School Information System – Page 495 – Curated Education Information

Community Background as the Madison School District Considers Further Property Tax Increases Monday Evening

The Monday, October 26, 2009 Madison School Board meeting agenda will include a discussion (and presumably a vote) on the upcoming property tax rate increases. The board approved a tax hike earlier this year to make up for a reduction in state income tax and fees redistributed to local school districts due to the “Great Recession”. Reductions in property tax assessments (“Of the 73,024 parcels in the City, 53.6% are being changed (6,438 increases and 32,728 reductions”) may further drive taxes upward, certainly a challenge given current conditions.
Superintendent Dan Nerad proposed – and passed – a three year referendum that authorized spending and tax increases while providing time for the Administration to, as Board member Ed Hughes stated “put into place the process we currently contemplate for reviewing our strategic priorities, establishing strategies and benchmarks, and aligning our resources.” Ed’s “Referendum News” is worth reading.
I’ve summarized a number of links from the 2008 referendum discussion and vote below.

A transcript of the Madison School Board’s July 28, 2008 referendum discussion. (including an mp3 audio file). The board approved the referendum on August 25, 2008 (minutes, many links)
Public hearing links.
The initial, public 2008/2009 budget contemplates a referendum decision.
A July 25, 2008 Wisconsin State Journal Editorial on the local property tax “bite”.
August 19, 2008: Superintendent Dan Nerad recommends a three year recurring referendum. That same day, Vicki McKenna and Don Severson discuss the referendum. Many notes and links.
Two forums set on the fall, 2008 referendum. Notes from those events.
Madison School District & Madison Teachers Union Reach Tentative Agreement: 3.93% Increase Year 1, 3.99% Year 2; Base Rate $33,242 Year 1, $33,575 Year 2: Requires 50% MTI 4K Members and will “Review the content and frequency of report cards”

It will be interesting to see what, if anything happens with the recent math, fine arts, talented and gifted task forces and the full implementation of “infinite campus“, which should reduce costs and improve services.

Tennessee’s Education Reform Plan

Richard Locker:

A statewide education reform commission headed by former U.S. Sen. Bill Frist issued its final recommendations today, with a goal of moving Tennessee to the top of the Southern states in K-12 education.
Search report cards
“The very simple goal is to make Tennessee – us, our kids – the best in the South in five years,” Frist said at a State Capitol event unveiling the report. “It’s a challenging, ambitious goal but it can be done.”
The recommendations of the bipartisan “State Collaborative on Reforming Education,” or SCORE, which Frist established early this year, includes 60 specific recommendations that revolve around four key “strategies:”
** Embracing the higher graduation standards that are about to go into effect as part of the Tennessee Diploma Project that aims at both raising standards and graduating more students. There has been some fear that when the impact of the more rigorous standards are felt, there will be political pressure on legislators to scale them back.
** Cultivating stronger school leaders, including superintendents and teachers.

Final Report: 2.4MB PDF.

Annual Report on Violence, Vandalism and Substance Abuse in New Jersey Public Schools

New Jersey Department of Education:

Purpose of the Report
The Commissioner’s annual report provides the Legislature with information reported by school districts concerning incidents of serious student misconduct grouped into the following four major reporting categories: violence, vandalism, weapons, and substance abuse. An analysis of trends yields indications of progress and of ongoing concern, and provides guidance to districts, other agencies, and the department as they endeavor to focus resources on areas of need. In the Programmatic Response section of this report, the department notifies the Legislature and the public of the actions taken by the State Board of Education and the Department of Education to address the problems evident in the data.
FINDINGS
The Findings section summarizes the data reported by districts over the Electronic Violence and Vandalism Reporting System (EVVRS). Districts are required to report incidents, as defined in the EVVRS, if they occur on school grounds during school hours, on a school bus, or at a school-sponsored event, using the Violence, Vandalism, and Substance Abuse (VV-SA) Incident Reporting Form in Appendix B. The reporting of this year’s findings is intended to be read in electronic format; the reader can link to figures that depict the findings described in the report. Paper copies of the figures may be found in Appendix C of the print version of this document. More detailed findings, i.e., district and school summary data, may be accessed at http://www.state.nj.us/education/schools/vandv/.

1.2MB PDF Complete Report

Test scores should be traced to ed schools, Duncan says

Anna Phillips & Marua Walz:

Education Secretary Arne Duncan called this morning for states to link student test data not only back to teachers, but also to the programs that trained them. New York State education officials said they are already working on it.
Speaking to a packed auditorium at Columbia University, Duncan criticized education schools for failing to graduate classroom-ready teachers. He said there needs to be a way to determine which programs are working.
“It’s a simple but obvious idea,” Duncan said. “Colleges of education and district officials ought to know which teacher preparation programs are effective and which need fixing. The power of competition and disclosure can be a powerful tonic for programs stuck in the past.”
Duncan said he will use the competitive stimulus package funds known as the “Race to the Top” program to pressure states to use student data to evaluate teacher preparation programs.

US Education Secretary Arne Duncans Education School Accountability Speech

Alexander Russo:

What the coverage leaves out is that Duncan won’t be anywhere near the first to tout the importance of teaching or lament the sad state of teacher prep programs. Or the first to mention Alverno, Emporia State, residency programs, the Levine report.
In addition, there are precious few real details in Duncan’s speech about what if any means the Secretary is going to try and use to make ed schools change their evil ways. He mentions changes will come as part of NCLB reauthorization, but that’s a long way off. He mentions teacher quality partnership grants, but that’s less than $200M. No bold specifics like rating ed schools based on graduates’ performance or longevity, or limiting Pell grant eligibility to ed schools that meet certain performance characteristics.
To Duncan’s credit, he notes that this is a quality problem, not a teacher shortage, and that alt cert programs train fewer than 10K candidates a year (out of 200K overall).But it’s just a speech. A very nice, somewhat long, quote-laden speech that someone finally sent me this morning. In other words, in thiss balloon-boy era, it’s news! The text of the speech is below. See for yourself.

Liam Goldrick:

Secretary Duncan singles out Wisconsin-based Alverno College (among other institutions) and the state of Louisiana for praise. I also discuss both Alverno College and Louisiana’s teacher preparation accountability system in my policy brief.

Molly Peterson:

“By almost any standard, many, if not most of the nation’s 1,450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom,” Duncan said today in a speech at Columbia University in New York.
Duncan said hundreds of teachers have told him their colleges didn’t provide enough hands-on classroom training or instruct them in the use of data to improve student learning. He also cited a 2006 report by Arthur Levine, former president of Columbia’s Teachers College, in which 61 percent of educators surveyed said their colleges didn’t offer enough instruction to prepare them for the classroom.
The nation’s 95,000 public schools will have to hire as many as 1 million educators in the next five years as teachers and principals from the so-called baby-boom generation retire, according to Education Department projections. More than half of the new teachers will have been trained at education colleges, Duncan said.

Jeanne Allen:

While Secretary of Education Arne Duncan today called for the reform of college programs that educate
teachers, Center for Education Reform president Jeanne Allen said that Duncan must back up his rhetoric with strong provisions regarding teacher quality at the federal level. Allen recently released guidance to the federal government urging tough regulations on federal funds used for state teacher quality efforts.
In response to Duncan’s speech today at Columbia University’s Teachers College, Allen praised the Education Secretary’s demand for revolutionary changes to the way that colleges of education prepare educators, saying that his remarks should serve as a wake up call to teacher unions, education bureaucrats, and entrenched special interests who would block data-driven performance reviews of teachers in an effort to monitor teacher quality throughout their careers.

Ripon School District Administrator Richard Zimman:

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

San Francisco Schools Lunch Money Cut off, Rules Broken

Jill Tucker:

Since April, the school district has had to pony up the $1.5 million monthly cost of the lunch program for low-income students after state inspectors on a surprise visit found violations they deemed so serious and recurring that they cut off the flow of federal reimbursements.
The violations had nothing to do with the quality of food being served, but stem from the school district’s inability to follow bureaucratic rules governing the federally subsidized National School Lunch Program, which is administered by the state.
To ensure no child goes without a lunch, the district, meanwhile, has spent more than $11 million, money it will get back once city schools show they can follow the rules – something district officials have been working on since the inspection.

Laconia: School Board sees itself in budgetary vise

Gail Ober:

School District administrators estimate that under the provisions of the city’s tax cap, the school district could see as little as $142,000 in additional money for next year’s local budget.
In addition, all three union contracts are up for renegotiation and administrators also learned this week that health insurance rates could rise as much as 26.2 percent — or a maximum increase of $1,064,000.
The provisions of the current tax cap allow next year’s budget to increase by a “capped amount” that is based on the Consumer Price Index-Urban — a standard measure of inflation — and the dollar amount of building permits in a 12-month time period from April 1 to March 31.
For example, the 2009-10 budget was based on a CPI-U of 3.8 percent, meaning that the local portion of the school budget was $20,001,940 and was multiplied by 3.8 percent — giving the district the potential to raise an additional $760,000.
That increase was added to the local school tax rate of $9.32 per $1,000 evaluation multiplied by the dollar amount of building permits as of March 31, 2008 — or new growth — giving the district an additional $242,000.
With adjustments and according to the cap, the school district could have raised an additional $1.1 million for this school year — a number that was reduced by $500,000 in June by the Laconia City Council.

Lengthy pacifier use can lead to speech problems

Shari Roan:

Questions on whether a baby should be given a pacifier or allowed to thumb-suck have existed for generations. The concerns center on whether sucking habits will impact tooth alignment and speech development. The latest evidence, published today, suggests that long-term pacifier use, thumb-sucking and even early bottle use increases the risk of speech disorders in children.
The study looked at the association between sucking behaviors and speech disorders in 128 children, ages three to five, in Chile. Delaying bottle use until at least 9 months old reduced the risk of developing a speech disorder, researchers found. But children who sucked their thumb, fingers or used a pacifier for more than three years were three times as likely to develop speech impediments. Breastfeeding did not have a detrimental effect on speech development.

Mayor Bing urges Detroiters to support $500M school bond proposal

Marisa Schultz:

Mayor Dave Bing called on Detroiters to support Proposal S, the $500 million school bond proposal that he said will bring jobs and life into city neighborhoods.
Flanked by Robert Bobb, the emergency financial manager for Detroit Public Schools, Bing said Detroit children deserve modern school buildings and the city can’t pass by the opportunity to take advantage of one-time federal stimulus dollars to borrow money at zero- and low-interest rates for school construction and renovation.
“This is real shot in the arm for the city of Detroit and for the children of the city of Detroit,” Bing said.

Hawaii schools to move to four-day week in state cost-cutting measure

Ed Pilkington:

Thousands of working parents in Hawaii are scrambling to make childcare arrangements ahead of the closure on Friday of all public schools, in a bid by the state’s education authorities to cut costs.
All 256 of Hawaii’s public schools will be closed in the first of 17 “furlough Fridays” that will see a drastic cut in school time for up to 171,000 children. The reduction of the school week from five to four days will last for at least the next two years.
The furloughs are the most draconian measure yet taken in the US, where the recession has forced many states to slash public services. At least 25 states have forced teachers to take unpaid days off, but most of the cuts have fallen on holidays or on preparation days rather than on actual school days.

Education in the Arab world

The Economist:

One reason that too many Arabs are poor is rotten education
A RECENT issue of Science, the weekly journal of the American Association for the Advancement of Science, was devoted to research into “Ardi” or Ardipithecus ramidus, a 4.4m-year-old hominid species whose discovery deepens the understanding of human evolution. These latest studies suggest, among other things, that rather than descending from a closely related species such as the chimpanzee, the hominid branch parted earlier than previously thought from the common ancestral tree.
In much of the Arab world, coverage of the research took a different spin. “American Scientists Debunk Darwin”, exclaimed the headline in al-Masry al-Youm, Egypt’s leading independent daily. “Ardi Refutes Darwin’s Theory”, chimed the website of al-Jazeera, the region’s most-watched television channel. Scores of comments from readers celebrated this news as a blow to Western materialism and a triumph for Islam. Two or three lonely readers wrote in to complain that the report had inaccurately presented the findings of the research.

Islamic school in Madison eager to grow

Doug Erickson:

Just back from the frenzy of lunchtime recess, third-grader Amena Saleh donned a head scarf Wednesday and dropped to her knees at Madinah Academy of Madison, a full-time Islamic school on the city’s South Side.
Her prayer was one of five that are obligatory every day for Muslims but the only one that fell during school hours.
“We have a God who’s up in the sky and his name is Allah,” said Amena, 8, explaining the focus of her ritual.
At Madinah Academy, the educational program is grounded in Islam and guided by the Quran, the religion’s holy book. Now in its fifth year, the school serves 28 students in grades pre-kindergarten through three and is eager to add grade levels. It is housed in a strip mall at 1325 Greenway Cross, just off Fish Hatchery Road and near Madison’s border with Fitchburg.

Students Aren’t Learning Math. Can NCLB Help?

Seyward Darby:

New statistics show that U.S. students are struggling to learn basic math. The 2009 results of the National Assessment of Educational Progress (NAEP) in math, a test given every two years to fourth- and eighth-graders nationwide, were released this week. Although average overall scores have doubled since the NAEP was introduced in 1990, results have completely flat-lined among fourth-graders, and the achievement gap between white and black students isn’t narrowing.
The New York Times notes that such trends could be linked to the enactment of No Child Left Behind (NCLB) in 2002:

Duncan to ed schools: End ‘mediocre’ training

Jay Matthews:

Education Secretary Arne Duncan, in prepared remarks circulating in advance of a speech Thursday, accuses many of the nation’s schools of education of doing “a mediocre job of preparing teachers for the realities of the 21st-century classroom.”
My colleague Nick Anderson, on the national education beat, and I found the advance text a meaty read.
Duncan’s speech, to be delivered at Columbia University, goes further than any other I can remember from an education secretary in ripping into the failure of education schools to ready teachers for the challenges of the day, particularly the demand for academic growth in all students.
Duncan’s speech points out two major deficiencies in education school teaching with which most critics would agree: They do a bad job teaching students how to manage disruptive classrooms, particularly in low-income neighborhoods, and they don’t offer much in the way of training new teachers how to use data to improve their classroom results.
The excerpts of the speech we were given, however, did not appear to address one part of the classroom management problem that is often raised when successful teachers explain how they learned to keep students in order. These teachers often say they learned by doing, by facing a class alone without help, trying one thing after another until something worked for them. Education school deans have been critical of the Teach for America program, which pushes recent college graduates into classrooms with only a few weeks training, but teachers who have survived that toss-them-into-the-water approach say it works better than class management classes at their teacher’s colleges.

Locally, the UW-Madison School of Education has been involved in many Madison School District initiatives.

An Epidemic of Fear: How Panicked Parents Skipping Shots Endangers Us All

Amy Wallace:

To hear his enemies talk, you might think Paul Offit is the most hated man in America. A pediatrician in Philadelphia, he is the coinventor of a rotavirus vaccine that could save tens of thousands of lives every year. Yet environmental activist Robert F. Kennedy Jr. slams Offit as a “biostitute” who whores for the pharmaceutical industry. Actor Jim Carrey calls him a profiteer and distills the doctor’s attitude toward childhood vaccination down to this chilling mantra: “Grab ’em and stab ’em.” Recently, Carrey and his girlfriend, Jenny McCarthy, went on CNN’s Larry King Live and singled out Offit’s vaccine, RotaTeq, as one of many unnecessary vaccines, all administered, they said, for just one reason: “Greed.”
Thousands of people revile Offit publicly at rallies, on Web sites, and in books. Type pauloffit.com into your browser and you’ll find not Offit’s official site but an anti-Offit screed “dedicated to exposing the truth about the vaccine industry’s most well-paid spokesperson.” Go to Wikipedia to read his bio and, as often as not, someone will have tampered with the page. The section on Offit’s education was once altered to say that he’d studied on a pig farm in Toad Suck, Arkansas. (He’s a graduate of Tufts University and the University of Maryland School of Medicine).

Fenger Academy: A troubled school before the cameras arrived

The Economist:

A FEW weeks after I visited Fenger Academy, on Chicago’s far south side, television cameras swarmed the school. The incident at Fenger was so alarming that the White House dispatched two cabinet secretaries to quell anxiety. I came for happier reasons. The Fenger was still in the heady first days of school, exciting not only because every new year brings new opportunities, but because this year seemed particularly ripe with them.
Fenger is closer to Indiana’s belching mills than to downtown Chicago. It has struggled for decades. From 2006 to 2008 less than 3% of students met Illinois’s pathetic standards of achievement. But this meagre record had one good outcome: Fenger’s district chose it as a “turnaround” school.
AFP
When I arrive in the main office, students are still milling about, a few parents with them, looking for registration or wondering where to pick up their new uniforms–black polo shirts with the school insignia on the breast. Don Fraynd, the turnaround officer, is waiting for me. He is a youngish man whose e-mail signature is punctuated by a proud “PhD”. After a quick tour we sit in the principal’s anteroom. He tells me that reformers have showered Fenger with programmes, to no avail.

Maryland Governor O’Malley urges School Superintendents to cut costs

Nelson Hernandez & John Wagner:

With Maryland facing a $2 billion budget shortfall next year, Gov. Martin O’Malley warned the chiefs of the state’s school systems Tuesday of hard times ahead, and the Senate president told them that they were “going to have to start taking a portion of the hit.”
Speaking in Annapolis to a gathering of the Public School Superintendents Association of Maryland, O’Malley (D) urged the heads of the county’s 24 school jurisdictions to find ways to save money but maintain the quality that earned the state a No. 1 ranking in a national survey by the Education Week trade newspaper.
O’Malley’s cost-saving suggestions included creating a school building design that could be used across the state, buying furniture from the state prison industry and installing solar panels on roofs to generate energy.
But he offered few specifics about what cuts the superintendents might expect in state funding even as he repeatedly stressed the challenge of chopping $2 billion from a $13 billion budget.

Memphis City Schools lines up donations worth $1.4 million for Merit Pay

Jane Roberts:

Memphis City Schools has signed short-term contracts worth $1.4 million with several consultants, including a local public relations agency, as the district moves toward merit pay for teachers and getting rid of those who miss the mark.
Supt. Kriner Cash quickly raised the capital from donors, including the Hyde Family Foundations, so work could begin Oct. 1.
The PR firm CS, on Union Avenue, got a $152,000 contract through June 30. The agency’s main job will be communicating with teachers, making sure the district’s message is clear and consistent, potentially warding off union strife.
The contracts are a prelude to a seven-year teacher improvement plan the district hopes to accomplish with nearly $100 million from the Bill & Melinda Gates Foundation. Gates will announce the winners of its national grants in early November. Memphis is one of five finalists.
Cash does not want to wait, saying Tuesday that “a lull in work like this can become the devil’s playground.

For Decades, Puzzling People With Mathematics

John Tierney:

For today’s mathematical puzzle, assume that in the year 1956 there was a children’s magazine in New York named after a giant egg, Humpty Dumpty, who purportedly served as its chief editor.
Mr. Dumpty was assisted by a human editor named Martin Gardner, who prepared “activity features” and wrote a monthly short story about the adventures of the child egg, Humpty Dumpty Jr. Another duty of Mr. Gardner’s was to write a monthly poem of moral advice from Humpty Sr. to Humpty Jr.
At that point, Mr. Gardner was 42 and had never taken a math course beyond high school. He had struggled with calculus and considered himself poor at solving basic mathematical puzzles, let alone creating them. But when the publisher of Scientific American asked him if there might be enough material for a monthly column on “recreational mathematics,” a term that sounded even more oxymoronic in 1956 than it does today, Mr. Gardner took a gamble.
He quit his job with Humpty Dumpty.

A Moo-Moo Here, and Better Test Scores Later

Javier Hernandez:

But it soon became clear that this was a field “study”– as the teachers called it — not a field “trip,” and the 75 Harlem kindergartners were going not only for a glimpse of rural life, but to rack up extra points on standardized tests.
“I want to get smarter,” 5-year-old Brandon Neal said.
“I want to do better on homework and tests,” added Julliana Jimenez, one of his classmates.
New York State’s English and math exams include several questions each year about livestock, crops and the other staples of the rural experience that some educators say flummox city children, whose knowledge of nature might begin and end at Central Park. On the state English test this year, for instance, third graders were asked questions relating to chickens and eggs. In math, they had to count sheep and horses.

Americans Flunk News Quiz

Robert Roy Britt:

Not that the questions were all easy, but a new Pew Research Center poll finds the state of public knownedge about current U.S affairs to be pretty dismal. The news quiz, conducted Oct. 1-4 among 1,002 adults reached on cell phones and landlines, was announced this week.
It asked 12 multiple choice questions about people, events and issues in the news. Respondents answered an average of 5.3 questions correctly. That’s well below a D grade, at 44 percent. But hey, if only Balloon Boy coulda been among the questions.
Here’s one that really challenged people: Only 18 percent could correctly identify Max Baucus as chair of the Senate Finance Committee, which has developed legislation to reform U.S. health care. Fewer than a third knew how many troops we have in Afghanistan.

Teaching for a Living: How Teachers See the Profession Today

Jean Johnson, Andrew Yarrow, Jonathan Rochkind and Amber Ott:

Two out of five of America’s 4 million K-12 teachers appear disheartened and disappointed about their jobs, while others express a variety of reasons for contentment with teaching and their current school environments, new research by Public Agenda and Learning Point Associates shows.
The nationwide study, “Teaching for a Living: How Teachers See the Profession Today,” whose results are being reported here for the first time, offers a comprehensive and nuanced look at how teachers differ in their perspectives on their profession, why they entered teaching, the atmosphere and leadership in their schools, the problems they face, their students and student outcomes, and ideas for reform. Taking a closer look at the nation’s teacher corps based on educators’ attitudes and motivations for teaching provides some notable implications for how to identify, retain, and support the most effective teachers, according to the researchers.
This portrait of American teachers, completed in time for the beginning of the 2009-10 school year, presents a new means for appraising the state of the profession at a time when school reform, approaches to teaching, and student achievement remain high on the nation’s agenda. It also comes as billions of economic-stimulus dollars pour into America’s schools focused on ensuring that effective teachers are distributed among all schools, and Congress will have to consider reauthorization or modification of the 2001 No Child Left Behind Act., the nearly 8-year-old latest version of the Elementary and Secondary Education Act.

Our Struggling Public Schools “A Critical, but unspoken reason for the Great Recession”

Tom Friedman via a kind reader’s email:

Last summer I attended a talk by Michelle Rhee, the dynamic chancellor of public schools in Washington. Just before the session began, a man came up, introduced himself as Todd Martin and whispered to me that what Rhee was about to speak about — our struggling public schools — was actually a critical, but unspoken, reason for the Great Recession.
There’s something to that. While the subprime mortgage mess involved a huge ethical breakdown on Wall Street, it coincided with an education breakdown on Main Street — precisely when technology and open borders were enabling so many more people to compete with Americans for middle-class jobs.
In our subprime era, we thought we could have the American dream — a house and yard — with nothing down. This version of the American dream was delivered not by improving education, productivity and savings, but by Wall Street alchemy and borrowed money from Asia.
A year ago, it all exploded. Now that we are picking up the pieces, we need to understand that it is not only our financial system that needs a reboot and an upgrade, but also our public school system. Otherwise, the jobless recovery won’t be just a passing phase, but our future.
“Our education failure is the largest contributing factor to the decline of the American worker’s global competitiveness, particularly at the middle and bottom ranges,” argued Martin, a former global executive with PepsiCo and Kraft Europe and now an international investor. “This loss of competitiveness has weakened the American worker’s production of wealth, precisely when technology brought global competition much closer to home. So over a decade, American workers have maintained their standard of living by borrowing and overconsuming vis-à-vis their real income. When the Great Recession wiped out all the credit and asset bubbles that made that overconsumption possible, it left too many American workers not only deeper in debt than ever, but out of a job and lacking the skills to compete globally.”

Madison Mayor Cieslewicz Visits Toki Middle School

Dave Ceislewicz:

One of my favorite events of the year is the annual Principal for a Day event organized by the Foundation for Madison’s Public Schools and sponsored by CUNA. For one thing, it’s an opportunity for me to use phrases like, “Hey, hey, no running in the halls!” and, “sure, it’s funny until somebody loses an eye.”
This year I chose to be the shadow principal at Toki Middle School. It’s no secret that Toki is at the center of a neighborhood that has been in the news in recent years in part because of some changing demographics. Those changes are apparent at the school where kids eligible for free and reduced lunches have increased from about a third to about half of the school population in just a few years.
But what I saw on a typical day where most of the kids didn’t know or care much who I was (just like a normal day around City Hall) was a school where a lot of learning was taking place. I visited Rhonda Chalone’s Student Leadership class, Vern Laufenberg’s Technology Class and Scott Mullee’s Science Class. I also spent some time with Principal Nicole Schaefer and her staff. What I witnessed was dedicated teachers and engaged students in a friendly and orderly atmosphere. And the diversity that is there is a big advantage, setting those kids up for success in a world that is, if anything, even more diverse than the student body at Toki.
Every school has some challenges, but anyone that doesn’t think Madison schools are doing a great job teaching our kids, should spend a day in one.

The southwest part of Madison, including Toki Middle School has had its share of challenges over the past few years.

Pedagogy Across Three Continents

Sarah Murray:

Aside from having capital Ps in their names, Pittsburgh, Prague and São Paolo might seem to have little in common.
The first has an industrial heritage as a US steel hub. The second, in central Europe and once part of the Soviet bloc, has an historic district that is a World Heritage Site, and the third, founded by Jesuit priests, is the capital of Brazil’s most populous state and one of the most dynamic cities in Latin America.
What links all three is the global executive MBA delivered by the Joseph M Katz Graduate School of Business at the University of Pittsburgh.
Katz has been running an EMBA programme since 1972, a time when Pittsburgh had one of the US’s highest number of Fortune 500 companies headquartered in the city. In 1990, the school started offering an EMBA programme in the Czech Republic, in Prague and, since 2000, in São Paolo, Brazil.
Until 2003, the three programmes operated as independent entities. Students from the Prague and Brazil campuses would come to Pittsburgh for two-week periods, but because they were at different stages in the curriculum, they did not interact with each other or with the other students from Pittsburgh.

Cooking classes for children

Jenny Linford:

We know that children need to eat more healthily but the message will be useless if they don’t learn to cook – and enjoy doing so. Sadly, a generation has already grown up without learning to cook at school: when the National Curriculum was introduced into UK state schools in 1990, practical cookery was sidelined in favour of “food technology”. Children learned to design logos for pizza boxes, rather than to make a pizza.
This gaping hole in our children’s education is something Katie Caldesi, director of Italian cookery school Cucina Caldesi in Marylebone, London, is keen to correct. She has two sons aged seven and nine, and says: “It’s criminal that we dropped cookery from the curriculum. Italian food lends itself to cookery for children as long as they don’t just have white carbohydrates; in Italy you have pasta first, then meat, vegetables, then fruit.”
To help get children cooking their favourite Italian dishes, Cucina Caldesi runs classes for those aged six and over alongside its adult programme. It also has a holiday workshop for teenagers, “La Cucina dei Ragazzi”, led by Caldesi head chef Stefano Borella. I went to observe, while my 13-year-old son Ben, a keen eater and occasional cook, took part in the class alongside five others.
Borella, whose teaching style is informal but authoritative, won over the young cooks from the start. The aim of the session, he said, was to prepare, cook and eat a three-course meal: gnocchi with walnut pesto, fish skewers with lemon couscous and basil pannacotta served with berries.

Blair Sheppard on the legacy of Kurt Lewin

Blair Sheppard:

Though he died in 1947 aged 56, even a cursory review of modern management practices reveals the enduring influence of Kurt Lewin, the German-American psychologist.
The source of his influence can be found in the confluence of three aspects of his personal career.
The first was his early training in mathematically-oriented psychology, focused on the study of human perception. From this he developed a view that it was possible to apply the disciplines of the physical sciences to psychological phenomena.
The second was his rejection of reductionist ideas, which hold that complex phenomena can be explained in terms of simpler building blocks. This formed the tradition of German psychology.
Prof Lewin was much more interested in Gestalt psychology, which implied that psychological phenomena are related to the interaction of the person with their environment and the result of the interplay of many forces within the person.

School District maintains education on a small scale

Amy Hetzner:

The proverbial little red schoolhouse survives in the form of a brown brick building on the corner of W. Seven Mile Road and Highway 45 in Racine County.
Here at Drought School – the only school in the Norway School District – items from the eighth-grade bake sale sell for 25 to 75 cents each, the school administrator has been on the job for 20 years and the softball team can include students as young as third-graders.
There are advantages to the small school district in a 4-square-mile farmland oasis sandwiched between the urban Racine Unified School District and suburban Muskego-Norway School District.
But there also are downsides to this slice of rural life, preserved in small kindergarten-through-eighth-grade and high school districts in southeastern Wisconsin.
Last year, Norway’s resident enrollment hit 76, the end of a five-year slide in which it lost more than 40% of its population, according to state records.

Once Convicts’ Last Hope, Now a Students’ Advocate

John Schwartz:

“Pick your head up, buddy,” Tom Dunn said to Darius Nash, who had fallen asleep during the morning’s reading drills. “Sabrieon, sit down, buddy,” he called to a wandering boy. “Focus.”
Mr. Dunn’s classroom is less than three miles from his old law office, where he struggled to keep death row prisoners from the executioner’s needle. This summer, after serving hundreds of death row clients for 20 grinding, stressful years, he traded the courthouse for Martin Luther King Jr. Middle School.
The turmoil of middle school turns many teachers away, said the school’s principal, Danielle S. Battle. Students’ bodies and minds are changing, and disparities in learning abilities are playing out.
“A lot of people will say, ‘I’ll do anything but middle school,’ ” she said.
But this is precisely where Mr. Dunn chose to be, having seen too many people at the end of lives gone wrong, and wanting to keep these students from ending up like his former clients. He quotes Frederick Douglass: “It is easier to build strong children than to repair broken men.”

Washington, DC School Vouchers Have a Brighter Outlook in Congress

Robert Tomsho:

The District of Columbia’s embattled school-voucher program, which lawmakers appeared to have killed earlier this year, looks like it could still survive.
Congress voted in March not to fund the program, which provides certificates to pay for recipients’ private-school tuition, after the current school year. But after months of pro-voucher rallies, a television-advertising campaign and statements of support by local political leaders, backers say they are more confident about its prospects. Even some Democrats, many of whom have opposed voucher efforts, have been supportive.
At a congressional hearing last month, Sen. Dick Durbin, an Illinois Democrat and vocal critic of the program who heads the subcommittee that controls its funding, said he was open to supporting its continuation if certain changes were made. They include requiring voucher recipients to take the same achievement tests as public-school students.
The senator’s comments were a “really positive sign,” said Jeanne Allen, president of the Center for Education Reform, a group that supports vouchers and charter schools — public schools that can bypass many regulations that govern their traditional counterparts. “It’s clear the momentum is coming our way,” added Kevin Chavous, a former Washington city councilman who has appeared in television ads supporting the voucher plan, known as the Opportunity Scholarship Program.

Task force to develop Kentucky education strategy

Nancy Rodriguez:

In a move he says is meant to re-energize support for public education, Gov. Steve Beshear announced Monday the creation of a task force charged with developing a unified vision of what Kentucky schools need to offer to better prepare students for the 21st century.
“Our world has changed dramatically since the reforms of 1990,” Beshear said, during a press conference at Louisville Male High School, where he discussed the Transforming Education in Kentucky initiative. “We must now turn our focus to the future and again to our schools to ensure that our strategies and programs are designed to meet the challenges of the 21st century.”
Not all embraced Beshear’s task force, which is suppose to spend the next year developing recommendations on how to improve education in the state.
In a letter to the governor, Senate President David Williams, R-Burkesville, said he believed the task force “is duplicative” of education efforts already underway.
“I respectfully submit that it is past time for your administration to move beyond discussion and to immediate action,” Williams said, noting that topics on the task force’s agenda are already being discussed by legislative committees or have been the subject of legislative bills. “…These issues cannot be put off another year.”

Encouraging kids to read with the author of Horrid Henry. Make stories together….

Sarah Ebner:

There’s more depressing news on the education front today. In The Times, Joanna Sugden reports that children are struggling with language skills in schools and that it’s vital for parents to speak to, and read to, their children. Meanwhile in the Daily Mail, it’s reported that boys are falling ever behind, even at a really young age. Many can’t write their name by the end of Reception year; they’re falling behind girls in vital aspects of the curriculum – and life.
As regular readers of the blog will know, I am convinced that it’s incredibly important to do something about boys and their under-achievement in schools. I am often asked to recommend books for boys (and there are loads), for my views on their disinterest in writing or how they won’t settle at school. I’ve written about this a number of times (please see below) and am saddened not only that it’s still an issue, but that not much seems to be taking place to address it.
There seems little point in my writing about the issues again, so I’m going to mention an initiative which hopes to get children reading again. Innocent and Francesca Simon (author of the Horrid Henry books, which are incredibly popular amongst girls and boys) have teamed up to inspire parents to tell stories.

Technology: Classroom interaction offers best experience

Alan Cane:

Tania Goldhaber, an enthusiastic and personable undergraduate studying mechanical engineering at MIT, lives the Web 2.0 life.
Her laptop is her key to the virtual world, always on, always ready to access Facebook and other social networking sites. For EMBA students at Cambridge University’s Judge Business School she has become the human face of Web 2.0.
Simon Learmount, programme director, says: “We used video to beam her into the classroom for a morning during the orientation week [the first of three separate weeks where the students are physically together]. Her presentation showed how her life is completely structured by Web 2.0. Afterwards, some of the students went off and started blogging immediately.”
These Judge EMBA students are the top brass of the business world in the UK, chief financial officers and the like with a sprinkling of chief executives among them, who, until Ms Goldhaber’s presentation, may not have understood blogging, let alone written an online diary themselves.
It is one of the first results of a risky but potentially hugely productive experiment that the school launched a few weeks ago.

A lesson in school lunch

Susan Troller:

“Eat the taco salad. It’s good.”
The reassuring comment came from a crowd of seventh-grade boys at Velma Hamilton Middle School as I prepared to eat my first school lunch in more than 40 years.
They politely made room for me at the front of a line that circled the cafeteria/multipurpose room, nodding enthusiastically as I took the salad. As a former food writer and restaurant critic newly returned to covering topics about children and education, I wanted to experience firsthand school lunches at Madison’s elementary, middle and high schools. Madison, like communities across the nation, is re-evaluating school meals with an eye toward making them more nutritious and appealing.
The taco salad featured finely shredded lettuce, providing a reasonably crisp bed for a mound of mildly seasoned ground beef; a dab of sour cream, a small plastic container of salsa and a small package of salty, tortilla chips completed the spread. It was the most popular purchased lunch option that day, although a majority of Hamilton’s sixth-, seventh- and eighth-graders appeared to have brought their own lunches. With a half-pint of milk, the meal cost $3.30 (adult full-price middle school lunch). I’d probably give it a grade of C+ or B-.

School District Strategic Planning: How the World’s Best Performing School Systems Come Out On Top

Via a kind reader’s email [9.5MB PDF]:

The experiences of these top school systems suggest that three things matter most:

getting the right people to become teachers,
developing them into effective instructors, and
ensuring that the system is able to deliver the best possible education for every child.

Students give math a bit more thought

Michael Alison Chandler:

The teenagers in Stephanie Nichols’s algebra class have nothing on her blank stare. And they can’t even come close to her best confused expression: eyebrows furrowed, mouth frowning, a flash of ditziness framed by a blond bob.
“Sorry if I’m the slow kid,” she said, slowly, during a lesson on slope. “I don’t get it.” As students calculated problems on the board, she interrupted, “I’m really lost. . . . How did you do that?” Occasionally, she was more blunt: “Huh?”
Nichols’s vacant looks and incessant questions put the students at Arlington County’s Washington-Lee High School in the uncomfortable position of being the math teacher, explaining how the numbers on the white board relate to each other, how algebra actually works.

Community meeting to introduce the new Madison School District Talented and Gifted Plan

via a kind reader’s email:

Tuesday, November 17
6:00 – 7:30 p.m. (this is the correct time)
Hamilton Middle School LMC
4801 Waukesha Street
Madison, Wi
The Madison Metropolitan School District (MMSD) Talented and Gifted Division will host a community forum on November 17, 2009, from 6:00 to 7:30 p.m. Superintendent Dan Nerad and Director of Teaching and Learning Lisa Wachtel will be in attendance.
The focus of the forum will be to provide the Madison community with an overview of the recently Board of Education approved Talented and Gifted Education Plan, followed by an opportunity for discussion.
Link to new MMSD TAG Plan: http://tagweb.madison.k12.wi.us/
More information from MUAE: http://madisonunited.org/TAGplan.html

Love of Teaching Draws Adjuncts to the Classroom Despite Low Pay

Audrey Williams June:

They don’t make much money, they don’t have health benefits, and they don’t have job security. So why do adjuncts keep showing up to teach in college classrooms semester after semester, year after year?
The Chronicle went to Chicago to find that out, and a lot more.
Adjuncts who teach part time are now about half of the professoriate, making them a crucial sector of academe. But information on their daily jobs, their qualifications, and their motivations is sparse. To help fill the gap, we focused, both in a survey and in intensive reporting, on adjuncts in the Chicago metropolitan area. The region’s rich mix of public and private four-year institutions and community colleges provided a lens through which to view the variety of adjunct employment.
Jennifer O’Riordan, an adjunct psychology instructor at Joliet Junior College, listens to colleagues at a union meeting. She has become an advocate for better pay.
Our survey was answered by more than 600 adjuncts who work at 90 institutions. Their responses, though not a random sample, gave us a detailed look at their educations–most do not have doctorates–and their compensation–annual salaries of $20,000 or less are the norm. Students are likely to pay more than that at some of the area’s colleges, like Loyola University Chicago, which charges about $30,000 in tuition alone.

Our education system leaves me baffled

Vicki Woods:

f I had care of a four-year-old right now, I think I’d go and live in France. Even though I’m not that fond of France and I hate speaking the language, I’d be able to pop my four-year-old into the nearest ecole maternelle and relax. He’d stay there until he was six, by which time they’d teach him to read. And then he’d go to primary school and learn to write – with accents on and everything.
Here in England, everything I hear, read or watch on telly about education is too baffling to understand. I say this as a governor of a small village primary school. I’m not being funny, nor boasting about my idleness or lack of care. I’m saying the education of England’s children is too baffling to understand for anyone who is not an educationist.
Nobody could blame me, I hope, for being baffled by news of the Cambridge Primary Review, the biggest and most detailed study of primary education for 40 years. I listened carefully to Jim Naughtie talking to the review’s lead author, Professor Robin Alexander, on the Today programme yesterday. Naughtie said the review found primary education was “in good heart”, but it challenged the Government over the uselessness of its cherished Sats. Also, they want “formal schooling” to begin at six, not five. The Prof did his best to condense 500 or so pages into 12-second sound bites, and I listened in that vague early-morning way, thinking: Goodness, this is dense.

Obama aide defends education stimulus plan

Ben Fischer:

President Barack Obama’s top education aide said Friday that now is educators’ “moment to shine” thanks to an unprecedented federal investment in school reform contained in February’s economic stimulus package.
Speaking to a convention of state school board members from throughout the country at the Hyatt Regency, U.S. Education Secretary Arne Duncan said he has more money than all his predecessors combined to encourage fundamental changes to American schools.
“If something’s working at two schools, and they want to take it to 10, this is the opportunity,” Duncan said. “This is the time to think big, and wherever resources have been the constraint, we’re trying to fundamentally break through.”

Washington, DC Unions Want Probe Of Layoffs by Rhee

Bill Turque:

Union leaders asked the D.C. Council on Friday for an investigation into the layoffs of 266 teachers and staff members, including an independent audit of the school system’s decision to hire 934 educators this spring and summer.
Officials of unions representing teachers, principals and other public school personnel assailed the Oct. 2 dismissals as an attempt by Mayor Adrian M. Fenty (D) and Chancellor Michelle A. Rhee to winnow veteran instructors from the system. They said the 934 hires were far in excess of what was necessary to fill job openings and were used to create a budget crisis to justify the firings.
“There seems to be an attitude in this administration that it doesn’t care about breaking the rules,” said Washington Teachers’ Union President George Parker.
Rhee has said that the layoffs were necessary to help address a $43.9 million shortfall in the 2010 public school budget. The gap was created in part, Rhee has said, by the council’s decision to cut $20.7 million at the end of July because of declining revenue projections.

Teachers’ unions uneasy with Obama

Nia-Malika Henderson:

A skirmish between powerful teachers’ unions and President Barack Obama over nearly $5 billion in education spending is shaping up as a preview of the battle to come over No Child Left Behind in Congress early next year.
But the tables are turned: now the unions are worried that Obama, a Democratic ally, is going to be just as tough on them as President George W. Bush, a longtime foe.
The dispute adds teachers’ unions to a growing list of key Democratic constituencies that have been frustrated by Obama’s lunges toward the political middle, along with gay-rights activists upset Obama won’t lift the ban on gays in the military, and Latino officials who say Obama is slow-walking immigration reform.
So far, both the unions and Education Secretary Arne Duncan have tried to avoid a full-on collision, and the unions are showing new flexibility in accepting previously unheard-of moves like stricter teacher evaluations.
But they’re also making it clear they’ll only go so far with Obama, who was booed at two teachers’ union conventions when he was a candidate.

Stimulus money could open door to keeping kids in school longer, Nerad says

Gayle Worland:

If the State of Wisconsin wins federal stimulus dollars to help local districts lengthen their school days or their school year, Madison could be open to keeping kids in school for more learning time, according to Madison schools superintendent Dan Nerad.
Nerad’s comments followed an announcement Monday by Gov. Jim Doyle, who promoted the idea of longer school days when laying out a plan for the state’s application for a piece of $4.5 billion in federal education stimulus dollars known as “Race to the Top” funds.
Governors and educators across the country are waiting for the U.S. Department of Education to release “Race to the Top” guidelines this fall. States will then be on a fast track to apply for funds, said Doyle, whose other priorities for Wisconsin include overhauling student testing, making student test scores a factor in teacher evaluations, creating new data systems to track student and teacher performance, and changing the state aid funding formula so districts have more flexibility under caps limiting how many tax dollars they can collect.
“What I’m laying out today are the directions we’re taking in this application,” Doyle said. Teams from the governor’s office and the state Department of Instruction are working on the plans, but haven’t yet calculated how many dollars Wisconsin will request, he said.

I hope the local school district does not use these short term, borrowed funds for operating expenses….
Patrick Marley has more:

Gov. Jim Doyle said Monday the state must give control of Milwaukee schools to the mayor to put in a “good faith” application for federal economic stimulus funds.
He and state school Superintendent Tony Evers also said the state should tie teacher pay to student performance and give districts incentives to lengthen the school day or school year, particularly for students who need extra help.
Doyle said the education reforms he and Evers are advocating would require the steady push only a mayor can provide. Otherwise, school policy could “vacillate from year to year” with changes on the School Board, he said.

For these high school students, some real-world business experience

Karen Rivedal:

Students in a La Follette High School business club are finding it a little tougher than they expected to sell special headsets offering real-time game coverage to Badger sports fans.
“Sales are slower than we had hoped,” said June Anderson, adviser to the school’s DECA Club, whose members have been offering the headsets for $20 each as a fundraiser outside Camp Randall before every home football game.
With five home games finished and just two left – on Oct. 31 and Nov. 14 – the students have sold only about 500 of the pre-tuned earpiece radios, or about half the club’s goal.
“(Students) know now that they have to take a lot of no’s before they get a yes,” Anderson said. “They need to know (the radio’s) features and benefits and really be able to relate how they will benefit the customer to make the sale easier. That’s been a good thing for them to learn.”

Madison high school students receive early finance lessons

Pamela Cotant:

In the Madison School District’s four large high schools last week, students were given checkbooks and profiles detailing their life circumstances such as marriage, children, education and employment. Students then visited stations for typical purchases such as housing, utilities, food, transportation, childcare and entertainment as they tried to stay within their budget. To challenge their decision-making, some students also experienced unexpected setbacks such as illness or unemployment.
“It’s really important to know what you are buying and how you are going to buy stuff, especially when the economy is down … and money is tight,” said Andy Yang, a La Follette High School senior.
About 1,400 students participated.
Volunteers from various businesses work at the stations, but bankruptcy trustees were missing this year because they couldn’t get away due to their heavy workloads.

$2.3 million in federal stimulus money is going to pay for Tampa Bay area beauty school tuition

Will Van Sant:

More than $2.3 million in federal economic stimulus grants have gone to eight Tampa Bay area cosmetology and massage schools to pay tuition for the hairdressers, masseuses and nail technicians of tomorrow.
That’s swell news for those who see the beauty trades as a way to gain a firmer footing in the job market. But is there truly demand for more beauty school graduates at bay area salons?
Not really, said Monica Ponce, owner of Muse The Salon in Tampa.
“Instead of encouraging more people to go to beauty schools,” Ponce said, “they should probably help the stylists who are unemployed.”
Some area salons are hiring in this economy, but even industry lobbyists say beauty school is rarely a ticket to a thriving career.
Only 1 to 2 percent of beauty school graduates will be working in the field five years from graduation, said Bonnie Poole, treasurer of the Florida Cosmetology Association.

Arts Education and Graduation Rates

Rachel Lee Harris:

In a report to be released on Monday the nonprofit Center for Arts Education found that New York City high schools with the highest graduation rates also offered students the most access to arts education. The report, which analyzed data collected by the city’s Education Department from more than 200 schools over two years, reported that schools ranked in the top third by graduation rates offered students the most access to arts education and resources, while schools in the bottom third offered the least access and fewest resources. Among other findings, schools in the top third typically hired 40 percent more certified arts teachers and offered 40 percent more classrooms dedicated to coursework in the arts than bottom-ranked schools. They were also more likely to offer students a chance to participate in or attend arts activities and performances. The full report is at caenyc.org.

In some classrooms, books are a thing of the past

Ashley Surdin:

The dread of high school algebra is lost here amid the blue glow of computer screens and the clickety-clack of keyboards.
A fanfare plays from a speaker as a student passes a chapter test. Nearby, a classmate watches a video lecture on ratios. Another works out an equation in her notebook before clicking on a multiple-choice answer on her screen.
Their teacher at Agoura High School, Russell Stephans, sits at the back of the room, watching as scores pop up in real time on his computer grade sheet. One student has passed a level, the data shows; another is retaking a quiz.
“Whoever thought this up makes life so much easier,” Stephans says with a chuckle.

Fairfax County Schools Propoze Second Year Wage Freeze due to Reduced Revenues in its $2,200,000,00 Budget; Where is Madison’s 2009/2010 Final Budget?

Michael Alison Chandler:

The Fairfax County School Board is bracing for the most dramatic reduction in services in more than 20 years as it attempts to bridge a projected $176 million budget shortfall with cuts that could extend to closing schools, increasing class size, ending summer school, discontinuing most full-day kindergarten classes and eliminating foreign language instruction in elementary schools.
Superintendent Jack D. Dale will not present a formal budget proposal until January, but school officials are releasing a list of potential cuts because they want to give the public the earliest possible look at the severity of this year’s deficit. “What we are trying to get people to understand is, you are all at risk this time,” said board member Jane K. Strauss (Dranesville), the budget chairwoman.
Board members say that classrooms are already strained from adjustments made over the past two years, including consecutive increases in class sizes.
The current budget is $18 million less than last year’s, and the school system has grown by about 5,000 students. Federal stimulus money helped offset even deeper cuts, but the school board still eliminated nearly 800 positions and reduced many program budgets.
This year, programs will probably be discontinued, said school board chairman Kathy L. Smith (Sully). “There is no trimming around the edges anymore,” she said.
In Fairfax, the projected $176 million shortfall assumes 2,000 new students, no increase in county funding and no pay increase for teachers or other staff. If approved, it would mean a second year of salary freezes.

Fairfax County Public Schools Budget Documents.
9/25/2009: Madison School District & Madison Teachers Union Reach Tentative Agreement: 3.93% Increase Year 1, 3.99% Year 2; Base Rate $33,242 Year 1, $33,575 Year 2: Requires 50% MTI 4K Members and will “Review the content and frequency of report cards”
Fairfax County Schools Approved 2009-2010 Approved Budget [8.9MB PDF]

It will be interesting to see the Madison School District’s “final” 2009/2010 budget, which will be reviewed and voted on by the local school board soon. The budget has, in the past, increased as the year progresses. The 2007/8 budget was $339,685,844; 2008/9 was $368,012,286, and the 2009/10 preliminary budget was 367,912,077, according to the MMSD “Financials” PDF Document).

Stillwater, MN 9th Grade AP Geology students use new technology to map data

James Warden:

Brady Tynen needed to find out which states have the largest concentrations of people with mixed American Indian-African American ancestry. The Stillwater Junior High ninth-grader could have pored through the U.S. Census database, noted the appropriate percentage, ranked the states in a list and tried to divine some trend.
Then again, his geography class is just 50 minutes long, and Tynen needed to repeat Wednesday’s exercise two more times for different groups.
Thankfully, the Census website can show the information on a map with the press of a few buttons. In mere minutes, Tynen could tell that the group he was looking at is concentrated in the eastern U.S., particularly southern states like Louisiana, Mississippi and Georgia.
“Maps are a good way to find out all sorts of things,” he said. “It’d be kind of hard if you didn’t have a map because maps organize your data.”
The exercise gave students in Sara Damon’s ninth-grade Advanced Placement geography class a taste of a technology called geographic information systems (GIS). GIS is simply technology that merges data with maps. Something as basic as Google Maps can be considered GIS because it links a map to data, in that case street addresses.

Stillwater high school offers 17 Advanced Placement classes, according to the AP Course Audit Website.

Tests don’t always offer right answers

Jay Matthews:

Politicians and pundits are using results from the Programme for International Student Assessment (PISA) tests to say our kids are falling behind the rest of the world, so maybe we should get some PISA practice. Brookings Institution scholar Tom Loveless, a member of the U.S. advisory board to PISA, offered this sample question for 15-year-olds from the mathematics literacy section of the exam:
For a rock concert a rectangular field of size 100m by 50m was reserved for the audience. The concert was completely sold out and the field was full with all the fans standing. Which one of the following is likely to be the best estimate of the total number of people attending the concert?

Class size, student background and schools’ funding appear to be less critical than has long been believed.

Jason Song & Jason Felch:

For years, schools and students have been judged on raw standardized test scores. Experts say this approach is flawed because they tend to reflect socioeconomic levels more than learning.
The “value-added” approach attempts to level the playing field by focusing on growth rather than achievement. Using a statistical analysis of test scores, it tracks an individual student’s improvement year to year, and uses that progress to estimate the effectiveness of teachers, principals and schools.
Academics have also used the approach to test many assumptions about what matters in schools. Scholars are still puzzling over what makes for a great teacher or school, but their results challenge orthodox assumptions like these:
All teachers are equal. For decades, schools have treated teachers like interchangeable parts. Value-added results suggest there are sharp differences in teachers’ effectiveness.

United Teachers Los Angeles: Absent from reform

Los Angeles times Editorial:

t’s easy to see why United Teachers Los Angeles doesn’t like the new Public School Choice policy at L.A. Unified, which allows outside groups to apply to take over about 250 new or underperforming schools. Those groups are likely to include a large number of charter school operators that would hire their own teachers rather than sign a contract with the teachers union.
What’s less understandable is why UTLA would minimize its chances of keeping some of the schools within the district, along with their union jobs. Yet that’s what appears to be happening. A rift has developed within the union’s leadership over whether to allow more so-called pilot schools, and if so, how many and under what conditions. Pilot schools are similar to charter schools, except that they remain within L.A. Unified, staffed by the district’s union employees. The staff is given more independence to make instructional and budgeting decisions in exchange for greater accountability and “thin contracts,” which contain fewer of the prescriptive work rules that can stultify progress.

Pack children off to school as soon as you can

Barbara Ellen:

No one could argue that the Cambridge Primary Review, the biggest report on primary schools for over 40 years, isn’t a weighty-looking document. Six years to complete, 600 pages long, one of its main arguments is that British children are starting school far too early, around the four-year mark.
Terrible, cries the report. In the manner of most European countries, children should be starting school at around six years old, in Finland’s case, seven. Thereby enabling Britain to catch up in terms of child literacy, numeracy, and well-being. All of which sounds extremely exciting for British education. What a shame they forgot to factor in British parents.
Even today, when there is a report like this, we seem automatically to revert to a template of idealised British family life, circa 1955 (Mummy in her pinny, happily baking jam tarts; Daddy arriving home with his brolly) that has no bearing on modern reality.
Exchange the 1950s fantasy for parents who both have to work, and have other children to sort out. Parents, who already have to pick up, clean up, organise, and juggle, to the point where they feel as though they are trapped within a slow-motion nervous breakdown. And this is the middle class, relatively do-able, version. Into this engorged ready-to-blow scenario they want to introduce the concept of up to two to three years less primary schooling? Are they insane?

Harvard admits to $1.8b gaffe in cash holdings

Beth Healy:

Harvard University, one of the world’s richest educational institutions, stumbled into its financial crisis in part by breaking one of the most basic rules of corporate or family finance: Don’t gamble with the money you need to pay the daily bills.
The university disclosed yesterday that it had lost $1.8 billion in cash – money it relies on for the school’s everyday expenses – by investing it with its endowment fund, instead of keeping it in safe, bank-like accounts. The disclosure was made in the school’s annual report for the fiscal year that ended June 30.
Typically, companies and big institutions manage their cash conservatively in order to have it readily available, by keeping the money in such low-risk investments as money-market mutual funds.
But Harvard placed a large portion of its cash with Harvard Management Co., the entity that runs the university’s endowment and invests in stocks, hedge funds, and other risky assets. It has been widely reported that Harvard Management’s endowment investments were battered in the market crash – down 27 percent in its last fiscal year. Not revealed until yesterday was that the school’s basic cash portfolio had also been caught in the undertow.

K-12 Tax & Spending Climate: US State & Local Sales Tax Rates

Tax Foundation:

The Tax Foundation has released Updated Combined State and Local Sales Tax Rates. Here are the ten states with the highest and lowest rates:

Schools a battleground over dueling Chinese scripts

Raja Abdulrahim:

For nine years, Sutoyo Lim’s son studied Chinese with private tutors and at language schools. He learned to write in “simplified script,” characters with thinly spread strokes commonly used in mainland China.
But that all changed when Lim’s 15-year-old son began taking Chinese classes at Arcadia High School this year. He was given two months to make the transition from “simplified” to the more intricate “traditional” script used in Taiwan.
Once the grace period is over, homework and exam answers written in simplified script will be disqualified — regardless of accuracy. “To me, it does not seem right,” Lim said. “I’m not happy with being forced to choose the language that’s going to be obsolete.”
When Chinese classes were introduced at Arcadia in the mid-1990s, Taiwanese parents pushed administrators to adopt the use of traditional script used in Taiwan and pre-communist China. The traditional form is distinguished by a series of complex and intersecting strokes.

Football Blowouts: The Art To Winning Big

Mike Pesca:

Every year, one or two high school football games bubble to national attention for the wrong reasons.
This year two Florida teams engaged in a battle — if you can call it that — where the final score was 82 to 0. Then, a few weeks later, the final score in another Florida game was 91 to 0. These are extreme examples, but every week, in nearly every state, teams win by 50 or 60 points.
What does a coach’s halftime speech sound like when his team is losing in a blowout?
What if you were John Petrie, coach of the Plainville High School Cardinals in Plainville, Kan., a couple of seasons back, when, in a game against Smith Center he found his team down 72 to 0 in the first quarter?

Milwaukee Vincent High School to start daily metal detector checks

Tom Tolan:

Students entering Vincent High School will be subjected to a metal detector on a daily basis in the wake of widespread fighting at the school, Milwaukee Public Schools officials said Friday.
Superintendent William Andrekopoulos confirmed Friday that Matthew Boswell, principal of Northwest Secondary School, has been appointed Vincent principal, replacing Alvin Baldwin, who is being reassigned to an elementary school.
Andrekopoulos also said two additional support staff members would be brought to Vincent to aid the administration. Three of the four assistant principals at the school also have been replaced, according to MPS officials.
Andrekopoulos said he was moved to make leadership changes after a visit to Vincent this week. He said he was struck in particular when he observed the presence of 17 adults supervising the cafeteria and not one of them was talking with students.
“I want to make sure we build a positive climate” at the school, he said.
Andrekopoulos spoke at a news conference Friday at district offices, capping off a volatile week at Vincent that began with a spate of fights and ended with some 100 students on suspension. He said eight of those students were suspected of behavior so serious that they’d be given a hearing at MPS’ central office.

Let’s help teachers solve bullying problem at schools

Sue Klang and Fred Evert:

It was three years ago that 15-year-old Eric Hainstock entered Weston High School with a 22-caliber pistol and a 20-gauge shotgun.
Within a few short minutes, Principal John Klang confronted Hainstock, trying to protect his school’s students and staff.
After a brief struggle, Klang was shot three times. He died later that day.
Debate continues on exactly what Hainstock intended to do – get the school’s attention for the help he needed, or execute a fatalistic death wish for himself and his school.
What is clear is Hainstock had been bullied.
He was bullied by his father who, he says, treated him like a slave and refused to let him wash. At school and after school, he claimed he was bullied by as many as 30 of his fellow classmates. He says he snapped.

(more…)

Dumbing down education weakens U.S.

Joseph Borrajo:

As if NAFTA’s dismantling of America’s manufacturing base and corporate destruction of the middle class isn’t enough to challenge the needs of the country’s national security, now we have a systematic assault on the nation’s educational system.
In Michigan, it is the dumbing down of needed math standards to compete globally; at the national level, it is the drying up of funds used to harness the talent of young people who cannot afford an elitist entitlement system that’s cost-prohibitive for many.
The common thread of lost manufacturing jobs, a dying middle class and an impaired educational system that promotes inferior curriculum and economic exclusion all serve to undermine the well-being and national security of the country in ways that hostile external elements could never match. The hypocrisy of weakening America while extolling patriotism is a calculated deviousness that, for the sake of the country and the working class, must be challenged.

Cross Purposes

Will Fitzhugh
The Concord Review
A recent survey of college professors by the Chronicle of Higher Education found that nearly 90% thought that the students they teach were not very well prepared in reading, doing research and academic writing by their high schools.
At the same time, many college admissions officers ask students for 500-word “personal statements,” which have become known as “college essays,” and many high school English department spend a lot of their writing instruction on this sort of effort.
History departments and English departments are assigning fewer and fewer term papers, so it is not surprising that lots of students are arriving in college not knowing how to do research or write academic papers.
Why is it that college admissions officers and college professors seem to be working at cross purposes when it comes to student writing? College professors want students to be able to write serious research papers when they are assigned in their history, economics, political science, etc., classes, but that is not the message that is going out to high school applicants from the college admissions offices.
Most of the attention, if not all, in the college counseling offices at the secondary level is on what it will take to gain students admission to colleges, not on whether, for example, they have the academic knowledge and skills to graduate from college. That is someone else’s concern. Recently the Gates Foundation has taken up the challenge of trying to find out why students drop out of community colleges in such large numbers.

(more…)

Value Added Teacher Assessment

Jason Felch & Jason Song:

Terry Grier, former superintendent of San Diego schools, encountered union opposition when he tried to use the novel method. His fight offers a peek at a brewing national debate.
When Terry Grier was hired to run San Diego Unified School District in January 2008, he hoped to bring with him a revolutionary tool that had never been tried in a large California school system.
Its name — “value-added” — sounded innocuous enough. But this number-crunching approach threatened to upend many traditional notions of what worked and what didn’t in the nation’s classrooms.
It was novel because rather than using tests to take a snapshot of overall student achievement, it used scores to track each pupil’s academic progress from year to year. What made it incendiary, however, was its potential to single out the best and worst teachers in a nation that currently gives virtually all teachers a passing grade.
In previous jobs in the South, Grier had used the method as a basis for removing underperforming principals, denying ineffective teachers tenure and rewarding the best educators with additional pay.
In California, where powerful teachers unions have been especially protective of tenure and resistant to merit pay, Grier had a more modest goal: to find out if students in the San Diego district’s poorest schools had equal access to effective instructors.

Beware The Reverse Brain Drain To India And China

Vivek Wadhwa:

I spent Columbus Day in Sunnyvale, fittingly, meeting with a roomful of new arrivals. Well, relatively new. They were Indians living in Silicon Valley. The event was organized by the Think India Foundation, a think-tank that seeks to solve problems which Indians face. When introducing the topic of skilled immigration, the discussion moderator, Sand Hill Group founder M.R. Rangaswami asked the obvious question. How many planned to return to India? I was shocked to see more than three-quarters of the audience raise their hands.
Even Rangaswami was taken back. He lived in a different Silicon Valley, from a time when Indians flocked to the U.S. and rapidly populated the programming (and later executive) ranks of the top software companies in California. But the generational difference between older Indians who have made it in the Valley and the younger group in the room was striking. The present reality is this. Large numbers of the Valley’s top young guns (and some older bulls, as well) are seeing opportunities in other countries and are returning home. It isn’t just the Indians. Ask any VC who does business in China, and they’ll tell you about the tens of thousands who have already returned to cities like Shanghai and Beijing. The VC’s are following the talent. And this is bringing a new vitality to R&D in China and India.
Why would such talented people voluntarily leave Silicon Valley, a place that remains the hottest hotbed of technology innovation on Earth? Or to leave other promising locales such as New York City, Boston and the Research Triangle area of North Carolina? My team of researchers at Duke, Harvard and Berkeley polled 1203 returnees to India and China during the second half of 2008 to find answers to exactly this question. What we found should concern even the most boisterous Silicon Valley boosters.

New Mexico Governor Bill Richardson proposes 1.5% education cuts; no tax increases

Marjorie Childress:

Gov. Bill Richardson released his budget counterproposal on Saturday afternoon, just as the Senate was discussing the constitutionality of his proclamation convening the special session. Richardson’s proposal contains 1.5 percent cuts to education–as long as those cuts don’t affect classrooms.
Richardson said he wouldn’t consider tax increases during the special session, but that he would consider a tax revenue package during the regular session in January.
“I have made adjustments to my original budget proposal to reflect our new budget realities,” Richardson said in his statement. “… I have made it very clear to legislators that any cuts to education must be minimal and not affect our classrooms, kids and teachers.”

New Orleans educator could force big changes at MPS

Alan Borsuk:

Alan Coulter is working on a short list of goals for students in Milwaukee Public Schools:
A very large majority of them should get good, professional and prompt help learning reading, especially if they’re struggling.
The same with math.
The same with behavior problems – good, professional and prompt responses for those acting out too often, getting suspended too often, disrupting classes and so on.
Think about what the impact would be if those goals were met.
Coulter is holding a lever that may make a lot of that happen in the next several years. A nationally recognized expert in special education and a professor at the Louisiana State University Health Science Center in New Orleans, he now carries the title of “independent expert” for implementation of a court order dealing with special education services in MPS.
That means he’s the lead figure in making MPS change on some crucial fronts because the court order goes well beyond special education to the overall way Milwaukee schools deal with students who aren’t on grade level or who are misbehaving frequently. With the backing of the state Department of Public Instruction and the court, Coulter and Alisia Moutry, a former MPS official who is his on-the-ground staff person in Milwaukee, carry a lot of weight now.

Obama Wins a Battle as the New Haven Teachers’ Union “Shows Flexibility”

Neil King:

A showdown between the White House and the powerful teachers’ unions looks, for the moment, a little less likely.
This week in New Haven, Conn., the local teachers union agreed, in a 21-1 vote, to changes widely resisted by unions elsewhere, including tough performance evaluations and fewer job protections for bad teachers.
Education Secretary Arne Duncan, as well as the unions, said the New Haven contract could be repeated in other school districts.
Kim Torello, left, and Karen Lavorgna, teachers in New Haven, Conn., discuss the contract that was ratified by their union this week. Terms included tough performance evaluations and fewer job protections.
“I rarely say that something is a model or a template for something else, but this is both,” said Randi Weingarten, president of the American Federation of Teachers, who helped broker the New Haven deal.
“This shows a willingness to go into areas that used to be seen as untouchable,” Mr. Duncan said.
His cause for optimism is this: If teachers’ unions start showing flexibility in other cities, the administration’s high-stakes push to boost graduation rates and improve test scores at public schools could get a lot easier. That might even spare the administration an unwanted fight with a labor force that gave Mr. Obama a big lift in his election.

Maine’s School District Consolidation Law

Rich Hewitt:

For more than two years, school district consolidation has been a contentious issue in Maine.
Opponents argue that it has been an ill-conceived, hastily put together and poorly implemented law that has not achieved its goals. Proponents maintain that it represents much-needed reform and is an effective step toward reducing the cost of education in Maine. Question 3 on the Nov. 3 ballot gives voters a chance to weigh those opposing views and decide whether to repeal the law. The question asks: “Do you want to repeal the 2007 law on school district consolidation and restore the laws previously in effect?”
The law, enacted in 2007, attempted to reduce the number of school districts in Maine from 290 to 80, but as of July 2009, there were still 218 districts remaining in the state.
Voters in more than 100 districts, largely in rural areas, rejected reorganization plans despite the penalty they faced through the loss of state education subsidies.

Don’t Get Too Excited About Jump in D.C. Test Scores

Jay Matthews:

Admit it. A lot of us are deeply invested in the argument over Michelle A. Rhee’s tenure as chancellor of the D.C. schools. Is she a miracle or a monster? A smart educator or a bad administrator? So when we saw my colleague Nick Anderson’s story Thursday revealing that D.C. students have made significant gains in mathematics since Rhee got here, we probably had a pronounced emotional reaction.
I think we should chill out. It is not a bad thing that D.C. math score increases were well above the national average, and that D.C. showed gains in both fourth and eighth grade math in the National Assessment of Educational Progress. But it doesn’t mean that the city is anywhere near getting out of the deep hole of apathy and dysfunction that has characterized its schools for the last several decades.
One snapshot test result does not make Rhee a genius, as I am sure she would agree. We journalists give big play to such results. That is our job. They are news. People want to read about them. But I don’t think they advance the argument between the anti-Rhee people and pro-Rhee people (I am in the latter camp) in any useful way.

Truancy costs us all

Kamala Harris:

When Michael was in kindergarten, he missed more than 80 days of school. He was not ill and no one from Michael’s family ever called to say why he was not attending school.
When I was elected district attorney, I learned that 5,500 students in San Francisco were habitually truant and – shockingly – 44 percent of the truant students were in elementary school. That is when I partnered with the San Francisco Unified School District to combat school truancy. At the time, many asked why the city’s chief prosecutor was concerned with the problem of school attendance. The answer was simple, and as our partnership now enters its fourth year, the reason remains the same: a child going without an education is tantamount to a crime.
Despite his young age, Michael’s truancy makes him far more likely to be arrested or fall victim to a crime later in life. In San Francisco, over 94 percent of all homicide victims under the age of 25 are high school dropouts. Statewide, two-thirds of prison inmates are high school dropouts.

Study Finds Preschool Use of Educational Video and Games Prepares Low-Income Children for Kindergarten

Reuters:

Low-income children
were better prepared for success in kindergarten when their preschool teachers
incorporated educational video and games from public media, according to a new
study. The study, conducted by Education Development Center, Inc. (EDC) and
SRI International, was commissioned by the Corporation for Public Broadcasting
(CPB) to evaluate video and interactive games from the Ready to Learn
initiative, which creates educational programming and outreach activities for
local public television stations and their communities.
The study examined whether young children’s literacy skills — the ability to
name letters, know the sounds associated with those letters, and understand
basic concepts about stories and printed words — increased when preschool
classrooms incorporated video and games. Children with the most to learn in
the study gained the most, learning an average of 7.5 more letters than
children in a comparison group during the brief, intensive curriculum.

Madison School District must provide education to expelled student, judge rules

Ed Trelevan:

In a ruling that could lead to changes at school districts across Wisconsin, a Dane County judge on Friday ordered the Madison School District to provide educational services to a student who was expelled and is under a juvenile court order to continue his education.
Students who are expelled from the Madison School District and many other districts are given no services unless they are eligible for special education.
But Circuit Judge David Flanagan wrote in an order Friday that Madison remains obligated under state law to formulate an educational plan for a 16-year-old student who was expelled from East High School after his arrest on a misdemeanor drug charge.
Under a juvenile court disposition, the boy, who is not being named because he is a juvenile, must continue his education but hasn’t been able to do so because of his expulsion.

Broward Teachers Union Says School District Officials Kept Scores of Emails From School Board Members

Patricia Mazzei:

The Broward Teachers Union accused the school district Thursday of blocking hundreds of e-mails sent by school employees to School Board members since March — without board members’ knowledge.
The union says e-mails about teacher raises, use of federal stimulus money and employee contract negotiations never made it to board members’ in-boxes — or to their junk e-mail folders. Instead, they were filed away on a server and never read.
BTU lawyers sent Board Chairwoman Maureen Dinnen and board attorney Edward Marko a letter Thursday asking the district to stop blocking e-mails and threatening to sue if they don’t do so by Oct. 26.
The letter argues blocking e-mails violates the sender’s and the receiver’s constitutional rights under U.S. and Florida laws.
Superintendent Jim Notter said district attorneys were reviewing BTU’s letter. He questioned its timing, with the district in the throes of negotiating a contract with the union. BTU has asked for an average 4 percent pay increase. The district isn’t offering any raise, but has offered to pick up the difference in employee health insurance.
“Unfortunately we’re back in a position where it’s adversarial,” Notter said.

Advocating Charter Schools in Madison

Wisconsin State Journal Editorial, via a kind reader:

Charter schools have no bigger fan than President Barack Obama.
The federal government gave Wisconsin $86 million on Thursday to help launch and sustain more charter schools across the state.
State schools chief Tony Evers said $5 million will go to two dozen school districts this year, with the rest of the money distributed over five years.
Madison, to no surprise, wasn’t on Thursday’s winner list. And don’t expect any of the $86 million for planning and implementing new strategies for public education to be heading Madison’s way.
That’s because the Madison School Board continues to resist Obama’s call for more charter schools. The latest evidence is the School Board’s refusal to even mention the words “charter school” in its strategic action plans.
In sharp contrast, Obama can hardly say a word about public education without touting charters as key to sparking innovation and engaging disadvantaged students.
Obama visited a New Orleans charter school Thursday (and raised money that evening in San Francisco at a $34K per couple dinner) and is preparing to shower billions on states to experiment with new educational strategies. But states that limit charter growth will not be eligible for the money.

I am in favor of a diffused governance model here. I think improvement is more likely via smaller organizations (charters, magnets, whatever). The failed Madison Studio School initiative illustrates the challenges that lie ahead.

Merit-Based Pay Cuts for Academics?

Ilya Somin:

George Mason economist Bryan Caplan has an interesting post advocating merit-based pay cuts for academics:

Many universities now have pay freezes or even nominal pay cuts. Under the circumstances, several professors have told me that there’s little point in doing faculty evaluations. If there’s zero – or negative – money for raises, why bother saying who’s doing well and who’s not?
It amazes me how much these remarks take for granted. Suppose a department is 5% over-budget. It may be obvious that it needs to cut total compensation by 5%, but it isn’t obvious that any particular professor’s salary needs to be cut by 5%. If raises can depend on performance, so can cuts! If a chairman normally gives a 0% raise to his worst performer, and a 5% raise to his best performer, why not respond to fiscal austerity by simply changing the range from -7.5% to -.2.5%?

I agree with Bryan’s argument, though I suspect many of my fellow academics won’t. One possible objection is that the criteria for evaluating “merit” in academia are too subjective. But academic departments already have merit criteria for making hiring and promotion decisions. If our criteria are good enough to decide whether or not someone deserves to be hired or offered lifelong employment, they should be good enough to make much less consequential judgments on whether a given scholar should get a 3% pay cut as opposed to 1%. A department that lacks good criteria for evaluating merit ought to get some pronto – whether it intends to base pay cuts on them or not.

Generation of pupils being put off school, report says

Richard Garner, via a kind reader’s email:

A devastating attack on what is taught in primary schools is delivered today by the biggest inquiry into the sector for more than 40 years.
Too much stress is being placed on the three Rs, imposing a curriculum on primary school pupils that is “even narrower than that of the Victorian elementary schools”, it says. The inquiry is recommending sweeping changes to stop children being left disenchanted by schooling at an early age.
Children should not start formal schooling until the age of six – in line with other European countries – the 600-page report on the future of primary education recommends. It was produced by a team directed by Robin Alexander of Cambridge University.
Tests for 11-year-olds and league tables based on them should be scrapped, and instead children should be assessed in every subject they take at 11.
The report is heavily critical of successive Conservative and Labour governments for dictating to teachers how they should do their jobs. Professor Alexander cites “more than one” Labour education secretary saying that primary schools should be teaching children to “read, write and add up properly” – leaving the rest of education to secondary schools. “It is not good enough to say we want high standards in the basics but we just have to take our chance with the rest,” said Professor Alexander.

Homework Day

Wolfram|Alpha:

Meet us here on October 21, 2009, for the first Wolfram|Alpha Homework Day. This groundbreaking, live interactive web event brings together students and educators from across the country to solve your toughest assignments and explore the power of using Wolfram|Alpha for school, college, and beyond.

A few links:

Worth checking out.

The Democrat Party and the Schools

Nicholas Kristof:

The Democratic Party has battled for universal health care this year, and over the decades it has admirably led the fight against poverty — except in the one way that would have the greatest impact.
Fred R. Conrad/The New York Times
Nicholas D. Kristof
On the Ground
Nicholas Kristof addresses reader feedback and posts short takes from his travels.
Good schools constitute a far more potent weapon against poverty than welfare, food stamps or housing subsidies. Yet, cowed by teachers’ unions, Democrats have too often resisted reform and stood by as generations of disadvantaged children have been cemented into an underclass by third-rate schools.
President Obama and his education secretary, Arne Duncan, are trying to change that — and one test for the Democrats will be whether they embrace administration reforms that teachers’ unions are already sniping at.
It’s difficult to improve failing schools when you can’t create alternatives such as charter schools and can’t remove inept or abusive teachers. In New York City, for example, unions ordinarily prevent teachers from being dismissed for incompetence — so the schools must pay failed teachers their full salaries to sit year after year doing nothing in centers called “rubber rooms.”
A devastating article in The New Yorker by Steven Brill examined how New York City tried to dismiss a fifth-grade teacher for failing to correct student work, follow the curriculum, manage the class or even fill out report cards. The teacher claimed that she was being punished for union activity, but an independent observer approved by the union confirmed the allegations and declared the teacher incompetent. The school system’s lawyer put it best: “These children were abused in stealth.”

Pittsburgh’s model of school governance reform

Milwaukee Public Policy Forum:

In the past few weeks Milwaukee has had numerous town hall meetings, panel discussions, and presentations regarding the idea of school district governance reform. At issue is whether the mayor of Milwaukee should be in charge of the Milwaukee Public Schools, rather than an independent board of directors.

At each of these meetings, accountability has been thrown about as both an argument for and against a mayoral take-over of the district. Perhaps a mayor elected in a higher turn-out citywide election would provide more accountability; or maybe losing the opportunity to elect a school board representative would disenfranchise certain voters, diluting accountability.

In Pittsburgh, civic leaders, parents, and citizens decided to stop talking about accountability and actually implement it. A local nonprofit group, A+ Schools: Pittsburgh’s Community Alliance for Public Education, started an initiative called “Board Watch” last winter. The idea is quite simple: send volunteers to attend every board and committee meeting and have them report to the public whether the board is being effective in meeting the district’s strategic goals.

K-12 Tax & Spending Climate: States’ Tax Revenue Sources

John Gramlich:

Oregon, more than any other state, relies on its residents’ income tax payments for revenue, while its northern neighbor, Washington, depends more heavily than any other state on sales taxes, according to a new 50-state analysis of state finances.
The analysis by the nonpartisan Tax Foundation uses newly released U.S. Census Bureau data about state and local government finances in fiscal year 2007 (the latest year for which statistics are available) to break down each state’s tax revenue sources and group states by which taxes they rely on most. The report combines state and local taxes for the sake of comparison because “what some states accomplish with local taxes is accomplished in other states with state-level taxes.”
States that rely too heavily on one tax are vulnerable to revenue fluctuations that can be especially harmful during recessions. In Oregon, for instance, where individual income taxes account for 44.1 percent of total government tax revenue, lawmakers this year were slammed by a huge revenue decline as employment — and personal income — decreased. That has resulted in major spending cuts and is forcing some school districts to resort to four-day weeks.

When a College’s Reputation Trumps Its Quality

Joel Trachtenberg:

How one values a college education is very different from how one places a monetary value on a college’s prestige, a topic that relies more on the recognition of the school’s brand than it does on the quality of its educational program (although the two are often closely entwined).
Two examples: Schools that routinely play in the NCAA’s Final Four basketball tournament receive large numbers of undergraduate applications not always correlated to the standing of their academic programs.
Name recognition goes hand-in-hand with television coverage of the sports and throughout the seasons of basketball and football, weekly on-air games enhance college’s visibility not for the talents of their professoriate but for the strength of their full backs and power forwards.

California math scores among the lowest

Jill Tucker:

f not for the two southern states, California students would be at the bottom of the national heap in mathematics, according to the 2009 Nation’s Report Card released Wednesday.
The abysmal standing, which reflects in part the state’s diverse population, hasn’t changed much over the years. California consistently has ranked among the lowest-scoring states in the biennial National Assessment of Educational Progress, a federally mandated assessment of a sampling of fourth- and eighth-graders across the country.
On the plus side, state students have made steady progress over the years, generally keeping pace with their national counterparts – albeit from the back of the pack.
California’s fourth-graders outscored their peers in only the two southern states and the District of Columbia, and tied five states. Eighth-graders outscored only Mississippi and the District of Columbia, and tied four states.
Overall, California students performed at or below the national average regardless of income or ethnicity.

Digital reading technology makes its way into UW-Madison classrooms

Kiera Wiatrak:

Alongside music, television and the news media, books are surging into the new technology era with digital reading devices.
UW-Madison Libraries were quick to get on board with the latest in electronic reading.
“The cost and convenience factor is really significant,” says UW-Madison Libraries director Ken Frazier. “There’s an enormous amount of content and book titles that are becoming available.”
Frazier says the library has been monitoring the wireless technology since it first emerged, but when Amazon introduced its new Kindle DX in May, Frazier knew it was time to take paperless reading into the classrooms.

AP Interview: Ed Chief Says Grants Are For Reforms

AP:

With states jockeying for extra school dollars from the economic stimulus, Education Secretary Arne Duncan reminded them Tuesday the point is to help kids do better.
Cash-strapped states are competing for $5 billion in grants from the economic stimulus for changes the Obama administration wants, such as charter schools and teacher pay based on student performance.
“It’s really not about the money _ it’s about pushing a strong reform agenda that’s going to improve student achievement,” Duncan said in an interview with The Associated Press.
States can’t even apply for the money yet. Still, nine states have changed their laws or made budget decisions to improve their standing. The latest is California, where a bill was signed Sunday allowing student test scores to be used to evaluate teachers.
Duncan said the moves are encouraging. Still, he said states will have to do more than make promises.
“We’re going to invest in those states that aren’t just talking the talk but that are walking the walk,” he said. “If folks are doing this to chase money, it’s for the wrong reasons.”

Going to school can be a deadly journey

Wendell Hutson:

Community activists said the recent murder of a Fenger High School honor student exposes a problem many teens face every day: safe passage to and from school.
“I wonder how many more teens will be murdered while coming home from school,” said Leonardo D. Gilbert, a Local School Council member in the Roseland community. “All this kid was trying to do was go home and it cost him his life. If we are going to save our children from violence we must make sure children have a safe way home from school.”
According to Chicago police, Derrion Albert, 16, was murdered after school on Sept. 24 while waiting for a bus to go home.
“He was not in a gang but in the wrong place at the wrong time,” said Michael Shields, a retired Chicago police officer who now works as director of security for Chicago Public Schools.

Make Parenting Education Part of Public School Reform

Esther Jantzen:

Mayor Richard Riordan, your disappointment in the progress of educational reform in the Los Angeles Unified School District, after all you’ve done as mayor and secretary of education under Gov. Arnold Schwarzenegger, was palpable in your Oct. 12 Times Op-Ed article, “Course outline for the LAUSD.” This lack of progress breaks my heart too.
At the risk of seeming presumptuous, may I make a suggestion to you and to educational reformers everywhere — a suggestion that is based on experience, common sense and research?
I was an urban public high school English teacher for many years. I tried hard: I took courses in teaching reading and writing; I prepared for classes; I graded research papers on vacations; I won grants for my schools; I won teacher of the year awards; I got advanced degrees; I supported reform.

D.C.’s Braveheart: Can Michelle Rhee wrest control of the D.C. school system from decades of failure?

June Kronholz:

Michelle Rhee’s senior staff meeting has all the ceremony of lunchtime in the teachers’ lounge. News is exchanged. Ideas tumble around. Rhee sits at the head of the table but doesn’t run the meeting or even take the conversational lead. Staffers talk over her as often as she talks over them. If consensus is the goal, the ball is far upfield.
But then, Rhee wades in with, “Here’s what I think,” or “What I don’t want,” or “This is crap,” or “I want someone to figure this out,” or “I’m gonna tell you what we’re gonna do; we can talk about how we’re gonna do it.” And that is that. Next order of business, please.
Rhee’s style–as steely as the sound of her peekaboo high heels on a linoleum-tile hallway–has angered much of Washington, D.C., and baffled the rest since she arrived as schools chancellor in June 2007. But it is also helping her gain control of a school system that has defied management for decades: that hasn’t kept records, patched windows, met budgets, delivered books, returned phone calls, followed court orders, checked teachers’ credentials, or, for years on end, opened school on schedule in the fall.

Tesco’s Sir Terry Leahy attacks ‘woefully low’ education standards

James Hall:

Sir Terry Leahy, the chief executive of Tesco, the UK’s largest retailer, has slated the UK’s education system, saying “woefully low” standards in too many schools leave private sector companies to “pick up the pieces”.
On an scathing attack, Sir Terry said that Tesco is the largest private employer in the country and therefore depends on high standards in schools.
“Sadly, despite all the money that has been spent, standards are still woefully low in too many schools. Employers like us are often left to pick up the pieces.”
He added that too many educational agencies and bodies hamper the work of teachers in the classroom.
“One thing that government could do is to simplify the structure of our education system. From my perspective there are too many agencies and bodies, often issuing reams of instructions to teachers, who then get distracted from the task at hand: teaching children.
“At Tesco we try to keep paperwork to a minimum; instructions simple; structures flat; and – above all – we trust the people on the ground. I am not saying that retail is like education, merely that my experience tells me that when it comes to the number of people you have in the back office, ‘less is more’,” he said. Sir Terry was speaking at the Institute of Grocery Distribution’s annual conference in London.

Lieve Maria: A SIS Quiz – Translate!

A kind reader forward this Dutch student curriculum statement:

Lievemaria.nl was een initiatief dat begin 2006 opgezet is door alle wiskunde en natuurkunde studieverenigingen van Nederland. Naar aanleiding van deze actie heeft toenmalig minister Maria van der Hoeven op dinsdag 24 januari 2006 haar plannen met betrekking tot aanpassen van de Tweede Fase aangepast
(Bekijk het nieuwste persbericht, de e-mailconversatie met een medewerker van de minister, het tentamen dat de Kamerleden voorgeschoteld kregen, lees de echte brief (pdf) of de korte versie hieronder)
Wij zijn boos. Wij merken dat wij het universitair niveau eigenlijk niet aankunnen. Er treden dagelijks situaties op waarbij we merken dat we te weinig wiskunde op de middelbare school hebben gehad. Daarom moeten wij nu bijspijkercursussen volgen, of zelfs stoppen met onze studie. Wij horen het geklaag van onze docenten, maar wat kunnen wij eraan doen? Wij zouden willen dat we meer wiskunde hadden gehad op de middelbare school.
Nu bent u bezig om het onderwijs te vernieuwen. Goed idee! Maar we hoorden dat u van plan bent om nòg minder wiskunde te geven. Als u dat doorzet, dan kunnen de nieuwe studenten straks helemaal niets meer begrijpen! Het lijkt ons een beter idee om juist méér wiskunde te geven!
We hopen dat u er nog even over nadenkt.
http://www.lievemaria.nl
Groetjes, 10.000 studenten (wiskunde, natuurkunde en informatica)

Essay by Klebold’s mother reveals little

Mike Littwin:

The timing could not have been much worse. The 10-year anniversary of Columbine had come and gone. We’d relearned the Columbine lessons we’d nearly forgotten — that the questions are all too big and the answers all too small.
Even worse, all that we don’t know was sadly reinforced by the spate of mass shootings that arrived, as if on some deviant schedule, in the weeks leading up to the anniversary.
And just as we’d put it behind us, Dylan Klebold’s mother, Susan, chose to tell her story — “for the first time ever” — in O, the Oprah magazine.
So it all begins again.
There has been a school of thought — or maybe better called a school of hope — that if the parents of Dylan Klebold and Eric Harris would only talk, they could tell us something essential, that they held family secrets that would allow us to better understand what happened that day.

Open Courses: Free, but Oh, So Costly

Marc Parry:

Steven T. Ziegler leapt to MIT off a mountain.
He was on a hang glider, and he slammed the ground hard on his chin. Recovery from surgery on his broken back left the 39-year-old high-school dropout with time for college courses.
From a recliner, the drugged-up crash victim tried to keep his brain from turning to mush by watching a free introductory-biology course put online by the Massachusetts Institute of Technology. Hooked, he moved on to lectures about Cormac McCarthy’s novel Blood Meridian from an English course at Yale. Then he bought Paradise Lost.
A success for college-made free online courses–except that Mr. Ziegler, who works for a restaurant-equipment company in Pennsylvania, is on the verge of losing his job. And those classes failed to provide what his résumé real ly needs: a college credential.
“Do I put that I got a 343 out of 350 on my GED test at age 16?” he says, throwing up his hands. “I have nothing else to put.”

Ed chief says grants are for reforms

Libby Quaid:

With states jockeying for extra school dollars from the economic stimulus, Education Secretary Arne Duncan reminded them Tuesday the point is to help kids do better.
Cash-strapped states are competing for $5 billion in grants from the economic stimulus for changes the Obama administration wants, such as charter schools and teacher pay based on student performance.
“It’s really not about the money — it’s about pushing a strong reform agenda that’s going to improve student achievement,” Duncan said in an interview with The Associated Press.
States can’t even apply for the money yet. Still, nine states have changed their laws or made budget decisions to improve their standing. The latest is California, where a bill was signed Sunday allowing student test scores to be used to evaluate teachers.
Duncan said the moves are encouraging. Still, he said states will have to do more than make promises.

Five myths about paying good teachers more

Thomas Toch:

Education Secretary Arne Duncan says paying public school teachers based on their performance is his “highest priority,” and he plans to dole out hundreds of millions of dollars to states and school systems that embrace the idea. In the District of Columbia, Schools Chancellor Michelle Rhee has made such reform a cornerstone of her agenda — and a backdrop to her recent move to lay off 229 teachers in response to budget cuts. But school reformers have been trying unsuccessfully to introduce performance pay in public education for decades. If today’s reformers want to break the deadlock, they’re going to have to let go of several myths hanging over the debate:
1. Merit pay has a strong track record.
The logic of performance pay is compelling: Paying teachers based on the college credits they’ve amassed and the years they’ve taught — a practice introduced in the 1920s to counter salary disparities between male and female teachers — means bad teachers draw the same paychecks as good ones. That, in turn, seemingly makes it tougher to recruit and retain talented teachers, meaning students end up with inferior instructors. No surprise, then, that people have been pushing merit pay for a long time: “Every effort must be made to devise ways to reward teachers according to their ability without opening the school door to unfair personnel practices,” a commission urged President Dwight Eisenhower in 1955.

NAEP Math 2009: What it All Means

Kevin Carey:

The 2009 state NAEP math results were released today, and they’re disappointing. Fourth grade scores, which have been a great and under-recognized success story over the last two decades, were flat. Eighth grade scores rose slightly. What to conclude? Most broadly, that most of the claims about national education policy, pro and con, have been overwrought.
Supporters of the No Child Left Behind Act-and I’ve generally been one of them-hoped that the law would catalyze a major upward move in student achievement. That hasn’t happened. Perhaps it’s because every state got to choose its own standards; perhaps it’s because the law did little to get better teachers in classrooms; perhaps it’s because yawning revenue disparities between and within states were largely unaddressed. Whatever was missing, something was missing, probably many things, and the next version of ESEA will need significant changes if we want to achieve more than just more of the same.

University of Michigan reports record enrollment, but minorities decline

Marisa Schultz:

University of Michigan had a record-breaking year for freshman applications and overall enrollment, which topped 41,674 students for this fall, the university announced today.
Though the number of applications and admissions offers for underrepresented minority students topped last year, the freshman enrollment of African-American, Hispanic and Native-American students actually declined by 11.4 percent, or 69 students, to 535. Now underrepresented minorities — the population the university has been trying to cultivate with ramped up outreach efforts since voters passed Proposal 2 in 2006 than bans consideration of race in admissions — comprise 9.1 percent of the freshman class (excluding international students) compared to 10.4 percent last year.
“We work hard every day to build the best possible freshman class each year, and this year is no exception,” said Ted Spencer, U-M associate vice provost and executive director of undergraduate admissions. “Our incoming class is exceptional in all ways, although we have experienced a notable loss in some key elements of diversity.

(Indiana) Education revisions must be well planned

David Dew:

All the people participating already knew that dropping out is a bad idea. He needed to invite those prison inmates, those who are unemployed, and those in poverty for the input about what would have been most helpful to have met their needs when they were in school. That’s where the answers are.
My own middle school once held annual forums with our students who had gone on to high school, and we purposely wanted to talk, not with just the A-students, but with the C students and the D-minus students. We asked them what we as a middle school could have done better in hopes of finding insights for our continual improvement.
A teacher or counselor can make his/her best “argument” to a young person that his/her life will be more successful if he/she stays in school, but that young person may drop out anyway. We need that person’s input by hindsight as to what we all could have done better in the face of what the rest of us see as common sense but, nevertheless, led to a decision for which that dropout was still on his/her own responsibility.
Bennett further cites that Indiana is “raising the bar for every student” through academic standards. While we must always analyze what we expect our students to learn and continuously try to measure their success, raising standards for the sake of raising standards will not save students who are failing in school. That would be akin to requiring students to pass a test on algebra who haven’t learned to multiply and divide or requiring students with limited English or learning disabilities to test at the same standards at a chonological age while saying we need, as Bennett said, “targeted, individualized improvement plans for these students.”
There seems to be a contradiction here. The state has an ISTEP test that it keeps tweaking and changing, giving little comparison to previous results although those comparisons are made anyway and schools are graded in an apples-and-oranges world. Give the test some time.

Indiana Superintendent’s website

Thompson and Bloomberg spar over their education records in first mayoral debate

Anna Phillips:

Nothing the candidates said during tonight’s mayoral debate was more surprising than the Rev. Billy Talen’s spirited heckling, but a few choice comments were made about the city’s schools and mayoral control.
Right out of the gate, Mayor Michael Bloomberg launched into a list of comparisons between the Department of Education during the last eight years and the Board of Education during the time that Comptroller Bill Thompson was president. He recited graduation statistics, said that schools are safer today than they were in the 1990s, and boasted about test scores increases.
Thompson said it was ironic that Bloomberg was holding him accountable for the city’s schools when the mayor has repeatedly said that no one had control over the Board of Education.

“He pointed out, under the old Board of Education, no one was in charge. The mayor, the board, the chancellor, so many people were in charge, no one was in charge, so it’s ironic that he would try and distort facts and information, try and change the past, to say that I was the person who was in charge of the Board of Education. Nothing could be further from the truth.”

Loyola to start school of education

Childs Walker:

Loyola University is launching a new school of education that will focus on solving problems in urban schools and on forging practical relationships between the university and Baltimore’s public school system.
The school, which Loyola will dedicate at a ceremony this evening, will house a research center dedicated to innovation in urban education. University officials hope the center will attract top-notch faculty and students with an interest in making practical improvements to Baltimore schools, said Peter Murrell, dean of the school of education.
“It really fits with the Jesuit philosophy that to do good work in the world, you have to get out there and roll up your sleeves,” Murrell said.
Murrell has focused his research on urban education and came to Loyola last year after directing a similar research center at Northeastern University in Boston.

45% of Wisconsin Fourth Graders and 39% of Wisconsin Eighth Graders Proficient on the Latest “Nation’s Report Card”

Amy Hetzner:

Fourth- and eighth-graders in Wisconsin have improved their scores on a national mathematics test since the early 1990s, but the gap between the performance of the state’s white and black students has not gotten any better, according to test results released Wednesday.
The state’s math results from the National Assessment of Educational Progress showed little change from the last time scores for those age groups were released two years ago. Fourth-graders in Wisconsin posted the same average score – 244 – that they had two years ago, although the percentage of students deemed proficient or higher in math slid to 45% from 47%. The average score for eighth-graders rose slightly to 288 on a 500-point scale, with the proficiency rate rising as well, to 39%.
“Wisconsin has made slow but steady gains in mathematics achievement for both overall achievement and for most subgroups of students,” State Superintendent Tony Evers said in a news release about the results. “However, achievement gaps, in particular for African-American students in Wisconsin, are too large. We must do more.”
The NAEP – also called the nation’s report card – is given to samples of students to monitor progress on a statewide basis. In Wisconsin, questions from the math test were given to 3,830 fourth-graders and 3,474 eighth-graders from January to March this year. The test does not attempt to gauge performance by individual school districts.

Superintendent Governance: Michelle Rhee “Has no Choice but to Play Tough”

Richard Whitmire:

The forces lined up against D.C. Schools Chancellor Michelle Rhee — angry teachers, grumpy D.C. Council members, the nation’s top teachers’ union leader quarterbacking the opposition — are essentially asking one question: Why can’t you behave more like that nice Arne Duncan?
Indeed, with his aw-shucks humility and his anecdotes about playing b-ball with the president, Duncan has undeniable charm. That charm was honed in Chicago, where he never played in-your-face politics and never publicly suggested there was widespread incompetence among the teaching force, qualities that contributed to President Obama’s tapping him to be U.S. secretary of education.
By contrast, Rhee appeared on the cover of Time wielding a broom to symbolically sweep incompetence out of her public schools. Yikes.
But there’s a reason Rhee plays hardball: She has no choice.