Danya Hooker:

A proposal to open a third charter school in Madison is too costly and lacks educational research support, the Madison School District administration said, even as it announced a projected $10.5 million shortfall in next year’s budget.
“We (the administration) believe the proposal is not complete enough and does not contain enough detail about how the school would operate this fall,” Superintendent Art Rainwater said.
Organizers for the Studio School, which would have an arts and technology focus, asked for funding for 2 full-time teachers. Nancy Donahue, lead organizer for the school, estimated first-year costs to be about $35,000 if the school shared a principal and administrative costs with a host school such as the under- capacity Emerson Elementary School.
Rainwater said the administration believes shared principals are far from ideal. He said paying for another principal and administrative staff could cost the district nearly $5 million over five years.

More on the Madison Studio School.

Madison Metropolitan School District:

The Madison Metropolitan School District is seeking suggestions for the name of the new school in the Linden Park area. Anyone can submit a name for consideration by completing a form that’s available from the district, and submitting it by 4 p.m. on February 23rd, 2007.
“We encourage community members and organizations to submit name suggestions,” said Superintendent Art Rainwater. “A wide variety of suggestions from the community will help us as we make this decision.”
The form that needs to be submitted can be obtained from the district website at www.mmsd.org or by calling 663.1879, or stopping by Room 100 of the school administration building, 545 West Dayton Street. The form is available in Spanish, as well as English.

Duke Helfand & Joel Rubin:

Mayor Antonio Villaraigosa unveiled a sweeping reform strategy for Los Angeles public schools Wednesday, calling for top-to-bottom changes that would include ending the practice of promoting failing students, requiring school uniforms and bringing in outsiders to help transform schools.
The education blueprint — drawing heavily from reform ideas already underway in Los Angeles and elsewhere — amounts to Villaraigosa’s fall-back position if the courts rule against his efforts to gain a measure of control over the Los Angeles Unified School District.
In releasing the “Schoolhouse” policy framework [400K PDF] at a town hall meeting Wednesday evening, and supporting candidates in the March 6 school board elections, Villaraigosa is hedging his bets: He is seeking a prominent role in the school district through a friendly board majority that could promote his vision of more decentralized schools.

Related LA Times Editorial:

MAYOR ANTONIO Villaraigosa’s blueprint for the Los Angeles schools, unveiled Wednesday evening, contains a little something for everyone. There are some fine-but-small ideas (school uniforms), some big-but-redundant ones (more schools and family centers) and a few that are simply pie-in-the-sky (better-paid teachers, smaller class sizes and longer school hours). The problem with the mayor’s “schoolhouse” plan isn’t his vision — it’s his inability to carry it out.
The feel-good plan offers no thoughts on how the mayor, who currently has no authority over the schools, would bring its proposals to fruition. It provides only vague notions about how such proposals would be paid for, and it doesn’t refer to his legal battle to win partial control of the schools.
That battle isn’t going so well, with the mayor having suffered two losses in state court. So the blueprint is a kind of fall-back plan: If he can’t beat the school district, Villaraigosa will join it. After all, he can wield his considerable charisma to influence Schools Supt. David L. Brewer, and his equally considerable political power to support a sympathetic slate of school board candidates.

Naush Boghossian has more.

Alan Borsuk:

Even before Milwaukee Public Schools as a whole launched a new effort to bar cell phones from schools this week, Bradley Tech High School officials were trying to do that.
“If it’s visible and it’s being used, we confiscate it,” Principal Ed Kovochich said Wednesday, the day MPS leaders, District Attorney John Chisholm and others came to the school to announce steps aimed at reducing violence, with a cell phone ban getting the most attention.
So how many students at that moment were carrying cell phones inside Bradley Tech?
Of 1,600 students in the school, Kovochich estimated, 1,500 had cell phones on them.
“But I’ll give you a buck for every one you see,” he added.
He didn’t need to pay up.

Diane Cardwell:

Mayor Michael R. Bloomberg laid out ambitious new plans yesterday to overhaul the school system by giving principals more power and autonomy, requiring teachers to undergo rigorous review in order to gain tenure and revising the school financing system that has allowed more-experienced teachers to cluster in affluent areas.
The plan, which would also increase the role of private groups, represents the most dramatic changes to the system since the mayor reorganized it after gaining control of the schools in 2002. Although the mayor has chosen to spend some of the city’s current surplus on tax cuts, he said he could invest more in schools with money promised by Gov. Eliot Spitzer to equalize state education aid across New York.
The administration can undertake most of the education reforms unilaterally, without City Council or union acquiescence.

While New York City appears to de-centralize, Milwaukee is evidently moving in the opposite direction. WNYC has more.
David Herszenhorn has more:

Mayor Michael R. Bloomberg yesterday effectively doubled his bet that the nation’s largest school system is capable of unprecedented improvement, wagering the education of the city’s nearly 1.1 million students and his own legacy on a far-reaching decentralization plan that puts enormous pressure on principals to raise student achievement.
The mayor’s announcement, in his State of the City address, made clear that by the end of his second term he hopes to leave behind a school system irreversibly changed and virtually unrecognizable from the bureaucracy that existed before he took office.
It will have new rating systems for schools, principals and teachers, a new finance system designed to break the lock that many schools in middle-class neighborhoods have had on highly paid veteran teachers, and a sharply increased role for private groups in helping to run schools. It will also make it harder for teachers to get tenure.
But Mr. Bloomberg’s plan, while cementing his place at the forefront of urban education reform in America, also carries huge risks, raising questions about whether yet another reorganization will bring such swift and noticeable improvement in test scores and graduation rates that it can mute critics who say the administration is using constant change to mask mediocre results.

Megan Twohey:

The English professor at the University of Wisconsin-Milwaukee used to gather his students in a classroom twice a week. He would stand in the front lecturing for an hour and a half.
Now he limits his face-to-face instruction to once a week. His students spend the rest of class online, posting comments about assigned reading, engaging in online discussions and, in some cases, grading each other’s work.
It is part of hybrid learning, a combination of in-person and online instruction that is on the rise in colleges and universities across the country.
UWM, a pioneer of the method, has offered a smattering of hybrid courses for years. With half a million dollars from the Alfred P. Sloan Foundation, the university plans to launch soon a variety of hybrid degrees, from a bachelor’s in criminal justice to a master’s in occupational therapy.

Jay Matthews:

Rafe Esquith is the most interesting and influential classroom teacher in the country, but he is not getting nearly as much glory as he deserves. He won’t SAY that, of course. Modesty is one of the big lessons taught to his fifth graders in room 56 at the Hobart Boulevard Elementary School in Los Angeles, and Esquith believes that role modeling is one of the most important things that teachers do.
But on the cover of his terrific new book, “Teach Like Your Hair’s On Fire: The Methods and Madness Inside Room 56,” Esquith hints at what he is feeling when he, a film addict, sees the latest movie based on some other teacher’s life. Underneath his name on the cover are these words: “An Actual Classroom Teacher.”

Joann Gonchar:

On a 10-acre parcel at the southern edge of the master-planned community that is emerging on the site of Denver’s former Stapleton International Airport, educators at an unusual high school are working to provide its diverse student body with a rigorous science, math, and technology focused liberal arts education.
The Denver School of Science & Technology (DSST) is not a neighborhood school, however. Few of its 400 students are Stapleton residents. DSST is a public charter school that admits students from the entire metropolitan area by lottery only. Low-income students make up at least 40 percent of each class, and at least 45 percent are girls. All are expected to attend four-year colleges, despite varying degrees of academic preparation before high school.
To house the ambitious program, officials imagined a building “where kids could feel good about coming to school and about being involved in the sciences,” says David Ethan Greenberg, DSST founder and member of its board of directors. The school’s architect, klipp, responded with a colorful building made up of a pleasing collection of different sized volumes clad in brick, stucco, and metal. The facility opened in January 2005, after DSST spent is first semester of operation in temporary quarters at a parochial school.

Vivian Roe:

No matter what side of these specific issues you fall on, one thing is undeniable: The Milwaukee Public Schools system is failing. We’ve got such horrible statistics when it comes to the dropout rate, illiteracy, proficiency in math and science, discipline in the schools, etc., that even friends from out of state know of our educational crisis.
We’ve got a nasty reputation, but it’s well-deserved.
So when I read that single-sex schools are “controversial” while teachers in essence “deserve more,” I conclude that in reality it’s exactly the opposite.
To disclose, I am a “St. Mary’s Girl” – all-girls St. Mary’s Academy class of 1987. I got an excellent education there, and I was very disappointed when the school closed in 1991.
With none of the distractions of flirting with boys, dressing up to impress boys, not wanting to be “too smart” in front of the boys, we learned. Which is all teenagers are supposed to do in school anyway.
What I remember the most is that being in a relaxed atmosphere, where the learning style and interests of girls was catered to, made each day bring with it lessons in maturity, responsibility and life discipline.
Mind you, we were hardly cloistered and had a good deal of opportunity to mingle with boys (particularly from all-boys Thomas More and Marquette University High School). And it was clear that our counterparts were experiencing the same on their side of the spectrum.

Michael Mathias adds another perspective.

“Green Charter Schools” in Wisconsin Trails Magazine
2007 Wisconsin Charter Schools Conference Co-Sponsored by WCSA & DPI.

• Overview
• Speakers
• Register

Why Public Charter Schools [PDF]?
Links to 34 “green” charter schools

Milwaukee Journal-Sentinel Editorial:

“Desegregation in Racine and throughout the nation has failed based upon the mechanism used, which is busing,” said County Supervisor Ken Lumpkin, who publishes a black community newspaper. Lumpkin’s partner in a debate held last week, board member Randy Bangs, argued that ending long bus rides would give students more time for other activities, such as studying, and may help close the achievement gap.
Mattie Booker, who taught in the district before desegregation, argued that busing students was necessary.
“I watched black and brown kids play jacks in classes because their teachers did not have what it took to teach them,” she told the crowd at the debate. Her partner in the debate, Sister Michelle Olley of the Racine Dominicans, was School Board president when the board adopted the desegregation policy in 1977. She said it worked throughout the 1970s and 1980s.

Michael Alison Chandler:

To overhaul public education, the No Child Left Behind law required a massive expansion of student testing. But it also called for states to ensure that all teachers in core academic subjects are “highly qualified” to help students succeed — an unprecedented mandate that has delivered less than promised.
The law, which turned five years old this week, has held schools to increasingly higher standards for student achievement. For teachers, however, standards meant to guarantee that they know their subjects are often vague and open to broad interpretation.
Legal loopholes and uneven implementation by states and the U.S. Department of Education have diluted the law’s impact on the teaching workforce, some education experts say. They say that meeting the standards of quality is more about shuffling paper than achieving two vital goals: ensuring that teachers are prepared to help students succeed and reducing the teacher talent gap between rich and poor schools.

WKOW-TV notes that Madison Schools Superintendent Art Rainwater has banked quite a bit of unused sick leave time (and therefore money upon his retirement).
WKOW-TV raises some useful policy questions. However, I do think Art is to be commended for the extraordinary amount of time he spends in the community. I’ve been amazed at how frequently I see his name appear around town.
I certainly have had some disagreements with certain policies that he has pushed such as one size fits all mandatory classroom groupings, but Art is to be commended for his extensive time in the schools and community.

Ruth’s recent post on the Madison School District’s Student Discipline Code generated some email. There are a number of related posts available here, including the Fall, 2005 Gangs & School Violence Forum Audio / Video. Post your comments here.

Madison Schools Superintendent Art Rainwater:

Over 20 years ago Dr. Ron Edmonds, a Harvard researcher, first reported the critical role that a school principal’s instructional leadership plays in creating successful learning opportunities for all students. That fundamental proposition has borne the test of further research and time and is now included in almost all school reform measures.
While there is general acceptance of the critical nature of instructional leadership by the school principal, the demanding nature of that role for a lone individual who bears that responsibility is not often described. The principal of a school, whether a large urban high school or a small rural elementary school, shares the responsibility for the future of every student in his/her building.

Paul Teske, Jody Fitzpatrick, and Gabriel Kaplan [1.1MB PDF Report]:

Starting with the economist Milton Friedman, supporters of school choice have assumed that competition would lead to better schools, and that parents could do a better job of assigning children to schools than could school administrators. The debate on the first assumption is raging. The second assumption has received little attention, except from those who assert that middle-class families can make good choices but impoverished families can’t.
Barriers to parent choice can all be overcome, but it will take planning, organization, and some modest public spending.
Our new research paints a very different picture of how low-income and minority families in big cities choose schools when they get the chance. Like middle-class parents who have always had choices, low-income parents don’t look for alternatives if their children are happy and successful in school. But once they start thinking about school options, low-income families want information about schools and think hard about the choices they have. Poor parents seek to escape problems evident in their children’s current school, and have definite ideas about the differences between one child and another (our studious boy, our distractible girl) that lead them to search for an appropriate match between child and school.
But our results also identify barriers that must be overcome before low-income parents can become the types of savvy consumers that can make school choice work well for them.

Center on Reinventing Public Education
Alan Borsuk has more:

The researchers based their findings on surveys conducted about a year ago with 300 parents in Milwaukee, 300 in Washington, D.C., and 200 in Denver. Milwaukee and Washington are on the cutting edge of school choice in the United States, each with wide arrays of options for parents, including numerous charter schools and private schools that take part in publicly funded voucher programs for low-income families.
“This report’s general finding is that low-income urban parents report feeling more well informed than was anticipated,” the researchers said in the report, being released today. “They are extremely satisfied with their choices, and most do not believe that they lacked any important information when they made their choice.”
The optimistic conclusions about school choice – in the broadest sense of the term – do not include an assessment of whether parents were actually making good choices in terms of schools where academic achievement is strong or where their children specifically would thrive.

Milwaukee Journal-Sentinel Editorial:

The School Board should proceed down this path, but cautiously. As officials of the Milwaukee Public Schools have noted, private schools have long offered single-sex education. Parents who send their children to public schools deserve that choice, too. But officials should be prepared to abandon this experiment if it is shown to hurt girls, as gender separation did in the past.
The proposal is to open an all-boys school and an all-girls school in September, though that target date may not be met. There should not be a rush to do so. Getting the schools right is more important than getting them open quickly. MPS has yet to specify what grade levels the schools would encompass.
The initial impetus for proposals to separate school kids by sex was to help girls, who lagged behind boys in math and science. The theory was that girls were too reticent around boys and that the sexes had different styles of learning. In an all-female setting, girls wouldn’t be afraid to show how smart they were, and the material could be presented in a feminine style. Also, such a setting would permit girls to take leadership roles they would be too bashful to assume in a co-ed milieu.

Alan Borsuk:

In documents made available in advance of a School Board committee meeting Tuesday, MPS administrators said, “MPS strongly believes that parents should be given the opportunity to choose single-sex schools for their children if they believe that these schools will help their children.”
Specific schools are not spelled out in the resolution to be considered Tuesday – in fact, it doesn’t pinpoint whether the focus should be on high schools, middle schools or even elementary grades.
But the MPS administration, led by Superintendent William Andrekopoulos, recommended giving the idea a green light and allowing administrators to seek proposals for two single-sex schools, with the goal of opening them for the coming school year. That plan is expected to be recommended by the board’s Innovation and School Reform Committee on Tuesday and be approved by the full board Jan. 25.

Bruce Schneier:

However, Green MSP Patrick Harvie said the suggestion was troubling.
“We should be preparing young people for the reality of defending their privacy and civil liberties against ever-more intrusive government systems,” he argued.
“We’ve heard proposals for airport-style scanners and random drug testing in schools, fingerprinting is already in place in some schools. There’s a risk of creating environments which feel more like penal institutions than places of learning.
“These ID cards will do absolutely nothing to address the causes of bullying. Instead they will teach the next generation that an ID card culture is ‘normal’, and that they should have to prove their entitlement to services.”

Sarah Carr:

China’s schools have struck fear in the West with their relentless focus on subjects such as physics and math – areas where American students have struggled compared with other nations.
However, visits to dozens of schools in China and hundreds in the United States reveal that both countries love to hate their own schools, and live in awe of others’ strengths. While Americans revere the Chinese mastery of basic subjects such as math and geography, the Chinese extol the American emphasis on creativity and nurturing individual talent.
In the prosperous seaside region of Zhejiang, the situation’s changing, though, as entrepreneurs inject some of the country’s relatively new capitalist fervor into the schools. The result is a panoply of schools that comes close to resembling Milwaukee’s education scene in its diversity – hardly what one would expect to find in a Communist state.
Students attend fancy private schools focused on such non-academic subjects as kung fu martial arts. A fledgling school voucher program aims to give families more choices as well as strengthen alternative and private schools. Educators describe a shift toward more local control and creativity in teaching. And parents like Xu are closely examining their new options.

Amy Hetzner:

In fact, the only indication this is a multiage classroom comes more than an hour into the day’s math lesson, when the students are divided into two groups – first-graders with Weber, second-graders with gifted-specialist Kristin Stein.
Since the beginning of the school year, the Menomonee Falls school has been trying out the multiage classroom as a way to raise student achievement and forge better relationships with parents and students. Riverside Principal Kathy Myles is so encouraged thus far that she hopes to add another class – for third- and fourth-graders – next year.
“My whole thing is about creating options for learners,” said Myles, who also thinks it’s important to keep traditional grade-level classes for students who learn better that way.

Jon Hilsenrath & Rafael Gerena-Morales:

Climbing out of poverty hasn’t been as easy as getting on the bus. She says her life is now drug-free and more stable, and her children are growing up in a better environment. Yet in many ways, her struggles traveled with her.
“You really need to have a focus to get out of the ghetto,” says Ms. Grayson, a New York native.
Her experience offers clues to a question society has wrestled with for years: Can a family escape poverty by getting out of the neighborhood where it takes root? It also sheds light on the government’s shifting efforts to use housing policy as a solution to poverty.
A $16 billion federal infrastructure has built up around housing vouchers designed to give poor families more choices about where to live. About two million families currently use “Section 8” vouchers that allow them to move with subsidized rent. Since 1993, the government has been demolishing urban housing projects and forcing families to resettle in other places, sometimes with vouchers.
But results show that may only partially be true. “It would have been wonderful to have discovered the magic bullet,” says Jeffrey Liebman, a Harvard economist who has studied the program.
Findings, he says, were more complicated. Among them: boys whose families moved actually fared worse than boys who stayed in bad neighborhoods. Girls, however, fared significantly better. Adults felt better, physically and mentally, than those who stayed behind, but didn’t do better financially.