune to the efforts of reformers to bring about major change.
The school system of that era really had two problems. It had a performance problem. That much was obvious. But it also had a political problem–which, in the grander scheme of things, was more fundamental than the performance problem itself because it prevented the performance problem from being addressed and resolved. Reformers had been butting their heads against a wall of power, winning a few battles along the way but consistently losing the war. The system was a disappointment. It was failing the nation. But it was strong and resilient where it counted–in power politics–and it doggedly prevailed.

Alan Borsuk:

Nothing like a stifling hot classroom in the middle of July for an opportunity to learn about ductility.
OK, maybe you’re inclined to other subjects in other places at this time of year. Suit yourself.
But if you’re going to win “Are You as Smart as an MPS Fourth Grader in Summer School,” you better brush up on ductility. I admit I would have lost at this when I walked into the room at Hi-Mount School on the west side one morning last week.
A fan was blowing across an aluminum pan filled with blue cold-packs to try to get some cooler air moving in the un-air-conditioned room. But it was still very hot. Despite that, 16 students appeared to be listening with reasonable attentiveness to MPS veteran teacher Dianne Ross.

Daniel Willingham:

What’s the difference between practice, drilling, and memorization?
In the psychological literature Practice has a formal definition, which I know through Anders Ericsson; I think it originates with him but am not certain. Practice includes feedback on performance, and it’s executed for the purpose of improvement. The distinction is important because it differentiates practice from performance (which is done for the pleasure of others) or play (which is done for one’s own pleasure) or the routine execution of a task (which is done to achieve a goal).
Thus, if I practice guitar I’m trying to improve, and I’m monitoring my performance for the sake of noting errors and thinking of new ways to do it. Performance and play of the guitar differ in obvious ways. Routine execution might apply to a task like handwriting. My handwriting is pretty bad, despite thousands of hours of execution, because during all of that time I wasn’t practicing. I was just writing to get something on paper.

Sydney Lupkin:

A Pennsylvania mom faces six felony charges for allegedly hacking into her children’s school computer to change their grades and read school officials’ emails.
Catherine Venusto, 45, of New Tripoli, worked for the Northwestern Lehigh School District from 2008 through April 2011 and has at least two children in the district, according to the District Attorney’s office.
She has been accused of changing her daughter’s failing grade from an F to an M for “medical” in June 2010, and then changing her son’s 98 to a 99 in February 2012, nearly a year after she quit her job as an administrative office secretary to work at another school district.

Dave Murray

he federal government should have no role in education, and state and local leaders are best equipped to reform schools, said Clark Durant, who is bidding to become the Republican candidate for U.S. Senate.
Speaking Friday on WGVU-TV’s “West Michigan Week,” Durant said he’d vote to eliminate the U.S. Education Department and use a Senate seat as a bully pulpit to encourage communities to work more closely to improve their schools.
“Arne, get out of our backyard!” he said, referring to U.S. Education Secretary Arne Duncan, who described Detroit Public Schools as “ground zero in American education.” “The federal government is too far away. They can drop in and get their pictures taken, but then they go home again.”
Durant is co-founder of Cornerstone Schools, a group of charter schools and independent schools in Detroit. He also served on the state Board of Education, including a stint as board president.

David Wessel:

U.S. colleges and universities have been able to keep raising tuition because so many people, from the U.S. and overseas, will pay to get an American degree. The average tab for tuition, room and board at a four-year public school–even after accounting for financial aid–has risen an inflation-adjusted 42% in the past decade, a period in which inflation-adjusted incomes of families in the middle of the middle class fell.
This is unsustainable. It can go on a while longer, not for another decade.
Higher education, meanwhile, has been changed less by information technology than, for example, music, movies, newspapers, books, finance, telephones, air travel, retailing and even health care.
Which raises a big question: Can technology restrain the cost of higher education without diminishing what students learn?

Tomi Obaro:

Twelve-year-old Oladimeji Elujoba kept getting into fights at Roberto Clemente Middle School in Germantown. Every time the teacher took attendance in the morning, she would stumble over his polysyllabic name and inadvertently elicit jeers and giggles from his classmates.
“I’m not the kind of person to watch people laugh at me,” Elujoba, now 17, says matter-of-factly.
And so he fought. He fought so much he got in-school suspensions, out-of-school suspensions, after-school detentions. His parents, Ruth and Olalekan Elujoba, worried.
“One of the teachers in the middle school called me,” Olalekan Elujoba recalls. “They had suspended him and said that if I don’t take any action on this, I will spoil the boy’s future. I couldn’t sleep that night.”

Matthew DiCarlo:

New York State is set to release its annual testing data today. Throughout the state, and especially in New York City, we will hear a lot about changes in school and district proficiency rates. The rates themselves have advantages – they are easy to understand, comparable across grades and reflect a standards-based goal. But they also suffer severe weaknesses, such as their sensitivity to where the bar is set and the fact that proficiency rates and the actual scores upon which they’re based can paint very different pictures of student performance, both in a given year as well as over time. I’ve discussed this latter issue before in the NYC context (and elsewhere), but I’d like to revisit it quickly.
Proficiency rates can only tell you how many students scored above a certain line; they are completely uninformative as to how far above or below that line the scores might be. Consider a hypothetical example: A student who is rated as proficient in year one might make large gains in his or her score in year two, but this would not be reflected in the proficiency rate for his or her school – in both years, the student would just be coded as “proficient” (the same goes for large decreases that do not “cross the line”). As a result, across a group of students, the average score could go up or down while proficiency rates remained flat or moved in the opposite direction. Things are even messier when data are cross-sectional (as public data lmost always are), since you’re comparing two different groups of students (see this very recent NYC IBO report).
Let’s take a rough look at how frequently rates and scores diverge in New York City.

The Economist:

“EVERYONE’S pencil should be on the apple in the tally-mark chart!” shouts a teacher to a class of pupils at Harvest Preparatory School in Minneapolis. Papers and feet are shuffled; a test is coming. Each class is examined every six or seven weeks. The teachers are monitored too. As a result, Harvest Prep outperformed every city school district in Minnesota in maths last year. It is also a “charter” school; and all the children are black.
Twenty years ago Minnesota became the first American state to pass charter-school laws. (Charter schools are publicly funded but independently managed.) The idea was born of frustration with traditional publicly funded schools and the persistent achievement gap between poor minority pupils and those from middle-income homes. Charters enroll more poor, black and Latino pupils, and more pupils who at first do less well at standardised tests, than their traditional counterparts.

US Department of Education:

The Secretary proposes to amend the Federal Perkins Loan
(Perkins Loan) program, Federal Family Education Loan (FFEL) program,
and William D. Ford Federal Direct Loan (Direct Loan) program
regulations. The proposed regulations would implement a new Income
Contingent Repayment (ICR) plan in the Direct Loan program based on the
President’s “Pay As You Earn” repayment initiative, incorporate
recent statutory changes to the Income Based Repayment (IBR) plan in
the Direct Loan and FFEL programs, and streamline and add clarity to
the total and permanent disability discharge process for borrowers in
the title IV, HEA loan programs. The proposed regulations implementing
a new ICR Plan and the statutory changes to the IBR plan would assist
borrowers in repaying their loans while the proposed changes to the
total and permanent disability discharge process would reduce burden
for borrowers who are disabled and seeking a discharge of their title
IV debt.

Howard Blume:

Student photos of state standardized tests posted on social networks have caused a two-week delay in the release of scores and could result in more serious ramifications for nearly 150 California schools.
In a letter sent to all state school districts this week, the Department of Education announced the postponement of the 2012 test results until Aug. 31.
“It is imperative that when districts, teachers, parents and students receive their test results, we all can be assured that the integrity of the system remains intact,” Deb Sigman, deputy superintendent of public instruction, said in the letter.
Most of the posted images were of such things as “closed test booklets or blank answer documents,” said Paul Hefner, a spokesman for the Education Department.

Reuters:

Fitch Ratings has published an exposure draft of the charter school criteria outlining the agency’s changes to the way it analyzes charter schools. The draft includes a number of proposed amendments to existing criteria. If applied in the proposed form, the exposure draft would trigger a substantial number of downgrades to existing charter school ratings. Recent events in the charter school sector led Fitch to re-evaluate its assessment of the financial and operational downside risks facing these entities. Fundamentally, Fitch views charter schools as inherently non-investment grade because of their typically high leverage and lack of operational and financial flexibility. Those schools with significant credit strengths could reach investment grade, but will be capped in the ‘BBB’ rating category. Fitch invites feedback on the exposure draft during a four-week comment period ending Aug. 20, 2012. Please submit comments to csfeedback@fitchratings.com

The Onion:

When I graduated college last year, I was certain I wanted to make a real difference in the world. After 17 years of education, I felt an obligation to share my knowledge and skills with those who needed it most.
After this past year, I believe I did just that. Working as a volunteer teacher helped me reach out to a new generation of underprivileged children in dire need of real guidance and care. Most of these kids had been abandoned by the system and, in some cases, even by their families, making me the only person who could really lead them through the turmoil.
Was it always easy? Of course not. But with my spirit and determination, we were all able to move forward.

Donna Krache:

But inside, she’s got the heart of an educator.
Of course, Sandra Day O’Connor will always be associated with her historic “first,” as the first woman justice to sit on the U.S. Supreme Court. Prior to that appointment by President Ronald Reagan in 1981, she also served as a judge and a state senator.
Since her retirement from the high court in 2006, she has found a new passion – civics education.
How did she decide to become a champion of that cause? O’Connor says that in her last year on the bench, she was “very much aware of the major issues and debates” being brought before the high court. There were lots of complaints about the decisions, she says, and many were directed at the judicial branch – with some blaming the justices for certain outcomes.
“As you analyzed it, it appeared to show in many cases that the concerns were misdirected: There was a tendency to blame the courts for things that were really not a judicial matter,” she told CNN.
The solution to that misunderstanding, she believes, is civics education – a subject she notes has changed through the years. She remembers her own schooling in El Paso, Texas, and how she learned about Texas government. Civics knowledge was helpful to her later in life, O’Connor says, and she’s disappointed that today, many schools have stopped teaching the subject.

Bill Kaczor:

The identity of students who submit complaints about teachers to public schools, including colleges and universities, are public records and must be disclosed to citizens, a Florida appellate court ruled Thursday.
A three-judge panel of the 1st District Court of Appeal said Gainesville-based Santa Fe College must release the name of a student who sent the school an email complaining about former math instructor Darnell Rhea’s classroom performance.
“Hot diggity dog,” said Rhea, who doesn’t have a lawyer and argued the case himself, when he learned of the decision from The Associated Press. “This is amazing.”
The appellate panel unanimously agreed with Rhea’s argument that the student’s name is not covered by state and federal laws granting confidentiality to education records because such complaints don’t directly relate to students. Instead, they directly relate to teachers but only tangentially to complaining students, District Judge Stephanie Ray wrote for the panel.

Dan Ariely:

Sometimes as I decide what kind of papers to assign to my students, I worry about essay mills, companies whose sole purpose is to generate essays for high school and college students (in exchange for a fee, of course).
The mills claim that the papers are meant to be used as reference material to help students write their own, original papers. But with names such as echeat.com, it’s pretty clear what their real purpose is.
Professors in general are concerned about essay mills and their effect on learning, but not knowing exactly what they provide, I wasn’t sure how concerned to be. So together with my lab manager Aline Grüneisen, I decided to check the services out. We ordered a typical college term paper from four different essay mills. The topic of the paper? Cheating.
Here is the prompt we gave the four essay mills:

Kohn Cowan:

This page comprises a list of 1009 “essentialist explanations” of the form “Language X is essentially language Y under conditions Z”. I have edited some entries for uniformity, clarity, or good English. The entries are grouped for convenience rather than correctness. In particular, fictional languages belonging to actual language families are grouped with their natural language relatives. New contributions are solicited, especially for American and African languages. No flames, please.
Note: Entries attributed to me (John Cowan) are often ones that I have heard or read somewhere, or ones that were suggested by other people’s contributions but heavily modified by me.
“[We] do but jest, poison in jest, no offence in the world.” –Hamlet

Jordan Weissman:

A dozen major universities announced that they would begin providing content to Coursera, an innovative platform that makes interactive college classes available to the public free on the web. Next fall, it will offer at least 100 massive open online courses — otherwise known as MOOCs*– designed by professors from schools such as Princeton, CalTech, and Duke that will be capable of delivering lessons to more than 100,000 students at a time.
Founded by Stanford computer scientists Daphne Koller and Andrew Ng, Coursera is one of a handful of efforts aimed at using the web’s cost savings to bring Ivy League-quality courses to the masses. Its peers include the joint Harvard-MIT project edX and Udacity, a free online university created by Google executive and former Stanford professor Sebstian Thrun. (Another high-profile startup, Minerva, is attempting to create an actual “online Ivy” that students will pay to attend.)
But the deals Coursera announced Tuesday may well prove to be an inflection point for online education, a sector that has traditionally been dominated by for-profit colleges known mostly for their noxious recruitment practices and poor results. That’s because the new partnerships represent an embrace of web-based learning from across the top tier of U.S. universities. And where the elite colleges go, so goes the rest of academia.
Coursera has previously teamed with Stanford, Princeton, University of Pennsylvania, and University of Michigan to offer 43 courses, which according to the New York Times enrolled 680,000 students. It now adds to its roster Duke, Caltech, University of Virginia, Georgia Tech, University of Washington, Rice, Johns Hopkins, University of California San Francisco, University of Illinois Urbana-Champagne, University of Toronto, University of Edinburgh, and Switzerland’s École Polytechnique Fédérale de Lausanne.

Bob Sutton:

He isn’t exaggerating. I was shocked to see, for example, that (according to the article) the State of California is currently providing less than $6000 per pupil each year; in contrast, New York City provides $13,500. Ouch. I know that government wastes lots of money, and certainly there are inefficiencies in education. But can we afford to do this our kids and our future? As Tony suggested, California has degenerated to the point where all they can do is support a teacher for every 30 kids or so, a tired old classroom and school, and little else.
I knew it was bad, but I didn’t know it was this bad. There is plenty of blame to go around — we all have our own pet targets — but perhaps it is time to put our differences aside and do the right things.

Patrick Range McDonald and Jill Stewart:

State Sen. Alex Padilla of Los Angeles had every reason to hope that the 11 members of the obscure but powerful state Assembly Education Committee in Sacramento would back his new legislation, Senate Bill 1530, designed to let public schools more easily fire teachers who commit sexual, physically abusive or drug-related acts with their students.
The bill, written by the former L.A. city councilman from the San Fernando Valley, a graduate of MIT who is seen by many as a man with a political future, had sailed through the Senate Education Committee in the upper house on a bipartisan vote. In the state Capitol, news reports about disgusting teachers who weren’t fired thanks to rigidly protective laws — teachers such as alleged sex pervert Mark Berndt — were fresh in legislators’ minds.
Egregious-behaving teachers have formidable powers. LAUSD secretly paid Berndt $40,000 to quit. That was far less money than LAUSD would have shelled out for attorneys and Berndt’s ongoing salary — only to perhaps see him reinstated by California’s unusually powerful, three-person Commission on Professional Competence, controlled by two teachers-union appointees who are increasingly criticized for not acting on behalf of children.
Since Berndt, a series of bad-teacher incidents has played out. Most recently, gym teacher Kip Arnold careened off a freeway after officers tried to question him about oral copulation and penetration with a foreign object of a girl at Nimitz Middle School in 2005. Kip told the officer he wanted to kill himself, fled and crashed.

Ryan Lytle:

The sight of cell phones during a lecture has typically been a source of frustration for many college professors attempting to teach students who may have more interest in their mobile devices than the lesson plans. But one university is hoping a new effort to leverage smartphones will better engage students inside and outside of the classroom.
Seton Hall University in New Jersey has launched its new initiative during summer orientation by providing smartphones and pre-paid cell phone plans to its incoming freshman class. Equipped with an app for freshmen to connect with other incoming students and academic advisers, university officials hope this mobile device, a Nokia Lumia 900, will keep students engaged with the school, even when they’re not on campus.
“We need to be able to reach [students] and connect to them,” says Michael Taylor, an associate professor and the school’s academic director of the Center for Mobile Research and Innovation. “We want to [provide] a device that’s always on, always connected, and tends to always be with the student no matter where they are.”

Chris Rickert via several kind readers:

Wisconsin has a “long way to go in all our racial/ethnic groups,” said Adam Gamoran, director of the Wisconsin Center for Education Research at UW-Madison.
My hope is that, given Wisconsin’s overwhelmingly white population, proficiency problems among white students will spur more people to push for policies inside and outside of school that help children — all children — learn.
“I hate to look at it that way, but I think you’re absolutely right,” said Kaleem Caire, president and CEO of the Urban League of Greater Madison. “The low performance of white students in our state may just lead to the type and level of change that’s necessary in public education for black and other students of color to succeed as well.”
Indeed, Gamoran said Massachusetts’ implementation of an evaluation system similar to the one Wisconsin is adopting now has been correlated with gains in reading and math proficiency and a narrowing of the racial achievement gap in math. But he emphasized that student achievement is more than just the schools’ responsibility.
Madison has known for a while that its schools are not meeting the needs of too many students of color.

The issue of low expectations and reduced academic standards is not a new one. A few worthwhile, related links:

• April 2004 West High School Math Teacher Letter
  

  Moreover, parents of future West High students should take notice: As you read this, our department is under pressure from the administration and the math coordinator’s office to phase out our “accelerated” course offerings beginning next year. Rather than addressing the problems of equity and closing the gap by identifying minority math talent earlier, and fostering minority participation in the accelerated programs, our administration wants to take the cheaper way out by forcing all kids into a one-size-fits-all curriculum.
  It seems the administration and our school board have re-defined “success” as merely producing “fewer failures.” Astonishingly, excellence in student achievement is visited by some school district administrators with apathy at best, and with contempt at worst. But, while raising low achievers is a laudable goal, it is woefully short-sighted and, ironically, racist in the most insidious way. Somehow, limiting opportunities for excellence has become the definition of providing equity! Could there be a greater insult to the minority community?

• 2009: 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use
• 2006: Math Forum audio, video and links
• 2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before
• “They’re all rich, white kids and they’ll do just fine” — NOT!
• 2006: Connected Math
• 2005: English 10
• 2009: Action Needed, Please Sign on…. Math Teacher Hiring in the Madison School District
• Madison will spend $374,700,000 to educate 24,861 students during the 2012-2013 school year. $15,071/student.
• wisconsin2.org.

Stacy Teicher Khadaroo:

To ratchet up math and science achievement in American schools, President Obama announced Wednesday a plan to create a Science, Technology, Engineering, and Math (STEM) Master Teacher Corps.
The $1 billion plan is dependent on Congress approving the president’s budget plan. While the investment would be significant, improving science and math teaching has been a longstanding challenge, and the plan is not a silver bullet, education experts say.
Initially, 50 master teachers would mentor fellow teachers in 50 sites around the country. Over four years, the corps would expand to 10,000 teachers who earn up to $20,000 on top of their base annual salary in exchange for their expertise and leadership.

Frontline:

Johns Hopkins researcher Dr. Robert Balfanz has uncovered a series of indicators that he says can predict how likely a student is to drop out of high school: attendance, behavior and course performance, which he describes as the “ABCs.”
In high-poverty schools, if a sixth grade child attends less than 80 percent of the time, receives an unsatisfactory behavior grade in a core course, or fails math or English, there is a 75 percent chance that they will later drop out of high school — absent effective intervention.
Middle schools are generally designed to give younger kids a more intensive level of support. If intervention doesn’t occur until high school, Balfanz says it becomes much harder to “turn kids around and put them back on track.”

Ron Matus:

School districts spent nearly $15 billion in the 2007-08 school year to pay teachers extra for earning master’s degrees, up 72 percent from four years prior, concludes a report released this week by a left-leaning think tank.
The Center for American Progress suggests money for the so-called “master’s bump” was not well spent because research shows there is little difference in effectiveness between teachers who have master’s degrees and those who don’t.
“This increase, which outstripped inflation many times over during the same time period, is music to the ears of those institutions of higher education that cater to teachers and their academic pursuits,” the report says. “But for the nation’s primary and secondary schools, this increase strikes a discordant note and underscores the need to uncouple teacher compensation from the earning of advanced degrees.”

Daniel Willingham:

My new book, When Can You Trust the Experts: How to Tell Good Science from Bad in Education is now available. (There’s a link for a free download of Chapter 1 on this page.) EDIT (7:17 pm 7/18) I just saw that it’s listed as “Recommended,” with a micro-review on the Scientific American website.
I wrote the book out of frustration with a particular problem: the word “research” has become meaningless in education. Every product is claimed to be research-based. But we all know that can’t be the case. How are teachers and administrators supposed to know which claims are valid?
It’s notable that this problem exists in many other fields. However good your training, research doesn’t stand still. So how does a pediatrician who has been in practice 10 years know that what she learned in medical school as the optimal treatment for, say, croup, is still the best treatment?

Richard Davis:

In a single collective bargaining agreement, Western Washington University has undermined state efforts to control costs, spotlighted the tuition bubble, and spurred interest in a new delivery model. Western’s mischief has not gone unnoticed.
Pointing to high unemployment and “the worst economic times in 80 years,” Gov. Chris Gregoire wrote WWU president Bruce Shepard to express “grave concerns” about the school’s decision to increase faculty pay by more than 14 percent over the next three years. Department chairs and faculty receiving promotions get additional boosts.
The agreement is not subject to review by the state budget office or Legislature.

Joel Kotkin:

Today’s youth, both here and abroad, have been screwed by their parents’ fiscal profligacy and economic mismanagement. Neil Howe, a leading generational theorist, cites the “greed, shortsightedness, and blind partisanship” of the boomers, of whom he is one, for having “brought the global economy to its knees.”
How has this generation been screwed? Let’s count the ways, starting with the economy. No generation has suffered more from the Great Recession than the young. Median net worth of people under 35, according to the U.S. Census, fell 37 percent between 2005 and 2010; those over 65 took only a 13 percent hit.
The wealth gap today between younger and older Americans now stands as the widest on record. The median net worth of households headed by someone 65 or older is $170,494, 42 percent higher than in 1984, while the median net worth for younger-age households is $3,662, down 68 percent from a quarter century ago, according to an analysis by the Pew Research Center.

Mary Jo Pitzl:

A measure to direct a 1-cent sales tax increase to education and construction programs is eligible for the November ballot, a Maricopa County Superior Court judge ruled Wednesday morning.
Judge Robert Oberbillig made his ruling from the bench, taking less than an hour to hear arguments and make a decision.
He overturned Secretary of State Ken Bennett’s decision earlier this month to reject the petitions submitted by the Quality Education and Jobs campaign. Bennett decided the paper copy of the proposed ballot measure filed with his office did not match exactly the one circulated to voters.

Emily Andrews:

It is a finding certain to be hotly disputed – at least among half the population. According to the latest research, women are brighter than men.
For the first time in IQ testing, psychologists have found that female scores have risen above those of men.
Smarter: Women now have a higher IQ than men according to the latest tests
Since IQ testing began a century ago, women have been as much as five points behind, leading psychologists to suggest embedded genetic differences.
But that gap has been narrowing in recent years and this year women have moved ahead, according to James Flynn, a world-renowned authority on IQ tests.

Joy Resmovitz:

When asked about the problems associated with standardized testing — cheating, overtesting, blunt measures of student achievement — U.S. Secretary of Education Arne Duncan often points to a duo of “next-generation assessments” funded by federal money.
But a new survey, which consulting group Whiteboard Advisors plans to publish this week, suggests that “education insiders” aren’t so sure that the one of the new tests will resolve all of the issues with standardized testing. Fifty-eight percent of those surveyed reported that they believe the Smarter, Balanced Assessment Coalition, one of the two state-based consortia developing the tests, is on the wrong track.
“Smarter Balanced seems to have started with a misdiagnosis of the testing program to begin with, and then gone from there,” one respondent wrote.

Wisconsin selected “Smarter Balanced“.

Jack Hidary:

New online learning models are bursting from startups and top universities, bridging the educational divide.
We are in the midst of a revolution that will bring high-quality education to hundreds of millions of people who have never had access to this level of learning before.
These tools will reach those in developing cities and countries but also foment a revolution in the U.S. classroom as they change our perception of what learning can be.
Here are the leading new platfoms disupting the education world:
1. Udacity
Sebastian Thurn and his colleagues hit on wild success with their Stanford computer science courses when they opened them up to the online public.The team has left Stanford to start Udacity with venture backing and a new slate of courses. They have hit 150,000+ students in each course, signaling the demand for great online education. Thurn admits that there is no firm business model as yet, but will use the next year to experiment with different approaches.
CNN highlights Udacity’s new model.

Laurie Rogers:

“The liberties of a people never were, nor ever will be, secure, when the transactions of their rulers may be concealed from them.”
– Patrick Henry
Several top leaders of Spokane Public Schools appear to believe they don’t have to publicly justify their decision-making, or even respond to questions about it.
On June 11, I asked 11 Spokane school district leaders (six administrators and five board directors) for their rationale for adopting unproven Common Core curricula on top of the failed curricular materials the district already has. The administrators, from the Department of Teaching and Learning, collectively get more than half a million taxpayer dollars per year in base salary. Five didn’t respond, one didn’t answer the questions, and four of the board directors said the board president would answer for them.
Therefore, from 11 district leaders, I received one answer (and in my opinion, it isn’t a very good one).
My questions aren’t difficult. I didn’t ask how the universe began, why God allows evil to exist, or how to build a rocket. I didn’t ask how to climb mountains, survive a nuclear attack, or create world peace. Here’s the gist of what I asked:

Judith Burns:

School governors in England are being urged to keep a close eye on individual teachers’ performance records.
In a response to a report by MPs the government said confidentiality should not override the need for governors to scrutinise teaching standards.
The response says governors have too often been denied access to performance data on grounds of confidentiality.
Graham Stuart, chairman of the Commons Education Select Committee said he welcomed the move.
“Otherwise you risk having the head as sole arbiter of performance within the school,” said Mr Stuart.

Jamie Jones:

It is now common wisdom that our schools are not educating children sufficiently to compete in a world economy. There are many causes and just as many proposed remedies to address this increasingly serious problem. More funding, charter schools, separating boys and girls, testing students and grading teachers according to skills acquired by their students are among the many ideas. Most of these ideas share the disadvantage of requiring money, which is not readily available in today’s economy or of instituting major changes in the educational system.
One small and inexpensive change could help student achievement: school uniforms.

Lee Drutman:

ongress now speaks at almost a full grade level lower than it did just seven years ago, with the most conservative members of Congress speaking on average at the lowest grade level, according to a new Sunlight Foundation analysis of the Congressional Record using Capitol Words.
Of course, what some might interpret as a dumbing down of Congress, others will see as more effective communications. And lawmakers of both parties still speak above the heads of the average American, who reads at between an 8th and 9th grade level.
Today’s Congress speaks at about a 10.6 grade level, down from 11.5 in 2005. By comparison, the U.S. Constitution is written at a 17.8 grade level, the Federalist Papers at a 17.1 grade level, and the Declaration of Independence at a 15.1 grade level. The Gettysburg Address comes in at an 11.2 grade level and Martin Luther King’s “I Have a Dream” speech is at a 9.4 grade level. Most major newspapers are written at between an 11th and 14th grade level. (You can find more comparisons here)

Jay Matthews

Those who hope 21st-century technological wonders will save our schools should read a recent lawsuit filed by the American Civil Liberties Union of Michigan. It tells the story of Melvin Marshall, a seventh-grader at Barber Focus School in Highland Park.
During the just-completed school year, the lawsuit says, “Melvin was enrolled in a class called ‘Virtual Learning English Language Arts,’ in which he answered questions on the computer. While he worked on the computer, his teacher graded papers or did other work on her own computer. His teacher did not lecture or use the blackboard for instruction. Melvin did not receive direct instruction from his teacher and was frustrated that, although the computer program would indicate whether he answered a question correctly, it never explained why a particular answer was correct.”

Jay Matthews:

In January he began using in his homeroom an online course called Read 180, “America’s Top Reading Intervention Program” according to its owner, Scholastic. The lawsuit said “occasionally, his teacher assisted students around the room, but she generally sat at her desk and kept track of how students did on the computer exercises. In this program, Melvin did not receive any explicit instruction from an adult.”
When asked about his school, the lawsuit said, the child wrote: “My name is Melvin Marshall I go to Barber foucs school. I wish it was a batter [illegible] in the clean bathroom. Batter teachers and batter Lunch.” When his reading proficiency was evaluated in May, he tested four grades below his age level. Other students had similar experiences, the lawsuit said.
The Scholastic.com Web site says hundreds of studies verify the effectiveness of Read 180. But Scholastic spokeswoman Kyle Good said it, like other programs, won’t work “unless teachers are actively involved.” Highland Park school officials did not respond to requests for comment.

Eric A. Hanushek, Paul E. Peterson and Ludger Woessmann, via a kind Chan Stroman-Roll email:

“Yet when compared to gains made by students in other countries, progress within the United States is middling, not stellar (see Figure 1). While 24 countries trail the U.S. rate of improvement, another 24 countries appear to be improving at a faster rate. Nor is U.S. progress sufficiently rapid to allow it to catch up with the leaders of the industrialized world.”
“Meanwhile, students in Wisconsin, Michigan, Minnesota, and Indiana were among those making the fewest average gains between 1992 and 2011. Once again, the larger political climate may have affected the progress on the ground. Unlike in the South, the reform movement has made little headway within midwestern states, at least until very recently. Many of the midwestern states had proud education histories symbolized by internationally acclaimed land-grant universities, which have become the pride of East Lansing, Michigan; Madison, Wisconsin; St. Paul, Minnesota; and Lafayette, Indiana. Satisfaction with past accomplishments may have dampened interest in the school reform agenda sweeping through southern, border, and some western states.”
Underlying study: “Achievement Growth: International and U.S. State Trends in Student Performance“

Related:

• Student scores slip with new proficiency benchmarks by Erin Richards
  

  The results: Only 35.8% of Wisconsin’s WKCE test-takers in third through eighth and 10th grade in fall 2011 scored proficient or better in reading, and just 48.1% scored proficient or better in math.
  Compare that with March, when the state released 2011 WKCE results that showed 78% and 82% of students scored proficient or better in math and reading.
  Under the new benchmarks, just 41.9% of white students scored proficient or advanced in reading, and 55.2% met that mark in math on the latest state test. Previously, more than 87% of white students were considered proficient or better in reading, and 84.3% were considered to have scored proficient or better in math in 2011.
  As for the state’s black students – many of whom attend Milwaukee Public Schools – 13.4% are considered proficient or advanced in reading, down from 58.7% using the old grading scale.
  Rep. Steve Kestell, a Republican from Elkhart Lake who chairs the Assembly’s Education Committee, called the revised picture of student performance a “necessary and long-delayed wake-up call for Wisconsin.”
  “We’ve been trying to tell folks for some time that we’ve been looking at things through rose-colored glasses in Wisconsin,” he added. “It was a hard thing to communicate, and it was largely ignored. This is a new awakening.”
  State Sen. Luther Olsen (R-Ripon), who chairs the Senate Education Committee, said: “We’ve known for years that our proficiency-cut scores are way below where they should be, and really, this shows that we have got to do a better job.”
  Under the past decade of No Child Left Behind, Wisconsin had been criticized for having a more lenient bar for proficiency than other states.

• Less than half of state’s students measure proficient under new national standards by Matthew DeFour:
  

  Still, the new results should be a “smack in the face” for Wisconsin, said Adam Gamoran, director of the Wisconsin Center for Education Research at UW-Madison.
  “It’s going to be a wake-up call,” Gamoran said. “It’s a more honest reckoning of where Wisconsin students stand relative to other students across the nation and relative to the goals we want for all of our students.”
  The old results were based on whether students were meeting Wisconsin’s definition of being at grade-level, whereas the new results reflect more rigorous standards of what it means to be prepared for college or a career used for the National Assessment of Educational Progress, also known as the nation’s report card.
  About 3,000 4th and 8th graders in Wisconsin take the NAEP every other year. In 2011, 32 percent of Wisconsin 4th graders scored proficient on NAEP’s reading test and 39 percent scored proficient on the math test.
  The data released Tuesday marks the first time DPI has converted results of the state test, which more than 430,000 students in grades 3-8 and 10 take in the fall, to the NAEP benchmarks.
  DPI won’t release recalculated results for individual schools and districts until the fall, when it also plans to release individual school report cards with ratings on a scale of 0 to 100.
  Kim Henderson, president of the Wisconsin Parent Teacher Association, said parents pay closer attention to state test scores than NAEP scores, so the results could “bring up a lot of good questioning.”

• State sets new, tougher standards for student tests by the Associated Press:
  

  To get the waiver, Wisconsin had to develop its own accountability system in addition to teacher and principal evaluations, among other things.
  The scores will be included on new school report cards to be released in the fall. How well individual students in grades 3-8 and 10 do on reading and math tests they take in November will be released next spring.
  The new school report cards were developed in conjunction with Gov. Scott Walker, legislative leaders and others over the past year. They will include a numerical rating for individual schools from 0-100 based on student achievement, growth, graduation rates and closing of achievement gaps between different groups of students. The scores will generate an overall total that will place each school into one of five categories ranging from “Fails to Meet Expectations” to “Significantly Exceeds Expectations.”
  “This new system will empower parents, allowing them to make education related decisions based on reliable and uniform data,” Walker said in a statement.
  Sample report cards, without actual school data, are posted online to solicit feedback through Aug. 12.

• Numerous notes and links on the oft-criticized WKCE, here.
• wisconsin2.org

In 1893, when the Committee of Ten published its recommendations for high school education, Upper Education and Lower Education academics were still talking to each other. Harvard president Charles William Eliot was the chairman, and the committee, Diane Ravitch reported in Left Back (Simon & Schuster, 2000), included four other college presidents, three high school principals, and a college professor. In 1918, when the NEA Commission on the Reorganization of Secondary Education issued its report, the chairman was, as Diane Ravitch wrote, “Clarence Kingsley, a former social worker, former teacher of mathematics at Brooklyn Manual Training High School, and–at the time of the report–supervisor of high schools in Massachusetts.” (Ravitch, pp. 42,123)
The main objectives for high school students in the NEA report were: “1. Health, 2. Command of fundamental processes, 3. Worthy home membership, 4. Vocation, 5. Citizenship, 6. Worthy use of leisure, and 7. Ethical character.” These “became famous among educators as ‘the Seven Cardinal Principles,’ the seven objectives based on the needs of life.” (Ravitch, p. 124)
With this new set of objectives in view, and with the transformation of the Normal Schools
into psychobabbling Graduate Schools of Education hostile to academic content, perhaps it is not surprising that college professors and other academics were increasingly estranged from the goings on in Lower Education. What professor of history or physics or Romance languages or nanotechnology could find common ground with those at the Lower Level who were dedicated to teaching secondary students the “worthy use of leisure”?
Nevertheless, as the number of high schools grew, along with the number of colleges, one Upper Education group formed a growing interest in what people were doing in sports at the Lower Level. This would be college coaches, who saw in the strong interest in athletics at the high school level a vital breeding ground for the athletes they would need to recruit for their college programs. As a consequence, college coaches began to keep track of the progress of especially promising high school athletes in a variety of sports, and in their Lower Education Level coaches. In fact, friendly relations were often formed between high school coaches and college coaches, so that news about really good athletes could get to the Upper Level in time to enable recruiting to begin (now at about the 10th grade).
Coaches in colleges recognized that success in their jobs depended in part on their ability to locate good candidates and persuade them to come to their place of work to be athletes after high school. Lower Education coaches understood that their work and their opinions were valued by those in the Upper Education reaches of their sports.
Meanwhile, among teachers of academic subjects in Lower Education, a very different situation could be found. Teachers who identified and prepared promising students of history or physics or literature realized that their counterparts in Upper Education did not want to know them or to hear about their students. Upper Education professors left recruitment of great candidates in their disciplines completely up to the Upper Education Admissions Committees.
By contrast, Upper Education coaches have decided not to depend on the Admissions people to find the best athletes for them. In fact, they typically bring the Admissions Committees lists of the athletes who they would like to have admitted to meet the needs of their teams. Upper Education professors rarely, if ever, come to the Admissions Committees with names of scholars from the high schools they wanted admitted to strengthen their academic departments.
Of course there are many differences in the reward systems for Upper Level coaches and for Upper Level professors. If the coaches do not get good athletes they will not be able to win games, matches, or other athletic competitions and before long their jobs will be in jeopardy. On the other hand, most Upper Education professors believe they lose nothing by simply ignoring their Lower Education colleagues, their students, and their curricula. Their jobs depend on their research and publications, for the most part, and they are content to let the Admissions Committees select their students for them. When the students arrive in their courses, they often complain that these recruits are ignorant and unable to do serious Upper Education academic work, but that never seems to increase their interest in meeting Lower Education teachers or finding out what academic work is being done at that Lower level.
One result of this situation is that Lower Education teachers and scholars are aware that Upper Education academics don’t much care about what they do, while Lower Education coaches and athletes (often the same people) are quite sure that Upper Education coaches are very interested in what they are doing, to the extent, in some cases of forming good relationships between them. It is understood that Upper Education coaches may even wish to visit promising high school athletes in their homes in an effort to recruit them for their programs. It is beyond imagination that an Upper Education professor would do anything like that.
In their battles against anti-intellectualism, Lower Education people can expect little or no interest or assistance from their Upper colleagues, and the professors in Upper Education will no doubt continue to bemoan the level of preparation of their students, especially in reading and writing, without wondering, it seems, if that is the result in part of anything they have failed to do.
Will Fitzhugh
The Concord Review
17 July 2012

Galin Education, via a kind reader’s email:

The College Application Boot Camp is a two-day intensive workshop to help rising seniors complete a bulk of the college application before school starts.
In these two days, students will:
Gain an understanding of the college admissions process and how admissions officers evaluate applications.
Receive advice on which teachers should write the recommendations and how to ask for their help.
Get feedback on which schools to apply to and the chances of admission.
Work one-on-one and in small groups to complete the Common Application datasheets.
Complete an activity chart that highlights high school awards, extracurricular activities, and leadership positions.
Brainstorm, write, and edit a personal statement essay that can be used with a variety of applications.
Learn interviewing techniques for admissions and alumni interviews.

Tennessee Department of Education:

In July 2011, Tennessee became one of the first states in the country to implement a comprehensive, student outcomes-based, statewide educator evaluation system. This implementation was a key tenet of Tennessee’s First to the Top Act, adopted by the General Assembly with bipartisan support during 2010’s extraordinary session under the backdrop of the federal Race to the Top competition. This landmark legislation established the parameters of a new teacher and principal evaluation system and committed to implementation during the 2011-12 school year. The act required 50 percent of the evaluation to be comprised of student achievement data–35 percent based on student growth as represented by the Tennessee Value-Added Assessment System (TVAAS) or a comparable measure and the other 15 percent based on additional measures of student achievement adopted by the State Board of Education and chosen through mutual agreement by the educator and evaluator. The remaining 50 percent of the evaluation is determined through qualitative measures such as teacher observations, personal conferences and review of prior evaluations and work.
An important component of the First to the Top Act was the creation of the Teacher Evaluation Advisory Committee (TEAC), a group of teachers, principals, superintendents, legislators, business leaders, and other community members, which met 21 times over the course of the following year to review and discuss various issues related to policy and implementation. The committee reviewed field tests of four different observation rubrics, which were conducted in the 2010-11 school year in approximately 125 schools across the state. The TEAC supported use of the TEAM (Tennessee Educator Acceleration Model) rubric as the state model and also voted on a number of key components of implementation, including the number and structure of observations for the year. By law, those recommendations were made to the State Board of Education, which was charged with adopting the final guidelines and criteria for the annual evaluation of all teachers and principals. The board ultimately unanimously adopted the TEAC endorsed TEAM model and, in addition, approved three alternative models – 1) Project Coach in Hamilton County; 2) TEM (Teacher Effectiveness Measure) in Memphis City; and 3) TIGER (Teacher Instructional Growth for Effectiveness and Results) in 12, mostly municipal, school systems statewide. The board also approved a menu of achievement measures that could be used as part of the 15 percent measure.
In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance.

Tom Weber:

The start of the upcoming school year will mark the debut of a new type of teacher preparation program for the Twin Cities.
The Twin Cities Teacher Collaborative STEM Urban Teacher Residency program is starting small, but organizers wonder if it might be the next big thing. The program, known as TC2 is planning to train 60 teachers over the next four years.
Eight teaching candidates are entering a full-year residency at five different middle and high schools in St. Paul and Minneapolis this fall. Residencies are common for future doctors and lawyers, but teaching residencies have only been around for 11 years in other states.
The residents met as a group last week and will spend the weeks before the start of class preparing for the year. They’ve already met their mentor teachers; the eight will be placed at Humboldt Senior High, Highland Park Senior High and Highland Park Junior High in St. Paul, as well as at South and Southwest High Schools in Minneapolis.

Quinn Kleinfelter:

The existing contract for Detroit teachers was ripped up and chucked into the trash by the school district’s emergency financial manager. The teachers’ union is angry and making noise about a possible strike.

Kristin Amundson:

Want to know how a school system can kill an innovative program without leaving any fingerprints? All you need to do is watch how Fairfax County Public Schools is handling the charter school application of the Fairfax Leadership Academy.
Teacher Eric Welch is leading an effort to create the county’s first charter school. He and other educators believe that this effort is critical to closing the achievement gap between white and minority students. Their goal is to create a school that will serve high-risk, low-income students — the kids who often fall through the cracks. The school is actually focusing on many of the programs that FCPS used to provide to at-risk populations, such as an extended school day and year, which can be critical for students who need more time to master challenging content. Those programs were among the casualties of recent Fairfax budget cuts.

Ed Fuller:

“No one knows who I am,” exclaimed a senior in a high-poverty, predominantly minority and low-performing high school in the Austin area. She explained, “I have been at this school four years and had four principals and six algebra I teachers.”
Elsewhere in Texas, the first school to be closed by the state for low performance was Johnston High School, which was led by 13 principals in the 11 years preceding closure. The school also had a teacher turnover rate greater than 25 percent for almost all of the years and greater than 30 percent for 7 of the years.
While the above examples are rather extreme cases, they do underscore two interconnected issues – teacher and principal turnover – that often plague low-performing schools and, in the case of principal turnover, afflict a wide range of schools regardless of performance or school demographics.