Alan Borsuk:

Andrekopoulos described in general terms to the principals – and to School Board members on Tuesday night – that the way schools are treated by his administration will differ, based on the academic success of students.
Schools where test scores are comparatively high and where the amount of progress students make from year to year is above average for MPS will be given more operating freedom. Andrekopoulos praised the number of schools showing improvements.

Michael Winerip:

RAMSES SANTELISES was supposed to graduate from John F. Kennedy High in the Bronx in June 2005, but, he said, he goofed off his senior year. He failed senior English in the second semester and two gym classes. “I got senioritis,” he said.
He was planning to make up the courses at summer school, but said that he got sick and was hospitalized, and that by the time he reported to summer school, he had missed too many days. They told him to sign up for night school in the fall. “I was upset,” he said. “I was hoping to start college.”
In late August he went to Kennedy to register for the night program, discussed the three courses he needed and, he said, got a big surprise. “They said, ‘No questions asked, we’re going to let you graduate,’ ” he recalled. “I never had to take the two gym classes and English class I should have taken.”

WEAC President Stan Johnson:

The Wisconsin Education Association Council has always believed that virtual education can benefit students in Wisconsin. Advocates of an Assembly bill that WEAC opposed have criticized us, in newspapers and elsewhere, as opponents of virtual education.
However, as they criticize WEAC for opposing Assembly Bill 1060 they never inform readers that other providers of virtual education also opposed this bill and they avoid details about the actual content of the bill.

More on Stan Johnson & WEAC.

Angela Bettis:

A community is in shock after losing two high school students to suicide in recent weeks.
Students and parents in McFarland are trying to make sense of the suicides and they will soon get some help.
A huge community-wide effort is underway to help teens grieve and begin to heal.

Valerie Strauss:

One in an occasional series looking at learning in the middle and high school years
High school senior Risa Masuda has no time to let “senioritis” get in her way.
She takes Advanced Placement courses, participates in a senior project on low-cost housing, works in student government and helps teachers during class — an experience, she said, that made her rethink her childhood dream of being an educator.
The 18-year-old credits her school, New Trier Township High School in Winnetka, Ill., with keeping her engaged during a year commonly perceived as the time when students snooze during lectures on Hamlet’s angst, take requirements they should have completed in ninth grade, do less homework than in the killer junior year and bide time before the rest of their lives begin.

Bob Reber:

Governor Doyle recently vetoed Assembly Bill 1060 which would have reaffirmed and clarified the state’s commitment to virtual public schools in Wisconsin. Prior to his decision to veto the bill, WEAC (the teacher’s union) was making noise about the “outsourcing of education” to people who would not be qualified teachers, instructors or presenters to our children. In other words, parents! Governor Doyle reiterated the concerns of WEAC after vetoing the bill by stating, “Actual pupil instruction could be delivered by persons without a state-issued license or permit.”
Both WEAC and Governor Doyle misstate the intent of the bill to suit their own political agenda.
Interestingly enough, their take also ignores the reality of what goes on in public schools today. Currently in our public school system there are teacher aides, substitute teachers and guest presenters that instruct pupils on a daily basis. These individuals are not required to hold state-issued licenses or permits. In fact, state statutes and DPI administrative rules allow for the local school boards to determine the requirements for these persons.

West Bend Parent Owen Robinson calls the recent court decison on virtual schools “A Victory for Children“. Kristof’s recent article addresses this isue as well.

Sarah Carr:

Each of these cases are at the core of a federal class-action lawsuit alleging that the Milwaukee Public Schools district systemically failed to identify kids needing special education services in a timely fashion.
The parents of all three children testified in a three-week-long trial that wrapped up last week and now will be decided by U.S. Magistrate Judge Aaron Goodstein, probably this summer. At issue in the decision are the fates of thousands of children eligible for special education in the city and millions of dollars spent on special education each year.

A good teacher friend emailed this article: Nicholas Kristof:

Suppose Colin Powell tires of giving $100,000-a-pop speeches and wants to teach high school social studies. Suppose Meryl Streep has a hankering to teach drama.
Alas, they would be “unqualified” for a public school. Elite private schools would snap them up, of course, but public schools that are begging for teachers would have to turn them away because they don’t have teacher certification.
That’s an absurd snarl in our education bureaucracy. Let’s relax the barriers so people can enter teaching more easily, either right out of college or later as a midcareer switch.

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Channel3000:

A 17-year-old DeForest High School student was arrested on Thursday for allegedly keeping two loaded guns in his car in the school parking lot.
Authorities said that a loaded 9 mm and a loaded .25 caliber automatic pistol were in the student’s car.
The student was booked into the Dane County Jail on charges of possession of a concealed weapon on school grounds, WISC-TV reported.

and Dodgeville

The Economist:

“WE CAN’T be a great global city,” says Antonio Villaraigosa, “if we lose half of our workforce before they graduate from high school.” The hyper-energetic mayor of sprawling Los Angeles is stating the obvious. A low graduation rate from the giant Los Angeles Unified School District (LAUSD) feeds through into fewer skilled workers, more criminals and every social ill in America’s second-biggest city, from drug abuse to broken families.
And the rate is low indeed. According to a study last year by Harvard’s Civil Rights Project, only 45.3% of LAUSD students who started ninth grade (ie, senior high school, at the age of 14 or so) graduated four years later from 12th grade; for Latino students, who make up three-quarters of the student body, the rate was a mere 39%. School-district officials dispute the figures, saying they include as dropouts students who have simply moved away, but even their estimate—a dropout rate of around 33%—is unacceptable.

Ledyard King:

Public school teachers in the nation’s wealthiest communities continue to be more qualified than those in the poorest despite a federal law designed to provide all children equal educational opportunity.
Preliminary data released by the Department of Education show that in 39 states, the chance of finding teachers who know their subjects are better in elementary schools where parents’ incomes are highest. The data show that’s also the case among middle and high schools in 43 states.
“Obviously, we have a long way to go,” says Rene Islas, who monitors teacher quality for the Department of Education. “Even if you have high numbers (of certified instructors) in the aggregate, there are pockets where students are being taught by teachers that are not highly qualified.”
Under the No Child Left Behind law President Bush signed in 2002, states are supposed to have “highly qualified teachers” for all core academic courses, such as math, English and science, by the end of this school year. States that don’t face a loss of federal funding.

Mitchell Landsberg:

Almost two-thirds in the state say education quality is a major problem, but most oppose tax hikes to fix it—except on the rich.

Channel3000:

School uniforms were proposed at the Janesville School Board meeting Tuesday night, even thought the topic wasn’t on the agenda.
Board member Todd Bailey suggested a pilot program, taking place as early as next January, with uniforms consisting of trousers and polo shirts.
Bailey said it would end arguments between parents and children over school attire, cut family clothing costs, and eliminate distractions inside the classroom.
Bailey declined WISC-TV’s request for an interview.
Many students at Janesville Craig High School said the idea of uniforms hinders their ability to express themselves.

WTDY is running a poll on whether new board member Lucy Mathiak should knit during meetings. Watch Monday’s meeting, where the Board discussed the just released 2006/2007 budget. Monday’s agenda can be found here. I’m glad WTDY is having a look at the school board. Perhaps they might include some additional topics. The meeting included the award (8C) of a 856K electrical upgrade for Sennett Middle School (referendum – estimated at 459,300).

Thomas B. Fordham Foundation:

The Foundation awards two prizes annually:

• The Thomas B. Fordham Prize for Distinguished Scholarship is awarded to a scholar who has made major contributions to education reform via research, analysis, and successful engagement in the war of ideas.
• The Thomas B. Fordham Prize for Valor is awarded to a leader who has made major contributions to education reform via noteworthy accomplishments at the national, state, local, and/or school levels.

Eligibility
Anyone can be nominated whose work has had a profound impact on education in the United States. Candidates may be nominated either for cumulative lifetime achievement or for extraordinary one-time accomplishments. Employees and trustees of the Thomas B. Fordham Foundation are not eligible, nor are members of the prize committee.

Nancy Salvato:

Reminding the audience that public education is charged with educating our citizenry to participate in self government, he quoted Jefferson, “If you want a nation that is both ignorant and free, that is something that never was and never will be.” Because a good education should afford each person an opportunity to participate in the American Dream, education taxes are levied so that generations may acquire the skills necessary to earn a living, knowledge required to sustain a Democratic-Republic, and civility essential to a free society.
A plethora of studies implicate the public schools for failing to provide a good education. The American Institute for Research found U.S. math students at all grade levels were consistently behind their peers around the world. A survey, conducted by the National Center for Education Statistics, found only 31% of college students tested as proficient in reading and extracting information from complex material, such as legal documents. In an employer survey from The National Association of Manufacturers, 84% of respondents reported K-12 schools were not doing a good job of preparing students for the workplace; lacking basic employability skills, such as: attendance, timeliness, and work ethic, exhibiting deficiencies in math and science, and in reading and comprehension. Hoover Institution’s Koret Task Force found the performance of the U.S. public education system virtually unchanged in the twenty years since the publication of A Nation at Risk. The Knight Foundation found most U.S. high school students don’t understand the First Amendment. Finally, none of the eight education goals (Goals 2000) established by President Bush (41) and 49 state governors were achieved.

WisPolitics:

Landmark Legal Foundation today asked the Internal Revenue Service (IRS) to investigate numerous activities by the National Education Association’s Wisconsin affiliate, the Wisconsin Education Association Council (WEAC) that may have violated federal tax law.
WEAC made a total of $430,000 in contributions to the Democratic Legislative Campaign Committee (DLCC) that weren’t reported on WEAC’s tax returns. The DLCC is a political organization formed by the Democratic National Committee to provide funding and logistical assistance to state legislative campaigns around the country. The WEAC contributions, which were reported by the DLCC on its tax filings, were made in 2000 and 2002, and were apparently used by the DLCC to underwrite state legislative campaigns in California and elsewhere.
WEAC is a 501(c)(5) tax-exempt union under the Internal Revenue Code (IRC). As a 501(c)(5), WEAC is required to report and pay federal income tax on almost any general revenue funds used for political purposes, including contributions made by the union to political organizations like the DLCC (called 527s, for the section of the IRC under which they are formed.) WEAC’s own 527, the Wisconsin Education Association Council — Political Action Committee (WEAC-PAC), also did not report the DLCC contributions in question on their tax filings.

Nick Anderson:

“I just really hated school, and Roosevelt brought that out of me,” the 19-year-old said one spring afternoon next to an iron handrail that doubled as a launching slope. “Being told what to do and what to learn. Having to do homework. Grades. Grade levels. Everything that this school stands against.”
Justin will graduate in June from the highly unconventional Fairhaven School with a diploma that may require explanation to a college or future boss. He took no tests in his three years at the private school, received no grades and had no course requirements. But he played electric guitar, read and wrote poetry, made friends and got the last laugh on lunch. “No more tater tots!” he said.

Cory Doctorow discusses his own experiences with a “free school” and points to a trailer for a documentary called “Voices from the New American Schoolhouse“.

Alan Borsuk:

About 50 of 122 schools in the voucher program have no form of accreditation – no organization outside the school that is giving it a stamp of approval. Although some of the unaccredited schools should be able to get accreditation, the list includes almost all the schools that raise the most doubts among knowledgeable observers.
Some of those observers will be in positions to do something because they will be involved in accreditation, and generally, they are talking a tough game: They will be insistent that voucher schools demonstrate they meet genuine standards of quality.
The new law makes that more than idle talk. While attention focused on allowing the program to grow from less than 15,000 students to 22,500, the law also makes this clear: No accreditation, no money from the state.

Sarah Carr has more.

Wisconsin State Journal Editorial:

Madison’s attempt to reach a growing number of low-income, minority and immigrant students requires a return effort: The target families need to take responsibility for their own success.
That means the low-income, minority and immigrant communities should build more organizations to promote their own causes. The Madison School Board needs to hear from them when decisions are made about what programs to keep or cut. The Madison Area Family Advisory Advocacy Coalition, which speaks up for black students, is an example.

MAFAAC’s website.

Kevin Carey:

Normally I leave charter school issues to my colleagues Eduwonk and Sara Mead. But this morning’s front page article in the WaPo struck me as too obvious to pass up. It details how DC Public Schools is considering a novel arrangement with KIPP, one of the city’s most successful charter schools. KIPP wants to start a new middle school, but is having a hard time finding space. Meanwhile, one the regular DCPS elementary schools is losing enrollment and thus has too much space, to the point that it’s in danger of being closed. Thus, the arrrangement: co-locate in the same building, don’t overlap grades, and coordinate curricula so students from the elementary school can stay in the building and go to the KIPP middle school if that’s what they want to do.

Sounds great, right? Not to DC school board vice president Carolyn Graham, who said:

“We want to fully embrace a working relationship with KIPP, but we don’t want to do it to the detriment of our student body and financial viability,” she said, adding that the system lost about $11 million in city funding this year after more than 3,000 students departed. “We want them to come up with a way of working with our charter school partners so that all our students would benefit.”

Hmmm. You know, that’s kind of wordy, let’s tighten that up a little:

“We want to fully embrace a working relationship with KIPP, but we don’t want to do it to the detriment of our student body and financial viability,” she said, adding that the system lost about $11 million in city funding this year after more than 3,000 students departed. “We want them to come up with a way of working with our charter school partners so that all our students I would benefit.”

There we go. Much more clear.

It’s true that more students in charter schools means less students in DCPS. But if you’re going to complain about that, you’ve got to at least make an attempt to say why that would be bad, particularly wih the test scores, parental demand, and the best judgment of the DCPS superintendant providing evidence to the country. The fact that Graham offers nothing of the kind is enormously telling

Pete Thamel:

In looping printed letters, which looked like the handwriting of a young girl, Thomas wrote a one-page cry for help: “I cannot read or write. I need all you people’s help. Please do not turn your back on me.”
Thomas’s note was not that clear, however. Riddled with spelling mistakes, it had clear signs of what experts later diagnosed as dyslexia. He spelled please “peasl,” turn was “tron” and write was “witer.”
That admission by Thomas, one of the nation’s top basketball prospects, stunned faculty members at South Kent. But they soon found out that it was just the beginning of his story. He lived on the subways as a preteenager, sold drugs for a year as a teenager and could not read at age 17.

Matthew Ladner:

Oprah Winfrey recently used two days of her program to highlight the crisis in American public schools, focusing attention on our appalling dropout problem. The visuals were quite stunning.
In one segment, a group of inner-city Chicago students traded places with a group of suburban students to compare facilities and curriculums. In another, a valedictorian from a rural high school told of needing remedial classes in college. Perhaps most striking of all, CNN’s Andersen Cooper toured a high school near the White House that was in a shameful state of disrepair. Pieces of the ceiling had fallen on the ground, holes in the roof let rain pour into the school, restrooms were inoperable and unlit.
Oprah deserves a good deal of credit for putting a spotlight on these problems. Public schools face a dropout problem of stunning scale. Estimates from the Manhattan Institute put the nation’s dropout rate near 30 percent, with rates much higher among low-income and minority students. Many who do graduate do so without mastering high-school level material, as evidenced not only by the need for remediation among college students, but also in the stunningly poor literacy skills of the public.
National reading tests show that 38 percent of our fourth-graders score “below basic” in reading, meaning that they have failed to gain the basic literacy skills necessary to function academically. These students will drift into middle school, and literally be unable to make heads or tails of their textbooks.

via Andrew Rotherham:

Matthew Ladner, of steak dinner fame, weighs-in in the Philly Inquirer about what the Oprah hype all means. You can disagree with Ladner’s advocacy of vouchers but he nails the macro-problem here:

Jay Matthews:

To my astonishment, I am still receiving e-mails about an op-ed piece, “Let’s Teach to the Test,” I wrote two months ago. I argued that most good teachers consider No Child Left Behind and other test-driven assessments convenient benchmarks and don’t find them disabling, as many critics say they are. I said what people call teaching to the test is actually teaching to the state standards, which most of us parents think is good, so perhaps we should consider teaching to the test a good thing, if the test is valid and the teaching sound.
Most of the hundreds of e-mails that have come in have suggested, in mostly polite terms, that I have no business writing about schools. But a larger minority than I expected said I was right. Given that continued interest, I thought I would share reactions to the op-ed from two teachers whom I know well, and who are both stars in the classroom. Kenneth Bernstein, who teaches social studies at Eleanor Roosevelt High School in Prince George’s County, Md., and Mark Ingerson, who teaches social studies in the city of Salem, Va., look at this issue from different angles. In my view they should be read carefully because they both understand how best to communicate difficult material in the classroom and motivate students to learn.

Consortium on Chicago School Research at the University of Chicago:

Following CPS (Chicago Public Schools) graduates from 1998, 1999, 2002 and 2003, this report uses records from Chicago high schools and data from the National Student Clearinghouse to examine the college experiences of all CPS alumni who entered college in the year after they graduated high school.
The study paints a discouraging picture of college success for CPS graduates. Despite the fact that nearly 80 percent of seniors state that they expect to graduate from a four-year college, only about 30 percent enroll in a four-year college within a year of graduating high school, and only 35 percent of those who enroll received a bachelor’s degree within six years. According to this report, CPS students’ low grades and test scores are keeping them from entering four-year colleges and more selective four-year colleges.

Complete study [14.9MB PDF]

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Ben Feller:

Teachers are far more pessimistic than parents about getting every student to succeed in reading and math as boldly promised by the No Child Left Behind Act. That’s left a huge expectations gap between the two main sets of adults in children’s lives.
An AP-AOL Learning Services Poll found nearly eight in 10 parents are confident their local schools will have students up to state standards by the 2013-14 school year target. Yet only half of teachers are confident the kids in their schools will meet that deadline.
The finding underscores a theme in the poll. Parents and teachers often disagree on daily aspects of education, from the state of discipline to the quality of high schools.
A major reason is that adults see the children differently. Parents tend to focus on their own children, while teachers work with dozens of students from different backgrounds.

Ms. Cornelius has more

US Dept of Education Presidential Scholars:

WI—Madison—Brian Lee, James Madison Memorial High School
WI—Madison—Adeyinka A. Lesi, West High School
WI—Madison—Melanie R. Rawlings, James Madison Memorial High School
WI—Madison—Ilari A. Shafer, James Madison Memorial High School

Eligibility information can be found here.

Lori Aratani:

Maryland’s middle school students are more likely than their elementary or high school peers to be involved in incidents of bullying and other harassment, according to a recently released state report — the first such effort to track the problem.
Incidents most often took place on school campuses or buses, the report said, with the majority involving name calling or threatening remarks. About one-third of the incidents involved a physical attack.
The 21-page report to the General Assembly is an attempt by state officials to count incidents of bullying and other harassment in its 24 public school systems. Officials in Virginia have been collecting information on bullying and other harassment in public schools since 1999.

I was looking for more information about the combined grades at Elvejhem (my grade school was all combined grades with team teaching and it worked very well) and I found an interesting study that I don’t think has been previously noted on SIS. It is by noted Urbanist David Rusk and looks at the effects of economic segregation and integration on academic performance in Madison schools. I hope the East and West task forces were aware of this study.
TJM
The conclusion states:

“Summing Up Part V: A school’s socioeconomic context does matter far more for low-income pupils than for their middle class counterparts. The statistical analysis did show a slight decline of middle class pupils’ test scores as the percentage of low income classmates increased. The rate of decline for middle class pupils was less than half the rate of improvement for low income pupils.
However, that apparent decline in middle class pupils’ performance most probably reflected the changing composition of the “middle class” in schools with increasingly higher percentages of low income classmates. “Middle class” schools with very few low income pupils had higher percentages of children from the highest income, largely professional households. In “middle class” schools with much larger numbers of lowincome pupils, children from more modest “blue collar” households predominated.
That was most likely the primary contributing factor to the apparent slow decline in middle class test scores and not any directly adverse effect of having more low income classmates. From a larger perspective, middle class pupils’ performance levels never dropped below 70-75% achieving advanced and proficient levels under any socioeconomic circumstances in Madison-Dane County (which had no very high-poverty schools).”

Here is a link to the pdf file: Final Report

Jay Greene:

Accountability is a constructive and increasingly powerful force in the education of New York City schoolchildren. It starts with report cards and runs far deeper.
Third-graders have to pass a basic skills test to be promoted to fourth grade. High school seniors cannot earn a Regents diploma without passing a series of exams. And, of course, students hoping to attend college need to take, and perform moderately well, on the SAT or ACT.
B ut while young people have been held increasingly accountable for results, adults who work in the schools have been largely shielded from such judgments. Whether students succeed or not has little or no effect on whether teachers or administrators continue to be employed or how much they are paid. Heroic educators who transform the lives of their students are not rewarded, nor are subpar educators who deprive students of future opportunities required to improve or punished.