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Advocating Small Learning Communities



Karen Vieth:

Create Small Learning Environments
With 1 out of 4 black students chronically absent in MMSD and increasing alarm over the achievement gap, it is obvious that teachers must employ culturally relevant teaching practices. These practices begin with getting to know your students and their families – a practice that necessitates smaller learning environments. According to UW professor, Alice Uldvari-Solner, “Teachers who uphold the dynamics of culturally relevant pedagogy are practicing inclusive education as they impart influential messages that each child brings value to the classroom and that each child is powerful in directing his or her own achievement.” (Creating an Inclusive School, pg. 100)
Unfortunately, as our students grow, the learning environments become larger and less-personalized. A primary teacher spending most of the day in a SAGE school in a classroom of 14 can get to know his students quite well. Contrast that to a high school teacher teaching five sections of 30+ kids. Individualizing the education process is seemingly impossible. Students need to feel a sense of worth and belonging. Reestablishing smaller learning communities that focus on relationships and team-work will create safety nets for students feeling lost in the crowd.

Notes and links on small learning communities, here.




Was the $5 Billion Worth It? A decade into his record-breaking education philanthropy, Bill Gates talks teachers, charters–and regrets, Mea Culpa on Small Learning Communities; Does More Money Matter?



Jason Riley:

One of the foundation’s main initial interests was schools with fewer students. In 2004 it announced that it would spend $100 million to open 20 small high schools in San Diego, Denver, New York City and elsewhere. Such schools, says Mr. Gates, were designed to–and did–promote less acting up in the classroom, better attendance and closer interaction with adults.
“But the overall impact of the intervention, particularly the measure we care most about–whether you go to college–it didn’t move the needle much,” he says. “Maybe 10% more kids, but it wasn’t dramatic. . . . We didn’t see a path to having a big impact, so we did a mea culpa on that.” Still, he adds, “we think small schools were a better deal for the kids who went to them.”
The reality is that the Gates Foundation met the same resistance that other sizeable philanthropic efforts have encountered while trying to transform dysfunctional urban school systems run by powerful labor unions and a top-down government monopoly provider.
In the 1970s, the Ford, Carnegie and Rockefeller foundations, among others, pushed education “equity” lawsuits in California, New Jersey, Texas and elsewhere that led to enormous increases in state expenditures for low-income students. In 1993, the publishing mogul Walter Annenberg, hoping to “startle” educators and policy makers into action, gave a record $500 million to nine large city school systems. Such efforts made headlines but not much of a difference in closing the achievement gap.
Asked to critique these endeavors, Mr. Gates demurs: “I applaud people for coming into this space, but unfortunately it hasn’t led to significant improvements.” He also warns against overestimating the potential power of philanthropy. “It’s worth remembering that $600 billion a year is spent by various government entities on education, and all the philanthropy that’s ever been spent on this space is not going to add up to $10 billion. So it’s truly a rounding error.”

Much more on Small Learning Communities, here.




More on the Madison School District High School’s Use of Small Learning Communities & A Bit of Deja Vu – A Bruce King Brief Evaluation



Pam Nash 4.5MB PDF:

Introduction and Overview
1. Background and Overview Daniel A. Nerad, Superintendent of Schools
Prior to the fall of 2008, MMSD high schools functioned as four separate autonomous high schools, with minimal focus on working collaboratively across the district to address student educational needs.
In 2008 MMSD received a Federal Smaller Learning Communities for $5.3 million dollars over a five year period. The purpose of that grant is to support the large changes necessary to:

  • Increase student achievement for all students.
  • Increase and improve student to student relationships and student to adult relationships.
  • Improve post-secondary outcomes for all students.

District administration, along with school leadership and school staff, have examined the research that shows that fundamental change in education can only be accomplished by creating the opportunity for teachers to talk with one another regarding their instructional practice. The central theme and approach for REaL has been to improve and enhance instructional practice through collaboration in order to increase stndent achievement. Special attention has been paid to ensure the work is done in a cross – district, interdepartmental and collaborative manner. Central to the work, are district and school based discussions focused on what skills and knowledge students need to know and be able to do, in order to be prepared for post-secondary education and work. Systemized discussions regarding curriculum aligll1nent, course offerings, assessment systems, behavioral expectations and 21 st century skills are occurring across all four high schools and at the district level.
Collaborative professional development has been established to ensure that the work capitalizes on the expertise of current staff, furthers best practices that are already occurring within the MMSD high school classrooms, and enhances the skills of individuals at all levels from administration to classroom teachers needed. Our work to date has laid the foundation for further and more in-depth work to occur.
While we are at the formative stages of our work, evidence shows that success is occurring at the school level. Feedback from principals indicates that district meetings, school buildings and classrooms are feeling more collaborative and positive, there is increased participation by teachers in school based decisions, and school climate has improved as evidenced by a significant reduction in behavior referrals.
This report provides a summary of the REaL Grant since fall of2008 and includes:
1. Work completed across all four high schools.
2. School specific work completed.
3. District work completed.
4. REaL evaluation
5. Future implications
In addition the following attachments are included:
1. Individual REaL School Action Plans for 09-10
2. REaL District Action for 09-10
3. ACT EP AS Overview and Implementation Plan
4. AVID Overview
5. Templates used for curriculum and course alignment
6. Individual Learning Plan summary and implementation plan
7. National Student Clearninghouse StudentTracker System
8. Student Action Research example questions
2. Presenters

  • Pam Nash, Assistant Superintendent of Secondary Schools
  • Darwin Hernandez, East High School AVID Student
  • Jaquise Gardner, La Follette High School AVID Student
  • Mary Kelley, East High School
  • Joe Gothard, La Follette High School
  • Bruce Dahmen, Memorial High School
  • Ed Holmes, West High School
  • Melody Marpohl, West High School ESL Teacher

3. Action requested of the BOE
The report is an update, providing information on progress of MMSD High Schools and district initiatives in meeting grant goals and outlines future directions for MMSD High schools and district initiatives based on work completed to date.

MMSD has contracted with an outside evaluator, Bruce King, UW-Madison. Below are the initial observations submitted by Mr. King:
The REaL evaluation will ultimately report on the extent of progress toward the three main grant goals. Yearly work focuses on major REaL activities at or across the high schools through both qualitative and quantitative methods and provides schools and the district with formative evaluation and feedback. During the first two years ofthe project, the evaluation is also collecting baseline data to inform summative reports in later years of the grant. We can make several observations about implementation ofthe grant goals across the district.
These include:
Observation 1: Professional development experiences have been goal oriented and focused. On a recent survey of the staff at the four high schools, 80% of responding teachers reported that their professional development experiences in 2009-10 were closely connected to the schools’ improvement plans. In addition, the focus of these efforts is similar to the kinds of experiences that have led to changes in student achievement at other highly successful schools (e.g., Universal Design, instructional leadership, and literacy across the curriculum).
Observation 2: Teacher collaboration is a focal point for REaL grant professional development. However, teachers don’t have enough time to meet together, and Professional Collaboration Time (PCT) will be an important structure to help sustain professional development over time.
Observation 3: School and district facilitators have increased their capacity to lead collaborative, site-based professional development. In order for teachers to collaborate better, skills in facilitation and group processes should continue to be enhanced.
Observation 4: Implementing EP AS is a positive step for increasing post-secondary access and creating a common assessment program for all students.
Observation 5: There has been improved attention to and focus on key initiatives. Over two- thirds ofteachers completing the survey believed that the focus of their current initiatives addresses the needs of students in their classroom. At the same time, a persisting dilemma is prioritizing and doing a few things well rather than implementing too many initiatives at once.
Observation 6: One of the important focus areas is building capacity for instructional leadership, work carried out in conjunction with the Wallace project’s UW Educational Leadership faculty. Progress on this front has varied across the four schools.
Observation 7: District offices are working together more collaboratively than in the past, both with each other and the high schools, in support of the grant goals.
Is it likely that the four high schools will be significantly different in four more years?
Given the focus on cultivating teacher leadership that has guided the grant from the outset, the likelihood is strong that staff will embrace the work energetically as their capacity increases. At the same time, the ultimate success ofthe grant will depend on whether teachers, administrators, anddistrict personnel continue to focus on improving instruction and assessment practices to deliver a rigorous core curriculum for all and on nurturing truly smaller environments where students are known well.

Related:




Rethinking “Small Learning Communities”: A review of the small-schools structure at North Eugene High nears



Anne Williams:

Four years after North Eugene High School set out to reinvent itself, the Eugene School Board wants to take stock. [Eugene School Board Goals, Superintendent’s Proposed Goals.]
Within the next month or two, the district — at the board’s behest — will hire an individual or team of educational researchers to try to gauge how well North Eugene’s “small schools” structure is serving students.
“It’s kind of consistent with board goals; we try to have measurable results,” board Chairman Craig Smith said. “We decided that, since the first class has come through, it’s time to see where we are in terms of progress.”
Showing gains — lower dropout rates, improved student achievement, better attendance and greater college readiness — has been difficult at many schools that have taken North Eugene’s path.
Championed and chiefly bankrolled by the Bill and Melinda Gates Foundation, the small schools movement aimed to lift student achievement by creating highly personalized schools where all students were known and held to high standards and teachers worked closely together.
But after investing a goodly share of $2 billion into the creation of hundreds of small schools across the country, the Gates Foundation has shifted direction in its high school reform strategy, focusing less on structure and more on effective teaching and curriculum.
“The structural and design changes in schools we focused on in our earlier work simply did not yield those gains,” Vicki Phillips, the foundation’s education director, told Congress last May.
A growing number of grant recipients have dissolved their small schools and are going back to a traditional model, sometimes with some small-school elements intact. Most cite disappointing results or burdensome operating costs, or both. Those schools include Portland’s Madison High School and Mountlake Terrace High School in the Seattle suburbs, a flagship of the initiative that staff members from North visited during the planning phase.

Related:




Gates on Small Learning Communities (SLC): “small schools that we invested in did not improve students’ achievement in any significant way”



Nicholas Kristof:

In the letter, Mr. Gates goes out of his way to acknowledge setbacks. For example, the Gates Foundation made a major push for smaller high schools in the United States, often helping to pay for the creation of small schools within larger buildings.
“Many of the small schools that we invested in did not improve students’ achievement in any significant way,” he acknowledges. Small schools succeeded when the principal was able to change teachers, curriculum and culture, but smaller size by itself proved disappointing. “In most cases,” he says, “we fell short.”
Mr. Gates comes across as a strong education reformer, focusing on supporting charter schools and improving teacher quality. He suggested that when he has nailed down the evidence more firmly, he will wade into the education debates.
“It is amazing how big a difference a great teacher makes versus an ineffective one,” Mr. Gates writes in his letter. “Research shows that there is only half as much variation in student achievement between schools as there is among classrooms in the same school. If you want your child to get the best education possible, it is actually more important to get him assigned to a great teacher than to a great school.”

I could not agree more. Rather than add coaches and layers of support staff, I’d prefer simply hiring the best teachers (and paying them) and getting out of the way. Of course, this means that not all teachers (like the population) are perfect, or above average!
Much more on Small Learning Communities here.
On Toledo’s SLC initiative.




A look at Madison Memorial’s Small Learning Communities



Andy Hall:

In 2000, Memorial became the first Madison school to land one of the U.S. Department of Education grants. It was awarded $438,000 to create its neighborhood social structure. West High School became the second, winning a $500,000 grant in 2002 and reorganizing its ninth and 10th grades around core courses.
In August, district officials were thrilled to learn the district was awarded $5.5 million over five years for its four major high schools — Memorial, West, La Follette and East — to build stronger connections among students and faculty by creating so-called “small learning communities” that divide each high school population into smaller populations.
Officials cite research showing that schools with 500 to 900 students tend to be the most effective, and recent findings suggest that students at schools with small learning communities are more likely to complete ninth grade, less likely to become involved in violence and more likely to attend college after graduation. However, the latest federal study failed to find a clear link between small learning communities and higher academic achievement.
Each Madison high school will develop its own plan for how to spend the grant money. Their common goals: Make school feel like a smaller, friendlier place where all students feel included. Shrink the racial achievement gap, raise graduation rates, expand the courses available and improve planning for further education and careers.
The high schools, with enrollments ranging from 1,600 to 2,000 students, are being redesigned as their overall scores on state 10th grade reading and math tests are worrisome, having declined slightly the past two years.




Study of Small High Schools (Small Learning Communities or SLC) Yields Little on Achievement



David Hoff:

High schools receiving $80 million in annual federal funding to support “smaller learning communities” can document that they are taking steps to establish learning environments more intimate than found in the typical comprehensive high school.
But, according to a federal study, such smaller schools can’t answer the most significant question: Is student achievement improving in the smaller settings?
The evaluation of the 8-year-old program found that schools participating in it show signs of success. In the schools, the proportion of students being promoted from 9th to 10th grade increases, participation in extracurricular activities rises, and the rate of violent incidents declines.
But the evaluation found “no significant trends” in achievement on state tests or college-entrance exams, says the report, which was prepared by a private contractor and released by the U.S. Department of Education last week.

Related:




A Look at LA’s Small Learning Communities



Jason Song:

Like many large districts throughout the nation, L.A. Unified has been trying to increase the number of smaller learning communities, hoping that personalized instruction would boost student achievement and offer an alternative to charter schools, including the five Green Dot campuses near Jefferson.
The academy, one of four Los Angeles Unified campuses that opened almost two years ago, is partially funded through the New Tech Foundation, a Napa, Calif.-based nonprofit that supports 35 schools throughout the country. Two of the others, Arleta High School of Science, Math and Related Technologies and the Los Angeles High School for Global Studies, have increased their test scores dramatically. However, at Jordan New Tech High School, the API score was 25 points lower than that on the regular Jordan High campus.
Unlike charters, which are publicly funded but are not regulated by L.A. Unified, New Tech schools are run by district administrators. “We’re under a lot of pressure: pressure from parents, pressure from the public, to find results that work,” said Monica Garcia, president of the Los Angeles Board of Education, adding that New Tech “clearly works.”




Mathiak’s “concerns” about small learning communities



In response to my open records request to Lucy Mathiak for her records about small learning communities, I received a copy of the following e-mail which she sent to Jim Zellmer on July 6, 2007. I asked Lucy whether she wanted to post it or whether she’d prefer that I post it. Since she didn’t respond, here’s the memo:

Hi Jim,
This is provided as background only. I am not ready to go public with my concerns – yet. FWIW, tho, this is what I said to administration and the P&A committee:
Thank you for all of the hard work and time that has gone into developing the SLC grant proposal. I understand that this is an important opportunity to bring resources into the district to help focus on high school transitions and achievement.
While I am, in principle, supportive of the idea of SLC’s, I confess that I am baffled and disappointed by the proposal that I received for the reasons outlined below. I apologize in advance for what has turned out to be a lengthy iteration of what I view as significant problems in the proposal and in the programs if they are enacted.

(more…)




Gates Foundation’s Small Learning Communities Have Yet to Yield Big Results



Linda Shaw:

The experiment — an attempt to downsize the American high school — has proven less successful than hoped.
The changes were often so divisive — and the academic results so mixed — that the Gates Foundation has stopped always pushing small as a first step in improving big high schools. Instead, it’s now also working directly on instruction, giving grants to improve math and science instruction, for example.
Most of the dozen-and-a-half Washington schools with so-called “conversion” grants have ended up only as hybrids — a mix of small-school elements added to big-school features.
Going forward, the foundation is advocating a core curriculum that all high-school students would be expected to take, he said. And it wants to help improve math and science instruction by backing efforts to increase math requirements for high-school students, and to train more math and science teachers and pay them better.




Movement toward “Small Learning Communities” Slowing?



Edwonk:

Hopes were high in this blue-collar town when Lebanon High was broken up into four smaller schools-within-a-school to try to reduce the dropout rate.
At the time, in 2004, the small-schools movement was growing across the country, and it had a powerful backer in Microsoft founder Bill Gates.
But just two years later, criticism from parents and educators has put the future of small schools in jeopardy across the country.
“We made a mistake trying to push autonomy really hard, and the community blew back at us,” said Mark Whitson, a journalism teacher at Lebanon High School. “Parents want us to slow our pace of change until they know what we are doing.”
The small-schools concept calls for dividing large high schools into groups of about 300 students with similar academic interests. (Lebanon was divided into “academies” devoted to communications; farming, natural resources, and health; arts, business, community and family affairs; and engineering and other technical fields.)
The groups then take classes together for four years, with the same teachers. Proponents say students learn more because they and their teachers get to know one another better.

Joanne has more.




Edwize on the Poor Track Record of Small Learning Communities



Maisie adds notes and links to the recent Business Week interview with Bill and Melinda Gates on their Small Learning Community High School initiative (now underway at Madison’s West High chool – leading to mandatory grouping initiatives like English 10):

Business Week has a cover story this week about Bill and Melinda Gates’ small schools efforts. The story starts in Denver, where the Gates folks made a mess of breaking up that city’s lowest-performing school, “a complete failure,” in the Denver superintendent’s words. Summarizing reporters’ visits to 22 Gates-funded schools around the country, the article finds that “while the Microsoft couple indisputably merit praise for calling national attention to the dropout crisis and funding the creation of some promising schools, they deserve no better than a C when it comes to improving academic performance…Creating small schools may work sometimes, but it’s no panacea.”
The article points to some real successes. Some are in New York City, and the article says part of the reason for the success is Gates’ partnership with New Visions for Public Schools, which has been in the small-schools business a lot longer than Bill and Melinda. Mott Haven Village Prep HS [pdf] is one example. But of all the Gates schools in NYC, the report says one-third had ineffective partnerships, many have rising “social tensions,” and suspensions have triped in the new schools over the last three years to reach the system average.
We are never snippy but we told you so. The UFT’s 2005 Small Schools Task Force found too many of the Gates-funded small schools have been started with little planning, inexperienced leadership, minimal input from staff or stakeholders and no coherent vision. Some are little more than shells behind a lofty–sometimes ridiculously lofty–name.




Gates’ Small Learning Communities: The Wrong Investment?



Diane Ravitch:

Bill, I heard you speak a few weeks ago at Davos, when you told a large audience that education is the biggest challenge for the future. You are right about that. You pointed to the 1,500 or so small high schools that the Gates Foundation has funded as evidence of your commitment to make a difference. If you are worried about our nation’s future competitiveness, I am not so sure you made the right investment.
Small schools are not always the best answer to low achievement. Sometimes they are, sometimes not. Poor academic results can be found in large schools and in small schools. Great academic results can be found in schools of any size. Success is the result of a solid curriculum, dedicated teachers, a strong principal and students who arrive in high school with the skills and motivation to succeed.
There is another investment that you could make that would be far more effective in raising student achievement than churning out another thousand or so small high schools. As the chief executive officer of the largest software company in the world, you have a certain competitive advantage. Your company really knows how to use advanced technology to teach people almost anything.
American students are accustomed to using computers and getting instant answers. Yet, when they open their textbooks, they find wooden prose. Instead of inspiring them to dig deeper into their studies, the textbooks more often than not simply turn them off. The medium itself is a problem, especially when compared with what they are used to doing for themselves on a computer. Textbooks have never been known for their sparkling prose, but today more than ever their obsolescence is apparent when they compete with new technologies.




The Gates Effect: High School Small Learning Communities



Wendy Zellner:

More to the point, others wonder: Is the Gates Foundation making the right calls? The early results of its high school reinvention efforts–with many foundation-backed schools now in their fourth year of existence–are mixed at best. Outside researchers hired by Gates have found “positive cultures” at the new and redesigned schools but raise serious questions about such issues as the teacher burnout, attendance, and the quality of math instruction.
Particularly troublesome has been the effort to transform existing high schools rather than start from scratch. “Improving struggling schools remains a challenge,” admits Vander Ark. Indeed, the foundation’s own studies show that these restructured schools are often bogged down in their early years with questions about facilities, schedules, and staff. In some cases, says Vander Ark, instead of beginning with structural change, “it may be better to start with curriculum–getting rid of dead-end classes and encouraging students to take more challenging courses–and improving the quality of instruction.”




Gates Foundation & LA’s Small Learning Communities



Naush Boghossian:

But the grant, the foundation’s first sizable sum to the Los Angeles Unified School District, falls far short of investments the foundation has made across the country to smaller districts – a disparity some officials blame on the LAUSD’s lack of a comprehensive plan.
And critics said Wednesday that, despite years of discussions with the Gates Foundation, the district superintendent, Roy Romer, has been unwilling to relinquish any control and create a partnership with the foundation to build the smaller learning environments that require autonomy to succeed – a charge Romer strongly denies.




New Study Gives Small Schools Initiative a Thumbs Up



Mary Ann Giordano

The small schools initiative that has been the hallmark of the Bloomberg administration’s schools policy seems to be working, a new study has found.
Winnie Hu reports in The New York Times on Thursday that the study found that students who attend public high schools that have about 100 students in each grade were more likely to graduate.
The continuing study is described as “one of the largest and most comprehensive reviews of the impact of small schools on learning.” Its $3.5 million cost is covered by the Bill and Melinda Gates Foundation, and the study is conducted by MDRC, a nonprofit education research group based in Manhattan.
The study found that students at small high schools were more likely to earn a diploma than students who attend larger schools, The Times reports.

Related: Small Learning Communities




4,100 Students Prove ‘Small Is Better’ Rule Wrong



Sam Dillon

A decade ago, Brockton High School was a case study in failure. Teachers and administrators often voiced the unofficial school motto in hallway chitchat: students have a right to fail if they want. And many of them did — only a quarter of the students passed statewide exams. One in three dropped out.
Then Susan Szachowicz and a handful of fellow teachers decided to take action. They persuaded administrators to let them organize a schoolwide campaign that involved reading and writing lessons into every class in all subjects, including gym.
Their efforts paid off quickly. In 2001 testing, more students passed the state tests after failing the year before than at any other school in Massachusetts. The gains continued. This year and last, Brockton outperformed 90 percent of Massachusetts high schools. And its turnaround is getting new attention in a report, “How High Schools Become Exemplary,” published last month by Ronald F. Ferguson, an economist at Harvard who researches the minority achievement gap.

Related: Small Learning Communities and English 10.




Learning from the Fenty Loss: $1M Spent By Teacher Unions to Defeat Him



Michael Lomax, President and CEO of the United Negro College Fund:

There’s a lesson here for education reformers in other cities. Real education reform is disruptive. You can’t make an omelet without breaking eggs. Beloved teachers lose their jobs. Neighborhood schools that have anchored communities are closed or reconstituted. But with the disruption comes a rebirth of education, a rising tide that lifts all parts of the community.

Education reformers need to make that case. They need to make it to the parents who have the largest stake in quality education: their children’s futures. They need to make it not only to foundations and editorial writers but also to neighborhood leaders, small-business entrepreneurs, and ministers and their flocks. In other words, they need to make it to the people with whose support reform will not only succeed but take root.

Michelle Rhee in Politico:

Yesterday’s election results were devastating – devastating. Not for me, because I’ll be fine. And not even for Fenty, because he’ll be fine, too. It was devastating for the children of Washington, D.C.,” Rhee said during the discussion. “The biggest tragedy that could come from [the] election results is if the lesson that people take from this is that we should pull back. … That is not the right lesson for this reform movement. We cannot retreat now. If anything, what the reform community needs to take out of yesterday’s election is: Now is the time to lean forward, be more aggressive, and be more adamant about what we’re doing.

via New Jersey Left Behind.




A Look at the Small Learning Community Experiment



Alex Tabarrok:

Did Bill Gates waste a billion dollars because he failed to understand the formula for the standard deviation of the mean? Howard Wainer makes the case in the entertaining Picturing the Uncertain World (first chapter with the Gates story free here). The Gates Foundation certainly spent a lot of money, along with many others, pushing for smaller schools and a lot of the push came because people jumped to the wrong conclusion when they discovered that the smallest schools were consistently among the best performing schools.
…….
States like North Carolina which reward schools for big performance gains without correcting for size end up rewarding small schools for random reasons. Worst yet, the focus on small schools may actually be counter-productive because large schools do have important advantages such as being able to offer more advanced classes and better facilities.
Schools2 All of this was laid out in 2002 in a wonderful paper I teach my students every year, Thomas Kane and Douglas Staiger’s The Promise and Pitfalls of Using Imprecise School Accountability Measures.
In recent years Bill Gates and the Gates Foundation have acknowledged that their earlier emphasis on small schools was misplaced. Perhaps not coincidentally the Foundation recently hired Thomas Kane to be deputy director of its education programs.

Related: Small Learning Communities and English 10.




Small High Schools still in flux



Kristen Graham:

For a time in the mid-2000s, small schools were booming. They were supposed to transform the large, failing American high school, to engage students and boost their achievement to ready them for college.
But the results have been mixed, national and local research shows. Students at small high schools were more likely to graduate, have positive relationships with their teachers, and feel safer. Still, they did no better on standardized tests than did their peers at big schools.
In Philadelphia, where 26 of the 32 small high schools have been opened or made smaller in the last seven years, some schools have thrived. Their presence has transformed the high school mix.
Among the district’s current 63 high schools, the 32 small schools enroll roughly a quarter of the 48,000 total enrollment. The rest attend large neighborhood high schools.

High School of the Future and Science Leadership Academy, four-year-old Phila. high schools just graduated their first classes. Their experiences differ greatly..
Related: Small Learning Communities and English 10.




Memphis Gates Foundation Grant: Students learning that school is cool



Jane Roberts:

The idea that only a few people in a room are smart and the rest have a lot to prove is on trial this week in camp designed to change hearts and minds and eventually the culture of Memphis City Schools.
It all comes down to some simple brain theory, which 15 middle schoolers are soaking up at Douglass Elementary and five other city schools.
“Smart is not just something you are but something you get,” says Barbara Logan, director of School Services and Training at the Efficacy Institute in Waltham, Mass.
With $1.1 million this year from the Bill & Melinda Gates Foundation grant to Memphis City Schools, Efficacy plans to train several hundred “student envoys” responsible for preaching the gospel of discipline and self-esteem, and delivering the message that smart isn’t by chance.

Related: Small Learning Communities.




The Online Learning Imperative: A Solution to Three Looming Crises in Education



Governor Bob Wise & Robert Rothman340K PDF:

In his blockbuster best-selling book, writer Malcolm Gladwell identified a phenomenon called ―the tipping point.‖ This point marks the level at which the momentum for change becomes unstoppable and something happens that, in either large or small measure, turns the world on its axis. For those who have been working to improve education, it appears that the tipping point may have finally arrived.
Currently, K-12 education in the United States is dealing with three major crises, each of which on its own is capable of wreaking havoc on schools and communities around the nation, but together are an all-out perfect storm. Simultaneously, the U.S. education system is facing

  • global skill demands vs. educational attainment;
  • the funding cliff;
  • and a looming teacher shortage.

These three factors have brought our education system to a point where the need for change and innovation is no longer something to be researched and discussed. We must do what people have done for centuries and turn crisis into opportunity, somehow making progress in the face of enormous challenges.

Via the Alliance for Excellent Education.




Bill Gates: “breaking large high schools into smaller units, on its own guaranteed no overall success”



Via a kind reader’s email:

Excerpt: “A main strategy of the schools, breaking large high schools into smaller units, on its own guaranteed no overall success, Gates said.
He said the New York City small schools were an example of successes in raising high school graduation rates — but a disappointment in that their graduates were no likelier than any city student to be prepared to go onto college.
Gates said the small number of successful schools did well not because they were structured as small schools, but because they enacted many different innovations: improved teaching quality, a longer school day, innovative instructional tools, a focus on tracking student achievement data.”

The implementation of “Small Learning Communities” in Madison has not been without controversy.




Madison High School “Redesign”: $5.5M Small Learning Community Grant for Teacher Training and Literacy Coordinators



Andy Hall:

A $5.5 million federal grant will boost efforts to shrink the racial achievement gap, raise graduation rates and expand the courses available in the Madison School District’s four major high schools, officials announced Monday.
The five-year U.S. Department of Education grant will help the district build stronger connections to students by creating so-called “small learning communities” that divide each high school population into smaller populations.
Many of those structural changes already have been implemented at two high schools — Memorial and West — and similar redesigns are planned for East and La Follette high schools.
Under that plan, East’s student body will be randomly assigned to four learning communities. La Follette will launch “freshman academies” — smaller class sizes for freshmen in core academic areas, plus advisers and mentors to help them feel connected to the school.

Tamira Madsen:

“The grant centers on things that already are important to the school district: the goals of increasing academic success for all students, strengthening student-student and student-adult relationships and improving post-secondary outlooks,” Nerad said.
Expected plans at Madison East include randomly placing students in one of four learning neighborhoods, while faculty and administrators at La Follette will create “academies” with smaller classes to improve learning for freshmen in core courses. Additional advisors will also be assigned to aid students in academies at La Follette.

Related:

The interesting question in all of this is: does the money drive strategy or is it the other way around? In addition, what is the budget impact after 5 years? A friend mentioned several years ago, during the proposed East High School curriculum change controversy, that these initiatives fail to address the real issue: lack of elementary and middle school preparation.
Finally, will this additional $1.1m in annual funds for 5 years reduce the projected budget “gap” that may drive a fall referendum?




Ed Hughes and Marj Passman on Madison’s Small Learning Community Climate and Grant Application



I sent an email to Ed and Marj, both of whom have announced their plans to run for Madison School Board next spring, asking the following:

I’m writing to see what your thoughts are on the mmsd’s high school “reform” initiative, particularly in light of two things:

  1. The decision to re-apply for the US Dept of Education Grant next month
  2. The lack of any public (any?) evaluation of the results at West and Memorial in light of their stated SLC goals?

In other words, how do you feel about accountability? 🙂

They replied:
Marj Passman:

I am generally supportive of small learning communities and the decision to reapply for a Federal grant. Our high schools continue to provide a rich education for most students — especially the college bound – but there is a significant and maybe growing number of students who are not being engaged. They need our attention. The best evidence is that well implemented small learning communities show promise as part of the solution to increasing the engagement and achievement of those who are not being well served, do no harm and may help others also. My experience as a teacher backs up the research because I found that the caring relationships between staff and students so crucial to reaching those students falling between the cracks on any level of achievement are more likely to develop in smaller settings. Some form of small learning communities are almost a given as part of any reform of our high schools and if we can get financial help from the Federal government with this part of the work, I’m all for it.
I think it is important not to overestimate either the problems or the promise of the proposed solutions. The first step in things like this is to ask what is good that we want to preserve. Our best graduates are competitive with any students anywhere. The majority of our graduates are well prepared for their next academic or vocational endeavors. We need to keep doing the good things we do well. If done successfully, SLCs offer as much for the top achieving students as for any group – individual attention, focus on working with others of their ability, close connection to staff, and consistent evaluation.
You also asked about “accountability” and the evaluations of the existing SLCs. Both evaluations are generally positive, show some progress in important areas and point to places where improvements still need to be made. Neither contains any alarming information that would suggest the SLCs should be abandoned. The data from these limited studies should be looked at with similar research elsewhere that supports SLC as part of the solution to persistent (and in Madison) growing issues.
Like many I applauded when all the Board members asked for a public process for the High Schools of the Future project and like many I have been woefully disappointed with what I’ve seen so far. Because of this and the coming changes in district leadership I’d like to see the redesign time line extended (the final report is due in April) to allow for more input from both the public and the new superintendent.
Thanks for this opportunity
Marjorie Passman
http://marjpassmanforschoolboard.com

Ed Hughes:

From what I know, I am not opposed to MMSD re-applying for the U.S. Dept. of Education grant next month. From my review of the grant application, it did not seem to lock the high schools into new and significant changes. Perhaps that is a weakness of the application. But if the federal government is willing to provide funds to our high schools to do what they are likely to do anyway, I’m all for it.
Like you, I am troubled with the apparent lack of evaluation of results at West and Memorial attributable to their small learning communities initiatives. This may seem inconsistent with my view on applying for the grant, but I do not think we should proceed further down an SLC path without having a better sense of whether in fact it is working at the two schools that have tried it. It seems to me that this should be a major focus of the high school redesign study, but who knows what is going on with that. I asked recently and was told that the study kind of went dormant for awhile after the grant application was submitted.
My own thoughts about high school are pointing in what may be the opposite direction – bigger learning communities rather than smaller. I am concerned about our high schools being able to provide a sufficiently rich range of courses to prepare our students for post-high school life and to retain our students whose families have educational options. The challenges the schools face in this regard were underscored last spring when East eliminated German classes, and now offers only Spanish and French as world language options.
It seems to me that one way to approach this issue is to move toward thinking of the four comprehensive high schools as separate campuses of a single, unified, city-wide high school in some respects. We need to do a lot more to install sufficient teleconferencing equipment to allow the four schools to be linked – so that a teacher in a classroom at Memorial, say, can be seen on a screen in classrooms in the other three schools. In fact, views of all four linked classrooms should simultaneously be seen on the screen. With this kind of linkage, we could take advantage of economies of scale and have enough student interest to justify offering classes in a rich selection of languages to students in all four high schools. I’m sure there are other types of classes where linked classrooms would also make sense.
This kind of approach raises issues. For example, LaFollette’s four block system would be incompatible with this approach. There would also be a question of whether there would need to be a teacher or educational assistant in every classroom, even if the students in the classroom are receiving instruction over the teleconferencing system from another teacher in another school. I would hope that these are the kinds of issues the high school re-design group would be wrestling with. Perhaps they are, or will, but at this point there seems to be no way to know.
There are some off-the-top-of-my-head thoughts prompted by your question and by Maya Cole’s post about the high school re-design study. Feel free to do what you want with this response.

Related Links:

Thanks to Ed and Marj for taking the time to share their thoughts on this important matter.




Don’t fund Small Learning Community grant sought by MMSD



August 20, 2007
Gregory Dennis
U.S. Department of Education
400 Maryland Avenue, SW., room 3W243 FB6
Washington, DC 20202-6200
Dear Mr. Dennis,
As a long-time advocate for academic excellence in the Madison Metropolitan School District (MMSD, Madison, Wisconsin), I urge the Department of Education to reject the MMSD’s recent application for a Small Learning Centers grant, Smaller Learning Communities Program CFDA #84.215L.
Please visit a popular Madison blog, schoolinfosystem.org, where you will find long threads with comments, questions, and concerns about the grant application, as well as the MMSD’s pilot efforts in small learning centers.
Blog commentators, some of whom as statistics instructors at the University of Wisconsin-Madison, clinical psychologists, and other professionals with advanced degrees, express little support for the MMSD’s implementation of small learning communities.
When people try to get evaluation data from the MMSD on the current small learning communities, the district cannot or will not produce the information. The little available information about the MMSD’s small learning communities does not point to success, but rather to no impact on academic achievement. (See the evaluation on the MMSD Web site by Bruce King, whose services the MMSD wrote into its grant proposal.)
As the MMSD implements small learning schools, it simply amounts to closing the achievement gap by limiting opportunities for academic success of advanced students without raising the academic performance of low-performing ones.
Finally, the MMSD would be better off not to launch a major program change, especially when the current superintendent, the champion for the changes, will leave the district in the summer of 2008.
Sincerely,
Ed Blume




High School Small Communities



I noticed the district is applying for a grant to the BOE in relation to the High School Small Communities. I have a couple of thoughts relating to this issue.
First of all, I applaud your effort in making our large high school more intimate. It seem in an emotional way logical that the high school would be divided into smaller communities to allow for connectiveness.
The funny thing is, as I celebrate my 25th year since I was in high school this year, I look back and see this same thing occurred back in my day. It was called clubs, athletics, and band.
High schools have been a breeding ground for fun, involvement, participation and community building. MMSD has been cutting this very foundation you are asking for a grant to “Create through artificial means” since I moved here in 2000. The non-academic athletics, the non-essential music, the unnecessary theater and arts have been cut, cut and cut some more. I understand the need for cutting and you can’t cut curriculum, but now we are going to create the “connectivity” artificially.
My son loves sports. He matriculates to others like him. He has met kids from Toki, Hamilton, Spring Harbor and even private school from sports. If you ask him where he wants to go to High School next year he will tell you Memorial to play BB or some other sport. He has a strong since of community based on his interest.
My daughter loves the arts. Drawing, acting, and especially singing. If you ask her where she wants to go to high school she will tell you Memorial because she has seen several plays there and want to participate in the drama club. She is also a pretty good swimmer and has senior role models on Memorial Swim Team.
Neither will say Memorial because the Math is great! They already have established a type of community through their interest, as we did as kids. It is so sad that NONE of the MMSD schools have a marching band, as that club can involve hundreds of students and attach them to a community of students of all ages and interest through music. Instead we are trying to create the communities randomly, via what a computer, that does not account for interest.
It is also sad we are cutting our athletics slowly but surely. This year it is the AD at the High School Level. I heard the BOE at MMSD was unwilling to raise the fees to allow these actives that provide a community for low, middle and high income students. Since many of you do not have children participating in sports let me clue you in on a few things.

(more…)




Madison School District Small Learning Community Grant Application



136 Page 2.6MB PDF:

Madison Metropolitan School District: A Tale of Two Cities-Interrupted
Smaller Learning Communities Program CFDA #84.215L [Clusty Search]
NEED FOR THE PROJECT
Wisconsin. Home of contented cows, cheese curds, and the highest incarceration rate for African American males in the country. The juxtaposition of one against the other, the bucolic against the inexplicable, causes those of us who live here and work with Wisconsin youth to want desperately to change this embarrassment. Madison, Wisconsin. Capital city. Ranked number one place in America to live by Money (1997) magazine. Home to Presidential scholars, twenty times the average number of National Merit finalists, perfect ACT and SAT scores. Home also to glaring rates of racial and socio-economic disproportionality in special education identification, suspension and expulsion rates, graduation rates, and enrollment in rigorous courses. This disparity holds true across all four of Madison’s large, comprehensive high schools and is increasing over time.
Madison’s Chief of Police has grimly characterized the educational experience for many low income students of color as a “pipeline to prison” in Wisconsin. He alludes to Madison’s dramatically changing demographics as a “tale of two cities.” The purpose of the proposed project is to re-title that unfolding story and change it to a “tale of two cities-interrupted” (TC-I). We are optimistic in altering the plot based upon our success educating a large portion of our students and our ability to solve problems through thoughtful innovation and purposeful action. Our intent is to provide the best possible educational experience for all of our students.

Much more on Small Learning Communities here [RSS SIS SLC Feed]. Bruce King’s evaluation of Madison West’s SLC Implementation. Thanks to Elizabeth Contrucci who forwarded this document (via Pam Nash). MMSD website.
This document is a fascinating look into the “soul” of the current MMSD Administration ($339M+ annual budget) along with their perceptions of our community. It’s important to note that the current “high school redesign” committee (Note Celeste Roberts’ comments in this link) is rather insular from a community participation perspective, not to mention those who actually “pay the bills” via property taxes and redistributed sales, income and user fees at the state and federal level.




The “Small School Hype”



Diane Ravitch:

I like small schools, but I also like middle-size schools. About ten years ago, Valerie Lee of the University of Michigan did a study in which she asked what was the ideal size for a high school, and she concluded that the ideal school was small enough for kids to be known by the teachers, but large enough to mount a reasonable curriculum. The best size for a high school, she decided, based on a review of student progress in schools of different sizes, is 600-900 students. You may think this is too large, but it sure beats schools of 2,000-3,000. I think we can all agree that the mega-schools that were created in the past forty years or so are hard, difficult environments for adolescents, where they can easily get lost in the crowd. Anonymity is not good for kids or for adults, either.
Anyway, American education seems to be engaged in yet another statistical sham, this time involving small high schools. Everyone wants Gates money, so almost every big-city school district is breaking up big schools into small schools. To make sure that they look good and get good press (the same thing), the leadership of some districts stack the deck by screening out the lowest performing kids—the special education students, the limited-English speakers, and kids with low test scores.

Much more on Madison’s Dance with “Small Learning Communities” here, including outgoing Superintendent Art Rainwater’s presentation on the proposed “High School Redesign”.




West High School Small Learning Community Presentation 1/8/2007 @ 7:00p.m.



Madison West Small Learning Community Coordinator Heather Lott is giving a presentation at Monday evening’s PTSO meeting: “SLC Post-Grant Update and Discussion”. Location: Madison West High School LMC [Map] West’s implementation of Small Learning Communities has been controversial due to the move toward a one size fits all curriculum (English 9 and English 10).
Background Links:

Loading Clusty Cloud …

Parents with children potentially on their way to West High School should check out this Monday evening event.




Learning Communities in Kansas City



Jean Merl:

So when a new principal arrived at the imposing red brick campus in a tough, high-poverty neighborhood, this is how she greeted him:
“Hi, I’m Patty Kamper, and this is my last year here.”
That was in 1996, but Kamper is still there, teaching art at a transformed Wyandotte. Today the halls are orderly, and students work industriously in small “communities” with the same teachers throughout their high school years. Attendance, achievement test scores and the graduation rate have climbed steadily.
Kamper and most city leaders credit a school reform program called First Things First.

Kansas City Schools went through a substantial court ordered spending increase during the 1990’s.




Madison Superintendent Jennifer Cheatham proposes $31 million, five-year technology plan



Molly Beck:

All students in the Madison School District would have their own tablets or notebook computers by the 2018-19 school year under a five-year, $31 million plan proposed by Superintendent Jennifer Cheatham.
If approved, the plan would increase the district’s current
$1.5 million annual technology budget to $4.2 million in the 2014-15 school year to start upgrading the district’s network infrastructure, upgrade or equip classrooms and libraries with new technology or computers, and provide notebook computers to all district teachers and administrators. Elementary teachers also would get tablet computers under the plan.
Costs to upgrade are projected to increase each of the five years of the plan for a total of $31 million spent in that time. Afterward, the annual budget for technology would be about $7 million per year going forward.
…..
Madison School Board members, who formally received the plan at their meeting Monday, were mostly optimistic about the plan. Board member T.J. Mertz questioned whether the program needed to be as extensive as it’s proposed given what he said were other unmet needs in the district and given research that he called “universally disappointing” surrounding such initiatives.
Mertz said in an interview after Monday’s board meeting that he agrees with the majority of the investments in technology under the plan, “but then there’s a third or a quarter where I think it’s going overboard.”
As an example, Mertz said he questions whether every kindergarten student needs their own tablet computer.

Prior to spending any additional taxpayer funds on new initiatives, I suggest that the District consider (and address) the status of past expensive initiatives, including:
Infinite Campus: is it fully implemented? If not, why? Why continue to spend money on it?
“Standards based report cards“.
Connected Math.
Small Learning Communities.
And of course, job number one, the District’s long term disastrous reading scores.
Madison already spends double the national average per student ($15k). Thinning out initiatives and refocusing current spending on reading would seem to be far more pressing than more hardware.




“It would be great if our education stuff worked, but that we won’t know for probably a decade.”



Valerie Strauss:

That’s what Bill Gates said on Sept. 21 (see video below) about the billions of dollars his foundation has plowed into education reform during a nearly hour-long interview he gave at Harvard University. He repeated the “we don’t know if it will work” refrain about his reform efforts a few days later during a panel discussion at the Clinton Global Initiative.
Hmmm. Teachers around the country are saddled every single year with teacher evaluation systems that his foundation has funded, based on no record of success and highly questionable “research.” And now Gates says he won’t know if the reforms he is funding will work for another decade. But teachers can lose their jobs now because of reforms he is funding.
In the past he sounded pretty sure of what he was doing. In this 2011 oped in The Washington Post, he wrote:

Related: Small Learning Communities.




Do We Still Segregate Students? Schools around the nation are ‘detracking’ classes, putting kids of all achievement levels in the same room. Does that sabotage higher achievers?



Julie Halpert:

WHEN ERIC WITHERSPOON became superintendent of Evanston Township High School (www site) near Chicago in 2006, he walked into a math class where all the students were black. “A young man leaned over to me and said, ‘This is the dummy class.'”
The kids at Evanston who took honors classes were primarily white; those in the less demanding classes were minority–a pattern repeated, still, almost 60 years after integration, across the nation. All of the Evanston kids had been tracked into their classes based on how they’d performed on a test they took in eighth grade.
Last September, for the first time, most incoming freshmen, ranging from those reading at grade level to those reading far above it, were sitting together in rigorous humanities classes. When I visited, students of all abilities and backgrounds met in small groups to discuss one of the required readings, which include A Raisin in the Sun and The Odyssey. This September, most freshmen will sit side-by-side in biology classes.
Mindy Wallis, the mother of a sophomore at Evanston Township High, agrees. She opposed the decision to detrack, and spearheaded a petition that advocated waiting for the results of a three-year evaluation before making changes that so substantively affected the freshman class. Angela Allyn, whose 14-year-old son just took a freshman humanities class, says her son was hungry to read more than two-thirds of The Odyssey, which was all the class required. He was encouraged by his teachers to read the entire book, but Allyn says the teachers didn’t help him navigate difficult portions during class, so she had to work with him into the late hours of the night. Her son was teased by classmates, she says, for “showing off and using big words,” something she believes wouldn’t have occurred if he’d been grouped with a similar cohort. Detracking, she contends, focuses “on bringing the bottom up–and there’s an assumption that our bright children will take care of themselves.” She acknowledges that because she’s seen as having “white privilege,” despite the fact that she put herself through school and even occasionally had to use soup kitchens to get by, she’s perceived as racist by merely making such a comment.

Adam Gamoran, director of the Wisconsin Center for Education Research, also believes that race is part of the debate: “People who support tracking are more interested in productivity and less concerned about inequality, and people who are critics tend to focus on inequality and don’t spend too much time thinking about productivity.” Gamoran argues that schools that want to keep ability-grouping need to do a better job with the students in the lowest tracks, but he also believes that the most capable students may not always be sufficiently challenged in mixed-ability classes. “There’s no single solution,” he says. “The point is to try to address the limitations of whatever approach is selected.”

Links:




Paul Vallas visits Madison; Enrollment Growth: Suburban Districts vs. Madison 1995-2012







Related:

Paul Vallas will be speaking at Madison LaFollette high school on Saturday, May 26, 2012 at 1:00p.m. More information, here.
Much more on Paul Vallas, here.
Directions.
Per Student Spending:
I don’t believe spending is the issue. Madison spends $14,858.40/student (2011-2012 budget)
Middleton’s 2011-2012 budget: $87,676,611 for 6,421 students = $13,654.67/student, about 8% less than Madison.
Waunakee spends $12,953.81/student about 13% less than Madison.
A few useful links over the past decade:




Proposed Madison Prep Academy needs to show proof of effectiveness of single-gender education to get grant



Matthew DeFour:

The state Department of Public Instruction is requiring backers of the proposed Madison Preparatory Academy to provide scientific research supporting the effectiveness of single-gender education to receive additional funding.
The hurdle comes as university researchers are raising questions about whether such evidence exists. In an article published Thursday in the journal Science, researchers also say single-gender education increases gender stereotyping and legitimizes institutional sexism.
Efforts to justify single-gender education as innovative school reform “is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence,” according to the article by eight university professors associated with the American Council for CoEducational Schooling, including UW-Madison psychology professor Janet Hyde.
The Urban League of Greater Madison originally proposed Madison Prep as an all-male charter school geared toward low-income minorities. But after a state planning grant was held up because of legal questions related to single-gender education, the Urban League announced it would open the school next year with single-gender classrooms in the same building.

I find this ironic, given the many other programs attempted within our public schools, such as English 10, small learning communities, connected math and a number of reading programs.
Related: Co-Ed Schooling Group Study Assails Merits of Single-Sex Education and from Susan Troller:

A newly published article by child development experts and neuroscientists blasting the trend toward single-sex education as “pseudoscience” won’t help the cause of the proposed Madison Preparatory Academy.
Neither will the continued opposition of the South Central Federation of Labor, which reiterated its opposition to the Urban League-sponsored proposal this week because teachers at the school would not be represented by a union. The Madison Metropolitan School District has a collective bargaining agreement with Madison Teachers Inc. that runs through June of 2013, and Madison Prep’s plan envisions working conditions for its staff — a longer school day and a longer school year, for example — that differ substantially from the contract the district has with its employees.
With a public hearing on the charter school scheduled for Monday, Oct. 3, the debate surrounding Madison Prep is heating up on many fronts. The Madison School Board must take a final vote giving the charter school a go or no-go decision in November.
Kaleem Caire, CEO of the Urban League and a passionate proponent for the separate boys and girls academies aimed at helping boost minority youth academic performance, says he is unimpressed by an article published in the prestigious journal, Science, on Sept. 23, that says there is “no empirical evidence” supporting academic improvement through single-sex education.

Are other DPI funded initiatives held to the same “standard”?
The timing of these events is certainly interesting.
14mb mp3 audio. WORT-FM conducted an interview this evening with Janet Shibley Hyde, one of the authors. Unrelated, but interesting, Hyde’s interview further debunked the “learning styles” rhetoric we hear from time to time.
UPDATE: The Paper in Question: The Pseudoscience of Single-Sex Schooling:

In attempting to improve schools, it is critical to remember that not all reforms lead to meaningful gains for students. We argue that one change in particular–sex-segregated education–is deeply misguided, and often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence. There is no well-designed research showing that single-sex (SS) education improves students’ academic performance, but there is evidence that sex segregation increases gender stereotyping and legitimizes institutional sexism.




Julie Underwood: Starving Public Schools; a look at School Spending



UW-Madison School of Education Dean Julie Underwood, via a kind reader’s email:

Public schools,” ALEC wrote in its 1985 Education Source Book, “meet all of the needs of all of the people without pleasing anyone.” A better system, the organization argued, would “foster educational freedom and quality” through various forms of privatization: vouchers, tax incentives for sending children to private schools and unregulated private charter schools. Today ALEC calls this “choice”– and vouchers “scholarships”–but it amounts to an ideological mission to defund and redesign public schools.
The first large-scale voucher program, the Milwaukee Parental Choice Program, was enacted in 1990 following the rubric ALEC provided in 1985. It was championed by then-Governor Tommy Thompson, an early ALEC member, who once said he “loved” ALEC meetings, “because I always found new ideas, and then I’d take them back to Wisconsin, disguise them a little bit, and declare [they were] mine.”
ALEC’s most ambitious and strategic push toward privatizing education came in 2007, through a publication called School Choice and State Constitutions, which proposed a list of programs tailored to each state.

Related:




Wisconsin Public School Advocates to Rally at the Capitol, Saturday July 30, 3:00 PM



99K PDF, via a TJ Mertz email:

As hundreds of thousands of public school supporters gather in Washington DC the weekend of July 28 to 30, 2011, Wisconsin advocates will hold a rally in support of the Save Our Schools agenda at 3:00 PM on Saturday July 30, near the State St. entrance to the Capitol.
“Public schools are under attack. There is a need for national, state, and local action in support of our schools. Wisconsin has been ground zero in this; the Save Our Schools demands from the Guiding Principles provide a great framework to build our state movement and work to expand opportunities to learn” said education activist Thomas J. Mertz.
The Save Our Schools demands are:

  • Equitable funding for all public school communities
  • An end to high stakes testing used for the purpose of student, teacher, and school evaluation
  • Teacher, family and community leadership in forming public education policies
  • Curriculum developed for and by local school communities

Doing more with less doesn’t work. “The time to act is now. While phony debates revolve around debt ceilings, students and teachers across the country are shortchanged. We need real reform, starting with finally fixing the school funding formula, and putting families and communities first. What child and what teacher don’t deserve an excellent school?” said rally organizer Todd Price, former Green Party Candidate for Department of Public Instruction and Professor of Teacher Education National Louis University.
The event will feature speeches from educators, students, parents and officials, as well as opportunities for school advocates from throughout Wisconsin to connect and organize around issues of importance in their communities.

For more information, visit: http://www.saveourschoolsmarch.org/ and http://saveourschoolswisconsin.wordpress.com/
Related:




Whose school is it anyway? Under proposal, taxpayers could pay for experimental charter schools



Susan Troller

Kaleem Caire has spent much of the last year making a passionate, personal and controversial pitch for a publicly funded male-only charter school called Madison Preparatory that would operate independently of the Madison Metropolitan School District. It aims to serve primarily minority boys in grades six through 12 and their families.
Caire, a Madison native and the president and CEO of the Urban League of Greater Madison, has mustered a great deal of community support by highlighting the struggles of and grim statistics surrounding black and Hispanic young boys and men in Dane County, and through telling his own powerful story of underachievement in Madison’s public schools.
“I learned about racism and lower expectations for minority kids when I arrived the first day at Cherokee Middle School, and all the black boys and a few other minorities sat at tables in the back. I was assigned to remedial math, and even when I showed the teacher I already knew how to do those worksheets, that’s where I was stuck,” Caire says.
With its emphasis on discipline, family involvement, preppy-looking uniforms and a non-negotiable stance on being a union-free school, Caire’s proposal for the boys-only middle and high school has won hundreds of enthusiastic supporters, including a number of prominent conservatives who, surprisingly, don’t seem particularly troubled by the school’s price tag.

Some might argue that certain programs within “traditional” public schools are experimental, such as Connected Math and Small Learning Communities among others.




$500,000 Earmark for the Madison School District via Senator Herb Kohl



US Senate 700K .XLS file:

The end-of-the-year Omnibus Appropriations bill includes approximately $8.3 billion and 6,714 earmarks.
Click here for a working database of all the earmarks included in the Omnibus Appropriations bill. It’s important to note that the database only refers to disclosed earmarks, not the billions in undisclosed earmarks.

The Madison School District $500,000 earmark is in row 4380 of the .xls file. The description: Madison Metropolitan School District, Madison, WI, for educational programming and Elementary & Secondary Education (includes FIE) via the US Department of Education. Senator Kohl also supports a $20,000,000 Teach for America earmark (row 5497).
I wonder what the $500,000 earmark, if it is realized, will be used for and how it ended up in the $1,100,000,000,000 spending bill?
Clusty search: earmark.
Update: Senator Kohl’s office provided this link and description:

Recipient: Madison Metropolitan School District
Location: Madison
Amount Requested: $500,000
The AVID (Advancement via Individual Determination) [SIS Links] program supports high school students who complete a college preparatory path and enroll in college. The program uses “small learning communities” and a rigorous curriculum to prepare students for college. The program places particular priority on serving students in the “academic middle,” who are capable of success in college with some additional supports. AVID currently serves 240 students and will use this federal funding to expand access to the program to 800 students in all four Madison Metropolitan School District high schools.




The Backstory on the Madison West High Protest



Madison School Board Member Ed Hughes:

IV. The Rollout of the Plan: The Plotlines Converge
I first heard indirectly about this new high school plan in the works sometime around the start of the school year in September. While the work on the development of the plan continued, the District’s responses to the various sides interested in the issue of accelerated classes for 9th and 10th grade students at West was pretty much put on hold.
This was frustrating for everyone. The West parents decided they had waited long enough for a definitive response from the District and filed a complaint with DPI, charging that the lack of 9th and 10th grade accelerated classes at West violated state educational standards. I imagine the teachers at West most interested in this issue were frustrated as well. An additional complication was that West’s Small Learning Communities grant coordinator, Heather Lott, moved from West to an administrative position in the Doyle building, which couldn’t have helped communication with the West teachers.
The administration finally decided they had developed the Dual Pathways plan sufficiently that they could share it publicly. (Individual School Board members were provided an opportunity to meet individually with Dan Nerad and Pam Nash for a preview of the plan before it was publicly announced, and most of us took advantage of the opportunity.) Last Wednesday, October 13, the administration presented the plan at a meeting of high school department chairs, and described it later in the day at a meeting of the TAG Advisory Committee. On the administration side, the sense was that those meetings went pretty well.
Then came Thursday, and the issue blew up at West. I don’t know how it happened, but some number of teachers were very upset about what they heard about the plan, and somehow or another they started telling students about how awful it was. I would like to learn of a reason why I shouldn’t think that this was appallingly unprofessional behavior on the part of whatever West teachers took it upon themselves to stir up their students on the basis of erroneous and inflammatory information, but I haven’t found such a reason yet.

Lots of related links:




Complaint Filed Against Madison Schools



greatmadisonschools.org, via a kind reader’s email:

News Release, Complaint attached

Fifty Madison School District parents filed a formal complaint on September 20, 2010, with the Wisconsin Department of Public Instruction (“DPI”) against the Madison School District for violating State statutes for gifted education. The complaint targets Madison West High School‘s refusal to provide appropriate programs for students identified as academically gifted.

State statutes mandate that “each school board shall provide access to an appropriate program for pupils identified as gifted and talented.” The DPI stipulates that this programming must be systematic and continuous, from kindergarten through grade 12. Madison schools have been out of compliance with these standards since 1990, the last time the DPI formally audited the District’s gifted educational services.

“Despair over the lack of TAG services has driven Madison families out of the district,” said Lorie Raihala, a parent in the group. “Hundreds have left through open enrollment, and many have cited the desire for better opportunities for gifted students as the reason for moving their children.”

Recognizing this concern, Superintendent Dan Nerad has stated that “while some Madison schools serve gifted students effectively, there needs to be more consistency across the district.”

“At the secondary level, the inconsistencies are glaring,” said Raihala. “There are broad disparities among Madison’s public high schools with regard to the number of honors, advanced/accelerated, and AP courses each one offers. Also, each school imposes different requirements and restrictions on students seeking advanced courses. Surprisingly, Madison’s much touted West High School offers the fewest advanced course options for ninth and tenth graders. While the other schools offer various levels of English, science, and social science, Madison West requires all students to follow a standardized program of academic courses, regardless of their ability. This means that students with SAT/ACT scores already exceeding those of most West seniors (obtained via participation in the Northwestern University Midwest Area Talent Search program) must sit through the same courses as students working at basic and emerging proficiency levels.”

Related:

Gayle Worland:Parents file complaint over ‘talented and gifted’ school programming.




Are Honors Classes Racist?



High Expectations For All Students is the Way to Beat the Achievement Gaps

Simpson Street Free Press editorial
Chantal Van Ginkel, age 18
Historically, Madison West High School has not had a spotless regard regarding race relations. Before and during the 1990’s, the school was accused by some of segregation. Most white students had their lockers on the second floor, while most minority students used lockers on the ground floor.
To the school’s credit, changes in policies have greatly improved a once hostile environment. Some of these changes include getting rid of remedial classes, and implementing SLC’s or Small Learning Communities.
A more recent change, however, has sparked controversy and heated debate. Madison West High School plans to largely eliminate honors classes. This is part of an attempt to provide equal opportunity for all students by homogenizing their classroom experience.
At one time, this might have been a good step toward desegregation of West’s student body. It is not a good idea now.
To some extent, enrollment in honors courses of all Madison high schools is racially segregated. Affluent students and white students take advanced courses much more frequently than other students.
But in my opinion, the lack of more rigorous courses is a problem. It is a problem for all students at West. Many parents, students and some faculty share this sentiment.
Recently, a petition signed by over a hundred West attendance area parents requested that 9th and 10th grade honors classes be reinstated. When Superintendent Nerad took steps to make this, some members of the West High teaching staff spoke up. They asserted that honors classes are racist. The project to reinstate advanced course offerings for West’s freshmen and sophomores was then abandoned.
Honors classes, in and of themselves, are not inherently racist. Rather, the expectation that only certain students will take these classes is the problem. The fact that too many minority students end up in remedial courses is racist, but eliminating rigorous courses is not the answer.
As writers for this newspaper have said many times, the real racism is the cancer of low expectations. High expectations for all of our students is how we will beat the achievement gaps in local schools. Low expectations will only make our problem worse.

Note: Madison West High School has not had honors classes in 9th and 10th grade for several years. (The only exception to that is the historically lone section of Accelerated Biology, which some West teachers have repeatedly tried to get rid of.) Not only that, but Madison West High School is the only Madison high school that does not have any honors/advanced/accelerated classes in English and Social Studies in 9th and 10th grade. All West 9th and 10th grade students are expected to take regular English 9 and 10 and regular Social Studies 9 and 10, in completely heterogeneous (by ability) classes.
Note: The petition mentioned by the author — the one requesting honors classes in English and Social Studies in 9th and 10th grade — has now been signed by almost 200 current, past and future West community members.




Schools Within Schools



Chad Sensing:

Mike Ritzius works with students at the Integrated Studies Program, a project-based pilot program inside the Camden County Technical School, in New Jersey. Students work to master state content with the help of teacher-advisors and project-management applications, primarily Project Foundry.
Chad: Would you please describe your school for us?
Mike: The Integrated Studies Program (ISP) is a pilot at Camden County Technical School (CCTS). The school as a whole is a county-wide technical school, serving 32 sending districts with the largest being the city of Camden, NJ. The majority of the students come from challenging socio-economic situations, making the entire school eligible for Title 1 funds. Students choose to come to CCTS to pursue a trade but recently, the district has been adding more professionally minded career areas. As a whole, the district delivers content through very traditional means.
The ISP approach is 180 degrees different from the rest of the school. The program was piloted in the 2009-2010 school year with five advisors and 100 students, now down to 87. The attrition rate for the rest of the district is 27% due mostly to the high mobility of the student body and the rigorous demands of CCTS as a whole when compared to the larger sending districts.

Related: Small Learning Communities.




Bill Gates’ School Crusade The Microsoft founder’s foundation is betting billions that a business approach can work wonders in the classroom



Daniel Golden:

It’s been two years since Bill Gates left his day-to-day role at Microsoft (MSFT) to concentrate on supervising the Bill & Melinda Gates Foundation–and his new enterprise is booming. Headquartered in a converted check-processing center in Seattle’s Eastlake neighborhood, the 10-year-old foundation plans to move into a 900,000-square-foot campus and visitors’ center near the city’s Space Needle next spring. The Gates Foundation opened a London office this year; it also has offices in Washington, Delhi, and Beijing, and 830 employees around the world, up from about 500 in 2008. With assets of $33.9 billion as of Dec. 31, 2009, and America’s two richest people–Gates and Warren Buffett–as trustees, the foundation plans to spend $3 billion in the next five to seven years on education. If there’s such a thing as a charity behemoth, the Gates Foundation is it.
While its efforts in global health are widely applauded, its record in America’s schools has been more controversial. Starting in 2000, the Gates Foundation spent hundreds of millions of dollars on its first big project, trying to revitalize U.S. high schools by making them smaller, only to discover that student body size has little effect on achievement.

Related: Small Learning Communities and English 10.




Change and Race to the Top



Robert Godfrey:

Which brings us to this next item, one with twist and turns not completely understandable at this point, but certainly not held up by people like myself as a model of how to “get the job properly done” — to use Herbert’s words.
Diane Ravitch, an intellectual on education policy, difficult to pigeonhole politically (appointed to public office by both G.H.W. Bush and Clinton), but best described as an independent, co-writes a blog with Deborah Meier that some of our readers may be familiar with called “Bridging Differences.” This past week she highlighted a possibly disturbing development in the Race to the Top competition program of the Department of Education, that dangles $4.3 billion to the states with a possible $1.3 billion to follow. Ravitch’s critique suggests that this competition is not run by pragmatists, but rather by ideologues who are led by the Bill Gates Foundation.

If this election had been held five years ago, the department would be insisting on small schools, but because Gates has already tried and discarded that approach, the department is promoting the new Gates remedies: charter schools, privatization, and evaluating teachers by student test scores.

Two of the top lieutenants of the Gates Foundation were placed in charge of the competition by Secretary Arne Duncan. Both have backgrounds as leaders in organisations dedicated to creating privately managed schools that operate with public money.

None of this is terribly surprising (See the Sunlight Foundation’s excellent work on the Obama Administration’s insider dealings with PhRMA). Jeff Henriques did a lot of work looking at the Madison School District’s foray into Small Learning Communities.
Is it possible to change the current K-12 bureacracy from within? Ripon Superintendent Richard Zimman spoke about the “adult employment” focus of the K-12 world:

“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).

I suspect that Duncan and many others are trying to significantly change the adult to student process, rather than simply pumping more money into the current K-12 monopoly structures.
They are to be commended for this.
Will there be waste, fraud and abuse? Certainly. Will there be waste fraud and abuse if the funds are spent on traditional K-12 District organizations? Of course. John Stossel notes that when one puts together the numbers, Washington, DC’s schools spend $26,000 per student, while they provide $7,500 to the voucher schools…..
We’re better off with diffused governance across the board. Milwaukee despite its many travails, is developing a rich K-12 environment.
The Verona school board narrowly approved a new Mandarin immersion charter school on a 4-3 vote recently These citizen initiatives offer some hope for new opportunities for our children. I hope we see more of this.
Finally, all of this presents an interesting contrast to what appears to be the Madison School District Administration’s ongoing “same service” governance approach.




10/26/2009 =, < or > 4/6/2010 in Madison?



How will tonight’s property tax increase vote play out on April 6, 2010? Three Madison School Board seats will be on the ballot that day. The seats are currently occupied by:

Beth Moss Johnny Winston Maya Cole
Terms 1 2 1
Regular Board Meetings > 2007 election 28 28 28
Absent 4 (14%) 3 (10.7%) 3 (10.7%)
Interviews: 2007 Video 2004 Video (Election info) 2007 Video

I emailed Beth, Johnny and Maya recently to see if they plan to seek re-election in the April 6, 2010 election. I will publish any responses received.
What issues might be on voters minds in five months?:




2008-2009 Madison West High School ReaLGrant Initiave update



57K PDF, via a kind reader’s email:

The School Improvement Committee has spent this year investigating academic support models in other schools to begin to develop an effective model for West High School. The committee visited Memorial High School, Evanston High School, Wheeling High School, and New Trier High School, in IL. Some of the common themes that were discovered, especially in the Illinois schools, were as follows:

  • Many schools have an identified academic team who intervene with struggling students. These teams of support people have clearly defined roles and responsibilities. The students are regularly monitored, they develop both short and long term goals and the students develop meaningful relationships with an adult in the building. The academic support team has regular communication with teaching staff and makes recommendations for student support.
  • There are mandatory study tables in each academic content areas where students are directed to go if they are receiving a D or F in any given course.
  • Students who are skill deficient are identified in 8th grade and are provided with a summer program designed to prepare them for high school, enhanced English and Math instruction in 9th grade, and creative scheduling that allows for students to catch up to grade level.
  • Some schools have a family liaison person who is able to make meaningful connections in the community and with parents. After school homework centers are thriving.
  • Social privileges are used as incentives for students to keep their grades up.

Recommendations from the SIP Committee

  • Design more creative use of academic support allocation to better meet the needs of struggling students.
  • Create an intervention team with specific role definition for each team member.
  • Design and implement an after school homework center that will be available for all students, not just those struggling academically.
  • Design and implement student centers and tables that meet specific academic and time needs (after school, lunch, etc.)
  • Identify a key staff person to serve in a specialized family liaison role.
  • Develop a clear intervention scaffold that is easy for staff to interpret and use.
  • Design and implement enhanced Math and English interventions for skill deficient students.

Related topics:




New CEO: Gates Foundation learns from experiments



Donna Gordon Blankinship:

The Bill & Melinda Gates Foundation spent billions of dollars exploring the idea that smaller high schools might result in higher graduation rates and better test scores. Instead, it found that the key to better education is not necessarily smaller schools but more effective teachers.
Some people might cringe while recounting how much money the foundation spent figuring this out. But the foundation’s new CEO, Jeff Raikes, smiles and uses it as an example to explain that the charity has the money to try things that might fail.
“Almost by definition, good philanthropy means we’re going to have to do some risky things, some speculative things to try and see what works and what doesn’t,” Raikes said Wednesday during an interview with The Associated Press.
The foundation’s new “learner-in-chief” has spent the nine months since he was named CEO studying the operation, traveling around the world and figuring out how to balance the pressures of the economic downturn with the growing needs of people in developing nations.
The former Microsoft Corp. executive, who turns 51 on Friday, joined the foundation as its second CEO after Patty Stonesifer, another former Microsoft executive, announced her retirement and his friends Bill and Melinda Gates talked Raikes out of retiring.

Related: English 10 and Small Learning Communities.




Madison Math Task Force Public Session Wednesday Evening 1/14/2009



The public is invited to attend the Cherokee Middle School PTO’s meeting this Wednesday, January 14, 2009. The Madison School District will present it’s recent Math Task Force findings at 7:00p.m. in the Library.
Cherokee Middle School
4301 Cherokee Dr
Madison, WI 53711
(608) 204-1240

Notes, audio and links from a recent meeting can be found here.
A few notes from Wednesday evening’s meeting:

  • A participant asked why the report focused on Middle Schools. The impetus behind the effort was the ongoing controversy over the Madison School District’s use of Connected Math.
  • Madison’s math coordinator, Brian Sniff, mentioned that the District sought a “neutral group, people not very vocal one end or the other”. Terry Millar, while not officially part of the task force, has been very involved in the District’s use of reform math programs (Connected Math) for a number of years and was present at the meeting. The 2003, $200,000 SCALE (System-Wide Change for All Learners and Educators” (Award # EHR-0227016 (Clusty Search), CFDA # 47.076 (Clusty Search)), from the National Science Foundation) agreement between the UW School of Education (Wisconsin Center for Education Research) names Terry as the principal investigator [340K PDF]. The SCALE project has continued each year, since 2003. Interestingly, the 2008 SCALE agreement ([315K PDF] page 6) references the controversial “standards based report cards” as a deliverable by June, 2008, small learning communities (page 3) and “Science Standards Based Differentiated Assessments for Connected Math” (page 6). The document also references a budget increase to $812,336. (additional SCALE agreements, subsequent to 2003: two, three, four)
  • Task force member Dr. Mitchell Nathan is Director of AWAKEN [1.1MB PDF]:

    Agreement for Releasing Data and Conducting Research for
    AWAKEN Project in Madison Metropolitan School District
    The Aligning Educational Experiences with Ways of Knowing Engineering (AWAKEN) Project (NSF giant #EEC-0648267 (Clusty search)) aims to contribute to the long-term goal of fostering a larger, more diverse and more able pool of engineers in the United States. We propose to do so by looking at engineering education as a system or continuous developmental experience from secondary education through professional practice….
    In collaboration with the Madison Metropolitan School District (MMSD), AWAKEN researchers from the Wisconsin Center for Educational Research (WCER) will study and report on science, mathematics, and Career and Technical Education (specifically Project Lead The Way) curricula in the district.

  • Task force member David Griffeath, a UW-Madison math professor provided $6,000 worth of consulting services to the District.
  • Former Madison Superintendent Art Rainwater is now working in the UW-Madison School of Education. He appointed (and the board approved) the members of the Math Task Force.

Madison School Board Vice President Lucy Mathiak recently said that the “conversation about math is far from over”. It will be interesting to see how this plays out.
I am particularly interested in what the ties between the UW-Madison School of Education and the Madison School District mean for the upcoming “Strategic Planning Process” [49K PDF]. The presence of the term “standards based report cards” and “small learning communities” within one of the SCALE agreements makes me wonder who is actually driving the District. In other words, are the grants driving decision making?
Finally, it is worth reviewing the audio, notes and links from the 2005 Math Forum, including UW-Madison math professor emeritus Dick Askey’s look at the School District’s data.
Related: The Politics of K-12 Math and Academic Rigor.




Dane County High School AP Course Offering Comparison



The College Board recently updated their AP Course Audit data. Dane County offerings are noted below, including changes from 2007-2008:

  • Abundant Life Christian School: 3 Courses in 2007/2008 and 3 in 2008/2009
  • Cambridge High School: 1 Course in 2007/2008 and 0 in 2008/2009
  • De Forest High School: 8 Courses in 2007/2008 and 8 in 2008/2009
  • Madison East High School: 12 Courses in 2007/2008 and 12 in 2008/2009
  • Madison Edgewood High School: 11 Courses in 2007/2008 and 10 in 2008/2009 (11 are on offer this year. There’s been a paperwork delay for the 11th course, AP Biology due to a new teacher)
  • Madison LaFollette High School: 12 Courses in 2007/2008 and 6 in 2008/2009
  • Madison Memorial High School: 18 Courses in 2007/2008 and 17 in 2008/2009
  • Madison West High School: 6 Courses in 2007/2008 and 0 in 2008/2009 (I’m told that West has 6, but the College Board has a paperwork problem)
  • Marshall High School: 5 Courses in 2007/2008 and 5 in 2008/2009
  • McFarland High School: 6 Courses in 2007/2008 and 6 in 2008/2009
  • Middleton-Cross Plains High School: 8 Courses in 2007/2008 and 8 in 2008/2009
  • Monona Grove High School: 9 Courses in 2007/2008 and 8 in 2008/2009
  • Mt. Horeb High School: 5 Courses in 2007/2008 and 5 in 2008/2009
  • Oregon High School: 9 Courses in 2007/2008 and 9 in 2008/2009
  • Sauk Prairie High School: 10 Courses in 2007/2008 and 10 in 2008/2009
  • Stoughton High School: 7 Courses in 2007/2008 and 10 in 2008/2009
  • Sun Prairie High School: 15 Courses in 2007/2008 and 17 in 2008/2009
  • Verona High School: 10 Courses in 2007/2008 and 11 in 2008/2009
  • Waunakee High School: 6 Courses in 2007/2008 and 6 in 2008/2009
  • Wisconsin Heights High School: 6 Courses in 2007/2008 and 6 in 2008/2009

Related: Dual Enrollment, Small Learning Communities and Part and Full Time Wisconsin Open Enrollment.




Bill and Melinda Gates go back to school
Their crusade to fix schools earned a “needs improvement,” so they have a new plan. The most surprising beneficiaries? Community colleges.



Claudio Wallis & Spencer Fellow:

ince 2000 the Bill & Melinda Gates Foundation has invested $2 billion in public education, plus another $2 billion in scholarships. Most of it went into efforts to improve high schools that serve poor and minority students – mainly breaking up big, urban high schools and creating smaller, friendlier, and in theory more scholastically sound academies. (All told, the Gates Foundation gave money to 2,602 schools in 40 school districts.) Overall, it hasn’t worked. [Much more on Small Learning Communities]
“We had a high hope that just by changing the structure, we’d do something dramatic,” Gates concedes. “But it’s nowhere near enough.”
The results were a disappointing setback. So Gates and his $35 billion foundation went back to school on the issue. They spent more than a year analyzing what went wrong (and in some cases what went right). They hired new leaders for their education effort, while Gates turned his attention to philanthropy full-time after stepping away from his operating role at Microsoft last summer.
In mid-November, when Gates and his wife, Melinda, were finally ready to unveil their fresh direction, they delivered the news at a private forum at the Sheraton Seattle for America’s education elite, including New York City schools chief Joel Klein, his Washington, D.C., counterpart, Michelle Rhee, Education Secretary Margaret Spellings, and top advisors to President-elect Obama.
The upshot is that Education 2.0 is bolder and more aggressive in its goals, and it involves even more intensive investment – $3 billion over the next five years. This time the focus isn’t on the structure of public high schools but on what’s inside the classrooms: the quality of the teaching and the relevance of the curriculum. It steers smack into some of the biggest controversies in American education – tying teacher tenure and salaries to performance, and setting national standards for what is taught and tested.
And it looks beyond high school. “Our goal, with your help, is to double the number of low-income students who earn post-secondary degrees or credentials that let them earn a living wage,” declared Melinda French Gates at the Seattle gathering.




DCPAC Dan Nerad Meeting Summary



A video tape of the entire presentation and discussion with Dr. Nerad may be viewed by visiting this internet link: https://www.schoolinfosystem.org/archives/2008/09/ madison_superin_10.php

Dan Nerad opened his remarks by stating his commitment to efforts for always continuing change and improvement with the engagement of the community. He outlined four areas of focus on where we are going from here.

  1. Funding: must balance district needs and taxpayer needs. He mentioned the referendum to help keep current programs in place and it will not include “new” things.
  2. Strategic Plan: this initiative will formally begin in January 2009 and will involve a large community group process to develop as an ongoing activity.
  3. Meet people: going throughout the community to meet people on their own terms. He will carefully listen. He also has ideas.
  4. Teaching and learning mission: there are notable achievement gaps we need to face head-on. The “achievement gap” is serious. The broader mission not only includes workforce development but also helping students learn to be better people. We have a “tale of two school districts” – numbers of high achievers (including National Merit Scholars), but not doing well with a lot of other students. Low income and minority students are furtherest away from standards that must be met. Need to be more transparent with the journey to fix this problem and where we are not good. Must have the help of the community. The focus must be to improve learning for ALL kids, it is a “both/and” proposition with a need to reframe the issue to help all kids move forward from where they are. Must use best practices in contemporary assessment, curriculum, pedagogy and instructional methods.

Dr. Nerad discussed five areas about which he sees a need for community-wide conversations for how to meet needs in the district.

  1. Early learning opportunities: for pre-kindergarten children. A total community commitment is needed to prevent the ‘achievement gap’ from widening.
  2. High schools: How do we want high schools to be? Need to be more responsive. The curriculum needs to be more career oriented. Need to break down the ‘silos’ between high school, tech schools and colleges. Need to help students move through the opportunities differently. The Small Learning Communities Grant recently awarded to the district for high schools and with the help of the community will aid the processes for changes in the high schools.
  3. School safety: there must be an on-going commitment for changes. Nerad cited three areas for change:

    a. A stronger curriculum helping people relate with other people, their differences and conflicts.

    b. A response system to safety. Schools must be the safest of sanctuaries for living, learning and development.

    c.Must make better use of research-based technology that makes sense.

  4. Math curriculum and instruction: Cited the recent Math Task Force Report

    a. Good news: several recommendations for curriculum, instruction and policies for change.

    b. Bad news: our students take less math than other urban schools in the state; there are notable differences in the achievement gap.

  5. Fine Arts: Cited recent Fine Arts Task Force Report. Fine arts curriculum and activities in the schools, once a strength, has been whittled away due to budget constraints. We must deal with the ‘hands of the clock’ going forward and develop a closer integration of the schools and community in this area.

(more…)




Educators focus attention on ninth-graders’ transition to high school



Seema Mehta:

Because the first year of high school is considered crucial to a student’s success, more campuses are sheltering freshmen in small learning communities or sometimes on separate campuses.
As Jessica McClain, 14, stood in line to get her student ID picture taken on her first official day as a Muir High School student, she was a churning mix of anticipation and anxiety.
“The campus is huge,” a wide-eyed McClain said as she looked at hundreds of freshmen lined up in the school’s cavernous gymnasium. “I am excited, but I’m nervous. New school. Bigger school. Bigger people.”
But for McClain, freshman year will be a more intimate experience than for earlier generations. Ninth grade is crucial to a student’s eventual academic success, so secondary schools across the nation, including Pasadena’s Muir High, are increasingly sheltering their freshmen in small learning communities or sometimes on separate campuses.
“We really wanted to make sure our freshmen have a strong, solid foundation and are able to bond with the school,” said Edwin Diaz, superintendent of the Pasadena Unified School District. “If they don’t connect well in ninth grade, they tend to disappear in 10th. A high percentage drop out.”




Saving Young Men With Career Academies



Jay Matthews:

By usual measures of student progress, America’s high school career academies have been a failure. One of the longest and most scientific education studies ever conducted concluded they did not improve test scores or graduation rates or college success for urban youth. People like me, obsessed with raising student achievement, saw those numbers and said: Well, too bad. Let’s try something else.
And yet, because the career academy research by the New York-based MDRC (formerly known as the Manpower Demonstration Research Corp.) was so detailed and professional, we have just learned that the academies accomplished something perhaps even better than higher passing rates on reading exams. They produced young men who got better-paying jobs, were more likely to live independently with children and a spouse or partner and were more likely to be married and have custody of their children.
This is a remarkable finding. It has the power not only to revitalize vocational education but to shift the emphasis of school assessment toward long-range effects on students’ lives, not just on how well they did in school and college.

MDRC:

Established more than 30 years ago, Career Academies have become a widely used high school reform initiative that aims to keep students engaged in school and prepare them for successful transitions to postsecondary education and employment. Typically serving between 150 and 200 students from grades 9 or 10 through grade 12, Career Academies are organized as small learning communities, combine academic and technical curricula around a career theme, and establish partnerships with local employers to provide work-based learning opportunities. There are estimated to be more than 2,500 Career Academies operating around the country.
Since 1993, MDRC has been conducting a uniquely rigorous evaluation of the Career Academy approach that uses a random assignment research design in a diverse group of nine high schools across the United States. Located in medium- and large-sized school districts, the schools confront many of the educational challenges found in low-income urban settings. The participating Career Academies were able to implement and sustain the core features of the approach, and they served a cross-section of the student populations in their host schools. This report describes how Career Academies influenced students’ labor market prospects and postsecondary educational attainment in the eight years following their expected graduation. The results are based on the experiences of more than 1,400 young people, approximately 85 percent of whom are Hispanic or African-American.




Raikes to Take the Gates Foundation’s Reigns



AP:

The Bill & Melinda Gates Foundation says Microsoft Corp. executive Jeff Raikes will be its next CEO.
The world’s largest charitable foundation has been looking for a new leader since chief executive Patty Stonesifer announced in February that she would be stepping down.
Raikes has been the top executive in Microsoft’s business software division, responsible for such things as the Office software suite, Microsoft’s server software and applications that help businesses track customers and business processes.

Clusty Search: Jeff Raikes.
The Gates Foundation initially supported the Small Learning Community High School approach. Clusty on Small Learning Communities.
The Economist:

CONGRATULATIONS, Jeff Raikes, on your great new job as chief executive of the Bill & Melinda Gates Foundation. And good luck: you will certainly need it.
Unlike most other foundation CEO jobs, this is unlikely to be a comfortable pre-retirement sinecure. The Gates Foundation is by far the biggest charitable organisation in the world, and growing quickly. Next year, it is expected give away at least $3 billion, up from barely $1 billion a couple of years ago. Some insiders expect that number to rise as high as $6 billion in the near future.




Dropout Solutions That Work



Jay Matthews:

am starting this column with a chart, something journalists are never supposed to do. I found it on page 179 of a new book with one of those titles, “The Price We Pay: Economic and Social Consequences of Inadequate Education,” that scholars consider necessary but discourages readers. I beg you to stay with me, because this particular chart is surprising and important (I have changed the formatslightly to make it easier to absorb).
Table 9-1. Interventions that Demonstrably Raise the High School Graduation Rate
(Intervention — Extra high school graduates if intervention is given to 100 students)
1. Perry Preschool Program (1.8 years of a center-based program for 2.5 hours per weekday, child-teacher ratio of 5:1; home visits; group meetings of parents.) 19 extra graduates.
2. First Things First (Comprehensive school reform based on small learning communities with dedicated teachers, family advocates and instructional improvement efforts.) 16 extra graduates.

Amazon Link. Clusty Search.




Dane County, WI AP High School Course Comparison



A quick summary of Dane County, WI High School 2007-2008 AP Course Offerings (source – AP Course Audit):

  • Abundant Life Christian School (3 Courses)
  • Cambridge (1)
  • DeForest (7)
  • Madison Country Day (International Baccalaureate – IB. However, Madison Country Day is not listed on the approved IB World website.)
  • Madison East (11)
  • Madison Edgewood (11)
  • Madison LaFollette (10)
  • Madison Memorial (17)
  • Madison West (5+1 2nd Year Calculus which “prepares students for the AP BC exam”)
  • Marshall (5)
  • McFarland (6)
  • Middleton – Cross Plains (7)
  • Monona Grove (7)
  • Mount Horeb (5)
  • Oregon (9)
  • Sauk Prairie (10)
  • Stoughton (6)
  • Sun Prairie (13)
  • Verona (10)
  • Waunakee (6)
  • Wisconsin Heights (6)

Links and course details are available here.
Related: Dual Enrollment, Small Learning Communities and Part and Full Time Wisconsin Open Enrollment.
Via a kind reader’s email.




Seven Warnings and One Mistake in High School Reform



Jay Matthews:

I receive many reports on how to improve our schools. This is an occupational hazard. Reading them is often confusing, depressing, disorienting and maddening. But there is no help for it. The academic papers, commission recommendations and task force action plans are usually written by some of the smartest experts in the country. They have stuff I need to know, so I plow through them.
It is best that I be vague, however, about what the margins of these reports look like after I have finished with them. I have just gone through, for instance, a paper by two leading experts, W. Norton Grubb of the University of California, Berkeley, and Jeannie Oakes of the University of California, Los Angeles. I looked forward to reading their report, “‘Restoring Value’ to the High School Diploma: The Rhetoric and Practice of Higher Standards. 432K PDF” It was published by the Education and the Public Interest Center at the University of Colorado at Boulder and the Education Policy Research Unit at Arizona State University. They focus on the push for rigor in high schools and argue that the discussion spends too much time on narrow definitions of rigor, based on test scores and demanding courses, and ignores other conceptions, such as more sophisticated levels of understanding and the ability to apply learning in unfamiliar settings.
The authors write well and know their stuff. Nonetheless, here are some of the words I wrote on the margins: “stupid,” “so what?” “no! no!” “recipe for disaster,” “booo!” “who cares?” and a few others I may not quote on a family Web site.
Ordinarily, I would use this column to flay Grubb and Oakes for disagreeing with me on how to fix high schools, my favorite topic. But I am writing this on a lovely Saturday, with the leaves turning and the birds happily washing themselves in the little puddles left by my garden-watering wife. Why don’t I, just this once, write about this report’s good points? They include at least seven astute warnings about sloppy thinking in the high school reform debate. Here they are, plus one mistake in their thinking that I could not resist trashing.

Related:




Involving the Community (in High School Reform)



I will periodically provide updates for the community so that you can read what the Board of Education (BOE) is working on during the year. I also do so when I have particular interest in, or concerns regarding, decisions made on behalf of the Madison Metropolitan School District (MMSD).
One area that I believe is of utmost importance and may be on the mind of the public is high school reform.
I am particularly interested in answering two questions as they relate to this issue.
First, what are the problem(s) we are trying to address as a district in our high schools?
Second, how does the current high school framework align with the skills and knowledge required by colleges and employers and in the overall reform movement of standards and accountability?
To address this issue as a board member, I look for specific timelines, benchmarks and periodic updates.
I think it would well serve the community and the entire board to know exactly where we are in the process. Originally, high school reform in MMSD was presented to the community in a BOE Special Meeting and referred to as a “blank slate.”
Recently, the district submitted an application for a Small Learning Communities (SLC) federal grant. It was not awarded. It was at this time that I had requested that the BOE review the process of high school reform in MMSD at a BOE Special Meeting. I have also raised concerns that the administration has decided to apply for the grant again. The board has been told that we have a good chance that we will get the grant on the second round. I have again requested that the board meet as soon as possible.
However, as a board member of seven – there must be four BOE members willing to submit such a request to put this topic on the agenda. So far, I am the only member requesting this motion.
I raise this issue because of my firmly held belief that my role as a BOE member is to represent the community and provide, to the best of my ability, an accessible, open process when major decisions are made on behalf of the community.
It appears that as of today, the grant will be resubmitted before the only scheduled BOE meeting on high school reform on the 19th of November.
A little history. The high school reform process should be transparent and accessible to the entire community. I am trying to get a handle on this process myself. Here is a look at what has transpired so far:

(more…)




Grant making industrial complex



IRG’s Center for Investigative Oversight

What It Is: A new report by IRG has discovered that the United Nations Foundation, the multi-billion dollar UN partner chaired by media tycoon Ty Turner, is funneling hundreds of thousands of dollars to the Evers Administration to fund jobs created by executive order aimed at combating climate change.

Why Does It Matter: These documents, obtained by IRG’s CIO, show that Governor Evers is using approximately $300,000 of UNF funds to staff the Office of Sustainability & Clean Energy (OSCE), a governmental entity he created solely by executive order, which in turn has worked to implement far-left climate priorities such as a “carbon-free” Wisconsin by 2050. DOA staff failed to disclose the relationship with the UNF when directly questioned by the Legislature’s Joint Committee on Finance in March about how the OSCE positions were funded.

The Legislature has repeatedly denied Governor Evers’ requests for money to fund his climate change and “environmental justice” initiatives. Governor Evers’ decision to sidestep the legislative process and instead rely on the UNF raises fundamental questions about the legality and propriety of his administration’s activities, including whether DOA misled the Joint Committee on Finance and how much control the UNF has over DOA’s work.

Related: Small Learning Communities funded by the Gates Foundation.




Eliminating Advanced Courses in Madison’s Taxpayer Supported K-12 Schools, Redux. ““The problem is most of the parents are not that much involved, and they don’t even know what’s going on,” he said.”



Olivia Herken:

“Historically, the concept of advanced learning and honors has served to segregate students based on race, socioeconomic status and special education status,” School Board member Savion Castro said. And when these students do access the advanced classes, they often report feeling “isolated, feeling tokenized and experiencing a white-washed curriculum.”

“I think we all agree that disparities at this level are unacceptable, and change is needed,” board member Chris Gomez Schmidt said. “In my opinion, our focus should be on addressing the barriers to access and preparation for these courses instead of dismantling the courses themselves.”

“Stand-alone and earned honors can coexist to create more opportunity for more students,” she said.

Multiple parents contacted by the State Journal weren’t willing to be quoted for this article, saying the contentious issue had become toxic.

Green said honors courses are just a “singular point” in advanced coursework, which includes expanding advanced classes and more experiential learning and internships.

Regardless of whether the stand-alone honors courses are still around next year, the district plans to implement a universal approach to the earned-honors credits. All ninth-graders will be required to take an advanced course, which could include a course that offered earned-honors credits.

2007: Madison West High School English 10: One size fits all.

Madison West High School: Small Learning Communities

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?




WILL Urges Madison West High School to Reconsider Racially Segregated Group Discussions



Wisconsin Institute for Law & Liberty, via a kind email:

Madison West High School students were separated by race for group discussions
The News: The Wisconsin Institute for Law & Liberty (WILL) issued a letter to administrators at Madison West High School urging the school to reconsider a series of school-sponsored racially segregated Zoom discussions. In recent weeks, West High School hosted virtual discussions on race and current events where students were segregated into one for white students and one for students of color. The discussions may violate federal law.

The Quote: WILL President and General Counsel Rick Esenberg said, “It is head-spinning that a public school in Wisconsin would adopt racial segregation as a tool to confront racism in the twenty-first century. It is an affront to the hard-fought progress our country has made. Madison West ought to reverse course immediately and reject this unmistakably bad idea.”

Background: Madison West High School recently hosted “virtual discussion spaces” on race and current events for students and staff. But the high school took the unusual step of segregating the discussions by race: one for “white students” and one for “students of color.” An email from school officials encouraged students to “Please join the Zoom space where you most closely identify.”

These racially segregated discussion groups may constitute a federal Title VI violation. Title VI of the federal Civil Rights Act of 1964 generally prohibits “discrimination” “on the ground of race, color, or national origin” in federally funded programs, including schools. The Department of Education’s implementing regulations further make clear that schools covered by Title VI may not “[s]ubject an individual to segregation or separate treatment in any matter related to his receipt of any service … or other benefit.”

WILL intends to closely monitor this situation and hopes for a prompt response from Madison West High School administrators.

Madison West High School notes and links:

English 10

Small Learning Communities

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration




What is the place for African Americans in the ‘new’ Madison?



Blacks for Political and Social Action of Dane County, Inc.:

In the midst of these challenges, the Madison Metropolitan School District heard its superintendent-designee, Matthew Gutiérrez, was rescinding his acceptance of the position to remain as superintendent of the Seguin, Texas school district. This lack of a permanent superintendent can have an incredibly negative impact on African American students. The initiative known as “Black Excellence” began under the leadership of former superintendent Jennifer Cheatham. Cheatham has been gone for almost a year. Nothing about the current leadership suggests that Black Excellence is a district priority. African American children in Wisconsin experience the widest achievement disparities in the nation in reading and mathematics. Our eighth graders are performing 47 points below their White counterparts in mathematics. Our fourth graders are performing 39 points below their White counterparts in reading. Where is the collective outrage over these disparities? Who on the current school board is demanding improvement?

The racial problems of MMSD run long and deep: Issues of achievement, disproportionate assignment to special education, lack of access to honors and advanced placement classes, disproportionate levels of suspensions and expulsions, and disproportionate graduation rates (59% Black vs. 88% White). In the midst of this there is an inverse relationship between the percentage of teachers of color and that of students. Eighty-eight percent of the teachers are White in a district with a student population that is 43% White. And, we have had repeated instances of White teachers using racial epithets and other disrespect toward Black students and their parents (e.g. a White teacher mistakenly sent a text to a Black parent about how the parent and her child were so dumb).

African Americans in Madison have been more than patient when it comes to improving their status — education, employment, housing, and every other measure of health and well-being. There have been over 40 years of reports, task forces and initiatives. Post-pandemic Madison will be a “new” Madison. We have learned a lot in the midst of crisis. We know that far too many of our community members are one paycheck away from poverty — loss of housing, food, health care, childcare, schooling, etc. What is the place for African Americans in this new Madison?

Related, Madison K-12 experiments:

English 10

Small Learning Communities

Reading Recovery

Connected Math

Discovery Math

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results




The Unexamined Model Is Not Worth Trusting (We know best…)



Chris von Csefalvay:

In early March, British leaders planned to take a laissez-faire approach to the spread of the coronavirus. Officials would pursue “herd immunity,” allowing as many people in non-vulnerable categories to catch the virus in the hope that eventually it would stop spreading. But on March 16, a report from the Imperial College Covid-19 Response Team, led by noted epidemiologist Neil Ferguson, shocked the Cabinet of the United Kingdom into a complete reversal of its plans. Report 9, titled “Impact of non-pharmaceutical interventions (NPIs) to reduce COVID-19 mortality and healthcare demand,” used computational models to predict that, absent social distancing and other mitigation measures, Britain would suffer 500,000 deaths from the coronavirus. Even with mitigation measures in place, the report said, the epidemic “would still likely result in hundreds of thousands of deaths and health systems (most notably intensive care units) being overwhelmed many times over.” The conclusions so alarmed Prime Minister Boris Johnson that he imposed a national quarantine.

Subsequent publication of the details of the computer model that the Imperial College team used to reach its conclusions raised eyebrows among epidemiologists and specialists in computational biology and presented some uncomfortable questions about model-driven decision-making. The Imperial College model itself appeared solid. As a spatial model, it divides the area of the U.K. into small cells, then simulates various processes of transmission, incubation, and recovery over each cell. It factors in a good deal of randomness. The model is typically run tens of thousands of times, and results are averaged—a technique commonly referred to as an ensemble model.

In a tweet sent in late March, Ferguson—then still one of the leading voices within the U.K.’s Scientific Advisory Group for Emergencies (SAGE), tasked with handling the coronavirus crisis—stated that the model was implemented in “thousands of lines of undocumented” code written in C, a widely used and high-performing computing language. He refused to publish the original source code, and Imperial College has refused a Freedom of Information Act request for the original source, alleging that the public interest is not sufficiently compelling.

As Ferguson himself admits, the code was written 13 years ago, to model an influenza pandemic. This raises multiple questions: other than Ferguson’s reputation, what did the British government have at its disposal to assess the model and its implementation? How was the model validated, and what safeguards were implemented to ensure that it was correctly applied? The recent release of an improved version of the source code does not paint a favorable picture. The code is a tangled mess of undocumented steps, with no discernible overall structure. Even experienced developers would have to make a serious effort to understand it.

I’m a virologist, and modelling complex processes is part of my day-to-day work. It’s not uncommon to see long and complex code for predicting the movement of an infection in a population, but tools exist to structure and document code properly. The Imperial College effort suggests an incumbency effect: with their outstanding reputations, the college and Ferguson possessed an authority based solely on their own authority. The code on which they based their predictions would not pass a cursory review by a Ph.D. committee in computational epidemiology.

Related, Madison K-12 experiments:

English 10

Small Learning Communities

Reading Recovery

Connected Math

Discovery Math

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results




Civics: Unsettling precedents for today’s world Events evoke not the 1930s but the period before the First World War



Martin Wolf:

History does not repeat itself, but it often rhymes. This remark is often incorrectly attributed to Mark Twain. But it is a good one.

History is the most powerful guide to the present, because it speaks to what is permanent in our humanity, especially the forces that drive us towards conflict. Since the biggest current geopolitical event, by far, is the burgeoning friction between the US and China, it is illuminating to look back to similar events in the past. In a thought-provoking book,Destined for War, Harvard’s Graham Allison started with the account of the Peloponnesian war by Thucydides, the great Athenian historian of the 5th century BC. However, I will focus on the three eras of conflict of the past 120 years. From them much is to be learnt.

The most recent conflict was the cold war (1948-1989) between a liberal democratic west, led by the US, and the communist Soviet Union, a transformed version of the pre-first world war Russian empire. This was a great power conflict between the chief victors of the second world war. But it was also an ideological conflict over the nature of modernity. The west ultimately won. It did so because the scale of western economies and the speed of western technological advances vastly outmatched those of the Soviet Union. The subjects of the Soviet empire also became disenchanted with their corrupt and despotic rulers and the Soviet leadership itself concluded its system had failed. Despite moments of danger, notably the Cuban missile crisis of 1962, the cold war also ended peacefully.

Going further back, we reach the interwar years. This was an interregnum in which the attempt to restore the pre-first world war order failed, the US withdrew from Europe and a huge financial and economic crisis, emanating originally from the US, ravaged the world economy. It was a time of civil strife, populism, nationalism, communism, fascism and national socialism. The 1930s are an abiding lesson in the possibility of democratic collapse once elites fail. They are also a lesson of what happens when great countries fall into the hands of power-hungry lunatics.

Madison West high school has conducted several experiments over the years, including:

English 10

Small Learning Communities

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) east, especially if you are Black or Hispanic.




Grading inconsistencies ‘not new’ with West ‘grading floor,’ Madison School District officials say



Scott Girard:

With no Madison Metropolitan School District policy on grading at the four comprehensive high schools, administrators and teachers have room to implement their own practices.

Bottom-up decisions can help get buy-in from the teachers and staff carrying out any changes, but also mean that changes happen on different timelines, like the recent change at West High School to institute “grading floors” for its freshmen students. While that seemingly creates an inconsistency among the high schools, MMSD executive director of secondary programming Cindy Green pointed out that consistency in grading hasn’t existed here for years.

“Because there is no board policy, teachers right now have the autonomy to develop their own grading practices and their own determination around assignment weights,” Green said. “It’s not new.”

Madison West high school has conducted several experiments over the years, including:

English 10

Small Learning Communities

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) east, especially if you are Black or Hispanic.




Madison West High School to test ‘grading floor’ as part of district examination of freshman grading



Logan Wroge:

In an effort to keep students who fail early in their high school careers from falling completely out of school, ninth grade teachers at Madison’s West High School are planning to assign classroom grades of no less than 40%, eliminate extra credit and allow up to 90% credit for late work in required classes.

Madison’s largest high school plans to implement several changes to grading practices this year — primarily meant to keep freshman on-track to graduate during a time when slips in academic performance are not unusual — while other changes school-wide are being sought to create consistent expectations for grading.

Among the changes sought this year for all ninth grade core classes, which are required courses in English, math, science, social studies and physical education, is the idea of a “grading floor,” which would mean an assignment could receive no less than 40% regardless of whether it is completed. A 40% would still result in a failing grade.

West High Principal Karen Boran said moving to a grading floor in the required freshman classes could prevent a “super F” — assignments and tests receiving a zero, which can drag down students’ overall average grades and prevent them from catching up in a class.

“Traditionally, grades are given out on a 100-point grading scale, so you have 60 points to get it wrong, to fail. You have 40 points to get it right,” Boran said. “Once you get a couple of F’s, you can’t come back from that.”

Mike Hernandez, the district’s chief of high schools, said grading floors are also being tested at freshman classes in the other high schools, such as U.S. History at La Follette High School and algebra at East High School.

Madison West high school has conducted several experiments over the years, including:

English 10

Small Learning Communities

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) east, especially if you are Black or Hispanic.




Madison West High School pauses Personalized Pathways as model expands at 3 Madison high schools



Logan Wroge:

The school is hitting the pause button as it looks to address concerns that the program has not shown an improvement in student outcomes.

Pathways is billed as an interconnected, experiential approach where learning is centered around a career field; students form tight-knit communities with classmates and teachers within the pathway; and material learned in one class is connected to other classes. Eighth-grade students have the option to apply for Pathways before entering high school.

“We want students to think about how they’re experiencing high school and how those experiences have connections across classrooms and are tied to a theme that is brought to life across their four years,” said Cindy Green, the district’s executive director of secondary programs and Pathways.

Related: Small Learning Communities and English 10.




Mulligans for Wisconsin Elementary Reading Teachers



The Wisconsin Department of Public Instruction “DPI”, lead for many years by new Governor Tony Evers, has waived thousands of elementary reading teacher content knowledge requirements. This, despite our long term, disastrous reading results.

Chan Stroman tracks the frequent Foundations of Reading (FoRT) mulligans:

DPI Rhetoric: “We set a high bar for achievement”.

Wisconsin DPI efforts to weaken the Foundations of Reading Test for elementary teachers

Foundations of Reading Elementary Reading Teacher Exam Results.

December, 2018: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2013: Madison’s long term, disastrous reading results.

2011: A Capitol Conversation on Wisconsin’s Reading Challenges.

K-12 attempts to address learning include the implementation – and abandonment – of “one size fits all” courses, such as English 10 and “small learning communities“.

2009: An emphasis on adult employment.

2006: “They’re all Rich White Kids, and they’ll do just fine” – NOT!.

2005: Lowering the bar – When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before:

Yet, spending continues to grow, substantially. Governor Evers has proposed a double digit increase in K-12 tax and spending for the next two years. Once in a great while, a courageous soul dives in and evaluates spending effectiveness: a proposed (not heard from again) Madison maintenance referendum audit.

“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.” – Former Ripon Superintendent Richard Zimman.

2011: A majority of the Madison School Board aborted the proposed Madison Preparatory Academy IB Charter School. Curiously, former school board member Ed Hughes, who voted against Madison Prep, is supporting Kaleem Caire for school board, 8 years hence. Yet, how many students have we failed as time marches on?

Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results:

Of the 65 students plus or minus it kind of changes this year 24 of them are regular ed students.

Another way to say they don’t have an IEP so there is no excuse for that reading intervention in (that group).

12 of those 24 have been enrolled in Madison School since Pre-K kindergarten or kindergarden. 12 students have been in Madison Schools.

They have High attendance. They have been in the same (you know) feeder school they have not had high mobility. There is no excuse for 12 of my students to be reading at the first second or third grade level and that’s where they’re at and I’m angry and I’m not the only one that’s angry.

The teachers are angry because we are being held accountable for things that we didn’t do at the high school level. Of those 24 students, 21 of them have been enrolled in Madison for four or more years.

Mulligans.




Madison School District vows to do better for African-American students



Kelly Meyerhofer:

The Madison School District’s new long-term plan looks vaguely similar to its predecessor, a strategic framework produced in 2013. Two of three overarching goals share similar language.

The third goal, however, stands out from its 2013 counterpart by explicitly vowing to do better for African-American students.

Superintendent Jennifer Cheatham said she attended nearly 100 meetings over the past year, receiving input from more than 2,000 students, staff, parents and community members.

“Meeting after meeting, it was crystal clear to me that this is what our community wants,” she said. “We believe at this state we need to hold ourselves accountable to more ambitious goals” for African-American youth.

The district released a 20-page report Tuesday, outlining three goals officials hope to meet by adopting a variety of strategies and meeting a host of benchmarks in the coming years.

Locally, the Simpson Street Free Press has covered the office of civil rights investigation into the Madison school District.

I’ve not seen substantive mention of this in the traditional media.

Madison, despite spending more than most, has long tolerated disastrous reading results.

2006: they’re all rich white kids and they will do just fine, not!

Small Learning communities.

English 10

Talented and gifted lawsuit




“The legislation would require the U.S. Department of Education to reveal which schools have been accused of violating students’ civil rights, as well as any corrective actions or other resolutions of its probes”



Annie Waldeman:

Under federal law, including the Civil Rights Act of 1964, the Office for Civil Rights is responsible for ensuring equal access to education and investigating allegations of discrimination in the country’s schools and colleges. Families and students can file complaints with the office, which then investigates and determines whether a college or school district may have violated federal law. If violations are substantiated, the office typically negotiates a settlement or prescribes corrective changes, which it sometimes oversees. For some complaints, the office may mediate a resolution. It receives more than 10,000 complaints annually, and has a target of resolving 80 percent of them within six months.

As the Obama administration tackled more complicated investigations, the cases took longer to resolve. From 2010 to 2015, time spent on the average sexual violence investigation increased from 289 to 963 days; on a school discipline case, from 198 to 451 days; and on a harassment probe, from 200 to 287 days. At the department’s request, Congress boosted the office’s budget.

Locally, the Simpson Street Free Press has covered the office of civil rights investigation into the Madison school District.

I’ve not seen substantive mention of this in the traditional media.

Madison, despite spending more than most, has long tolerated disastrous reading results.

2006: they’re all rich white kids and they will do just fine, not!

Small Learning communities.

English 10

Talented and gifted lawsuit




“But more importantly, their parents do not rely on school programming to prepare their children for TJ admissions or any other milestone on their way to top STEM careers.”



Hilde Kahn, via Will Fitzhugh:

One of few bright spots in the just-released National Assessment of Education Progress (NAEP) results was an increase in the number of students reaching “advanced” level in both math and reading at the 4th- and 8th-grades.

But the results masked large racial and economic disparities. While 30 percent of Asian students and 13 percent of white students scored advanced on the 8th-grade math test, for example, just 2 percent of blacks, 4 percent of Hispanics, and 3 percent of low-income students reached that level.

The highly selective Thomas Jefferson High School for Science and Technology in suburban Washington, D.C., known as TJ, offers a window into a significant source of the disparity, and suggests a solution to the problem.

A recent survey of TJ parents revealed that Asian-American students, who make up a disproportionate percentage of students admitted to elite public STEM schools like TJ, are spending their afternoons, weekends, and breaks learning math.

Most of them enroll in advanced math classes as early as possible in their school careers, even though by their parents’ admission fewer than one third of them are highly gifted in math. But more importantly, their parents do not rely on school programming to prepare their children for TJ admissions or any other milestone on their way to top STEM careers.

Instead, they make sure that at every step of the way their children have access to high-quality extra-curricular math that prepares them for, clarifies, complements, and extends the instruction they’re obtaining in their accelerated public school programs.

If we’re really serious about increasing the number of low-income students and students from underrepresented groups who are learning math at the level required to contribute to our increasingly computational world, we should take a page from the playbook of those who are already successful: We should provide high-quality math enrichment for many more kids, as early in their educational lives as possible.

In focusing in recent years on raising the bottom of the learning curve, the nation has neglected those at the top, essentially ignoring the growing “excellence gap” between groups of high-performing students. But this is not the only reason that the gap has been growing.

Even when policymakers and administrators have made closing the excellence gap a priority, they have had little success because they have focused almost exclusively on expanding access to public school advanced programs. Unfortunately, increasing the number of students from underrepresented groups in advanced programs has not automatically led to increased achievement. That’s because, as the families of the most successful students recognize, even the most advanced programs at the best public schools are insufficient to prepare students to achieve at the highest levels.

In focusing in recent years on raising the bottom of the learning curve, the nation has neglected those at the top, essentially ignoring the growing “excellence gap” between groups of high-performing students. But this is not the only reason that the gap has been growing.

Even when policymakers and administrators have made closing the excellence gap a priority, they have had little success because they have focused almost exclusively on expanding access to public school advanced programs. Unfortunately, increasing the number of students from underrepresented groups in advanced programs has not automatically led to increased achievement. That’s because, as the families of the most successful students recognize, even the most advanced programs at the best public schools are insufficient to prepare students to achieve at the highest levels.

Nor are the families of successful students the only ones who know the secret to STEM success. Education experts have long been aware that extra-curricular math is essential for high-level math achievement.

Almost 20 years ago, a College Board task force found that “some of the most academically successful groups in our society have created a network of supplementary opportunities for their children that may best be described as a parallel educational system.” The panel recommended that “a much more extensive set of supplementary education institutions and programs…for minority students should be deliberately designed to provide the breadth of supplementary opportunities available to many youngsters from more educationally advantaged and successful groups.”

The reason we haven’t implemented the suggested programs is because providing students from underrepresented groups with years of quality math enrichment takes time, money, faith in the ability of students to prevail against all odds, and a willingness to acknowledge the limits of our educational system—all of which are in short supply. It is far more politically expedient to heed repeated calls for quick-fix measures such as admission quotas for exam schools like TJ that alter the numbers while doing nothing to provide students with needed skills.

In addition to the above challenges, misguided beliefs about the causes of the excellence gap hinder our ability to reverse it.

Myth 1: The excellence gap is primarily a result of socioeconomic disparities.

At New York City’s elite Stuyvesant High School, the school with the City’s most competitive admissions process, 68 percent of students admitted to the Class of 2022 were Asian; and at TJ, 65 percent of students admitted to this fall’s class were Asian. In both cases, most of these Asian students were the children of immigrants.

But the similarities end there. At TJ, 61 percent of families with two Asian immigrant parents have incomes over $200,000 per year and 76 percent have advanced degrees. In fact, only seven of the 485 students admitted to this fall’s class were eligible for free or reduced lunch. At Stuyvesant, however, Asian students make up the overwhelming majority of the 45 percent of students who are eligible for free or reduced lunch. Yet, despite financial and other constraints, Stuyvesant’s low-income Asian students obtain high-quality math enrichment, and it is perhaps even more critical to their success than it is to the success of TJ’s upper-middle-class Asian students.

Myth 2: The excellence gap is primarily a result of cultural, or even innate, differences.

Asian immigrant parents have high expectations for their children’s academic performance and believe hard work matters more than natural ability. They prioritize education, sacrificing time, money, and other goals in order to give their children the best chance at a better future. And they bring a competitive approach to education from their home countries.

These factors undoubtedly contribute to their children’s academic success. But cultural norms do not automatically lead to learning. Whatever the bright children of Asian immigrant parents are doing to master challenging math topics at younger and younger ages, other bright children can do as well.

Every diverse urban and suburban school district in this country would benefit from an intensive STEM enrichment program that targets capable students from underrepresented groups and begins as early as possible. Such programs should also embrace features of successful extra-curricular academies that serve low-income Asian students, including outreach to parents and an emphasis on fostering an environment where it’s not only OK to be good at math but where students are admired for their genuine interest, aptitude, and perseverance. Sadly, very few such programs exist, and most of them are underfunded.

One is Boston’s well-financed Steppingstone Academy, which provides summer, after-school, and weekend enrichment to low-income students, beginning in 5th- or 6th-grade. It has been phenomenally successful in increasing opportunities for students, 90 percent of whom gain admission to their schools of choice, including competitive public magnet schools.

Another promising program is New York City’s BEAM (Bridge to Enter Advanced Mathematics) program, which identifies 6th grade students from low-income neighborhoods and provides intensive math instruction, relying heavily on curriculum from Art of Problem Solving (AoPS). Thanks to a Jack Kent Cooke Foundation grant, BEAM recently expanded to Los Angeles.

In a pilot program intended to test the benefits of reaching students at younger ages, an AoPS academy recently partnered with the foundation that supports the STEM magnet at Montgomery Blair High School (Blair Magnet) located across the river from TJ in Montgomery County, Maryland. The program, the Magnet Pipeline Project, aims to provide three years of after-school or weekend math enrichment to select students, beginning in 3rd grade, with the goal of increasing the number of underrepresented students admitted to the middle-school program that feeds into the Blair Magnet. The foundation has raised about $20,000 toward the cost of the program, largely from Blair Magnet alumni.

For its part, TJ provides summer STEM courses, mentorships, and test-prep for underrepresented 7th- and 8th-graders through a program launched with Cooke Foundation funding. And a company run by a TJ alum provides free test-prep for 8th-graders applying to the school. But these programs have had limited effect because they aren’t reaching students early enough with the kind of math enrichment that makes a real difference.

We’re going to need a lot more leadership and significantly more funding to ensure that programs like these succeed, and to spread the most successful ones to other school districts. We’ll need the support of Silicon Valley entrepreneurs who know very well what it takes to achieve at the highest levels and who constantly complain of the lack of diversity in their applicant pool.

We’ll also need buy-in from other STEM industry leaders who consider themselves stewards of their communities and likewise suffer from a lack of available talent. Closing the excellence gap should be the highest philanthropic priority of all who value what is most precious about this country, the unlimited opportunities it provides to those willing to put in the hard work.

Thirty-five years ago, A Nation at Risk linked the end of America’s industrial dominance to a scarcity of workers with sufficient technological training and blamed both on our educational system, which it recognized as the institution responsible for ensuring that all children fulfill their potential. The report’s warning is no less compelling today.

It is both a moral and political imperative that every student be able to reach his or her potential. In an era when Americans compete for jobs against, as well as work alongside, the graduates of educational systems from around the world, it is no longer enough that our strongest students graduate from college; they must enter the workforce with the skills necessary to succeed in a global economy.

Now that technology is available to do much of the easy work, our best graduates must be prepared for the complex work of building, training, and working with existing technologies, inventing new ones, and mastering any number of unknown and unpredictable challenges. Eliminating excellence gaps is therefore nothing less than “an issue of equity and social justice, community development, economic advancement, and national security.”

Instead of viewing the excellence gap as a symbol of systemic failure, we should follow the lead of parents of the most successful students and aim to provide students from underrepresented groups with the most powerful extra-curricular interventions money can buy—even as we redouble our efforts to ensure that schools provide advanced course work for talented students of every background.

Hilde Kahn is the parent of three Thomas Jefferson High School for Science and Technology graduates and served for nine years on the board of the school’s private foundation.

Related:

“They’re all rich, white kids and they’ll do just fine” — NOT!.

English 10

TAG Complaint

Small Learning Communities

Round and round and round and round we go.




Round and Round and Round and Round we go



Wisconsin Center for Education Research (Twitter):

Research shows that ability grouping helps underrepresented students become included in gifted programs. @MSANachieve #MSANinstitute shrink the excellence gap.

Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues,” Jonathan A. Plucker and Scott J. Peters, Gifted Child Quarterly Vol 62:

“Ability Grouping

Although often unpopular because of its association with tracking, ability grouping has been shown to increase the number of underrepresented students identified as high achieving over time (e.g., Card & Giuliano, 2014; Gentry, 2014; Robinson, 2008). The hypothesized mechanism for these effects is that grouping strategies tend to narrow the range of achievement that any single teacher is expected to instruct in a general classroom setting (see Firmender, Reis, & Sweeny, 2013; Peters, Rambo-Hernandez, Makel, Matthews, & Plucker, 2017), although Rogers and Feller (2016) have recently provided evidence that minimizing peer comparisons between low- and high-performing students may also facilitate positive grouping benefits.”

English 10

Small Learning Communities

High School Redesign

TAG Lawsuit

“They’re all rich, white kids and they’ll do just fine” — NOT! (2006!)




Is There a Gifted Gap? Gifted Education in High-Poverty Schools



Christopher Yaluma, Adam Tyner, Ph.D., Amber M. Northern, Ph.D. and Chester E. Finn, Jr. :

Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political division.

To address these issues, researchers Christopher Yaluma and Adam Tyner examined the extent to which access to and participation in gifted programs vary for different groups of students nationally and in each state, particularly in high-poverty schools. Here’s what they found:

Related:

TAG Complaint

English 10

Small Learning Communities




“The Grant Made Me Do It”: Federal rules distort local education policy



Badger Institute:

When a van used for transporting special education students in the Pulaski School District near Green Bay had piled on the miles and was due to be replaced, district officials thought the common-sense thing to do would be to reuse the van for lower-priority purposes, such as hauling athletic equipment and making deliveries between buildings.

But because the van was purchased under the federal Individuals with Disabilities Education Act, or IDEA, regulations wouldn’t allow it to be used for any other purpose. So the district was forced to sell the van and replace it or else face a reduction in federal funding equal to the value of the van.

“It’s probably not the most efficient way if we have a piece of equipment that still has some useful life, but because of the complexities of those federal funds, it’s easier to sell them than repurpose them in the district,” says Bec Kurzynske, Pulaski superintendent.

“We rely on federal dollars, and we don’t want that money to go away,” she says. “But sometimes (the federal government) just creates operational inefficiencies.”

Pulaski’s experience isn’t uncommon. When it comes to dealing with federal funding for local schools, dollars from D.C. not only come with myriad regulations, increased bureaucracy and other hidden costs, they also force local school officials to make decisions they wouldn’t make otherwise.

Those actions sometimes come at the expense of students, teachers and staff, officials say. That has some wondering whether to take the money at all and questioning what the federal government is adding to the education of their students, a Wisconsin Policy Research Institute survey finds.

Related:

“Small Learning Communities“.

“English 10″

“High School Redesign”

Madison plans to spend nearly $20,000 per student during the 2017-2018 school year, far more than most.




“It always feels like we are starting over instead of building”



Amber Walker:

“It always feels like we are starting over instead of building. Where do you feel we are at in terms of preparing our kids now who are in K-5?” he said.

“It seems as though the pool (for advanced learners) will shrink if we haven’t prepared them early on.”

Cheatham pointed to the academic growth of elementary school students and the use of universal assessments that test all kids for advanced learning in second and fifth grades. She agreed with Howard’s sentiments, but believed developing accountability plans for individual schools will help the district better showcase progress.

“I do feel like we have made progress, but we are having a hard time capturing the progress,” she said. “The school-based plan seems like a small thing, but it does feel like an essential missing piece that has made it hard for us to measure where we are and capture our growth.”

Related:

TAG complaint

English 10

High School Redesign

Small Learning Communities

“They’re all rich white kids and they will do just fine, not!”

Madison’s long-term disastrous reading results.




Is High School Meaningful?



Tawnell Hobbs:

Chicago Public School students who want to graduate will have to show proof that they have a plan after high school—such as providing an offer letter for a job or acceptance into college or military service, under a plan expected to be approved next month.

The initiative, pitched by former U.S. Education Secretary Arne Duncan and carried by Chicago Mayor Rahm Emanuel, is targeted at encouraging students to plan for life after high school. It likely goes farther than any other public-school initiative to encourage postsecondary preparation. Mr. Emanuel called it a “game-changer.”

“The goal here is to no longer have 12th grade be the end of our responsibility,” Mr. Emanuel said in an interview. “The economy and business today require a minimum of two years post-high school.”

Students also could show acceptance letters for a job program; a trade or apprenticeship program; or a “gap-year” program, which could include travel, volunteer work or research before resuming the academic career. Those who have a job would be covered.

The Chicago Board of Education will consider the proposal next month. Mr. Emanuel assured that the board, which he appoints, would pass the measure.

The program—called “Learn. Plan. Succeed”—would go into effect for this year’s freshmen graduating in 2020.

But the plan could be challenged legally.

Miranda Johnson, associate director of the Education Law and Policy Institute at Loyola University Chicago, said that while state law allows school boards to adopt additional graduation requirements, a concern with the CPS proposal is that it involves third-party approval that could be out of students’ control.

“My concern is that it seems to go beyond coursework or community service requirements,” Ms. Johnson said.

Mr. Emanuel said the plan would pass legal muster and brushed aside a question on what would happen to those students who don’t have a plan. He said Chicago students have shown that they will adhere to graduation requirements.

School districts in recent years have become more focused on getting students career- and work-force ready as some students don’t want to go to college. Chicago officials believe their plan will help students make the transition.

Related: small learning communities and English 10.




Foreign Students Say U.S. High School Classes Are Absurdly Easy



Tom Loveless:

The survey asked students the following: Compared to students in your home country, do you think U.S. students spend more, less, or about the same amount of time on schoolwork? … In 2001, 34.0% said much less, a figure that grew to 44.0% in 2016.

In the 2001 survey, foreign exchange students reported that high school classes in the U.S. seemed easier than classes in their home countries. When asked to rate the relative difficulty of U.S. classes, 56% replied “a lot easier” and 29% said “a little easier.” Only 6% said “a little harder” and 5% said “much harder.” […]

Students from abroad are even more likely today to describe U.S. classes as easier than they were in 2001. The combined “much easier” and “a little easier” responses grew from 85.2% in 2001 to 90.0% in 2016. The change in the “much easier” rating, increasing from 55.9% to 66.4%, is statistically significant.

Related: English 10, small learning communities, TAG complaint and Madison’s disastrous long term reading results.




Madison School District delays second Personalized Pathways implementation



Amber Walker:

The Madison Metropolitan School District will not add a second thematic learning community, or Personalized Pathway, at its high schools in the 2018-2019 school year as initially planned due to feedback from teachers, parents and community partners.

Alex Fralin, chief of secondary schools at MMSD, told the Madison School Board Monday night that pushing back the timeline will allow Pathways teams to evaluate the implementation process.

“We want to make sure that we are creating the space and the time for our teachers and our teams to go really deep, which is why we decided not to implement a second Pathway year two,” he said. “We also believe this will provide more time for a deeper study through an evaluation process.”

Personalized Pathways is a change to the current high school model. It emphasizes small learning communities where students take their core classes together, all tied to a central theme. The first theme, or Pathway, is health services. MMSD argues that the model will keep students engaged in their learning and allow them to graduate “college, career and community ready.”

Across MMSD, over 500 eighth graders applied to be a part of the health services Pathway when they enter high school in the 2017-2018 school year. Each high school has a cohort ranging in size from 112 to 130 students. Demand exceeded the amount of spaces available for Pathways at East and La Follette, where there are waitlists for students. Two-thirds of the Pathways cohort identify as students of color, and 58 percent qualify for free or reduced lunch. Students who are already in high school are not affected by the Pathways implementation.

Related: English 10




Madison School District’s advanced learner program is still a work in progress



Amber Walker:

Though the Madison Metropolitan School District revised its advanced learner program in recent years, some schools are still struggling to provide tailored classroom instruction for qualified students.

The district defines advanced learners as students who demonstrate, or have the potential to demonstrate, high performance in one or more areas.

MMSD contracted with the consulting firm RMC Research to evaluate its advanced learner program for students in kindergarten through eighth grade during the 2015-2016 school year. That included surveying teachers, advanced learners and their parents about the effectiveness of the program.

Laurie Fellenz, interim director of advanced learning, and Lisa Kvistad, assistant superintendent of teaching and learning, presented survey findings to the Madison School Board on Monday night.

The evaluation found that the district’s new process for identifying advanced learners decreased the number of students eligible for the program but provided enrolled students a more tailored experience. At the same time, the survey found an increase in the percentage of advanced learners from underrepresented populations, including African-American and Latino students.

Related: TAG Complaint, English 10 and Small Learning Communities.




Deja Vu: Madison School District Agreement with the US ED Office of Civil Rights



Last October, Madison Superintendent Jen Cheatham signed a resolution agreement with the U.S. Department of Education’s Office for Civil Rights regarding OCR’s compliance review of access to advanced coursework by Hispanic and African-American students in the District. The resolution agreement was presented at the December 5, 2016 Instruction Workgroup meeting (agenda item 6.1):
http://www.boarddocs.com/wi/mmsd/Board.nsf/goto?open&id=AFL2QH731563

The description of the resolution agreement by Dylan Pauly & Jen Cheatham starts around 2 (h) 16 (m)
https://www.youtube.com/watch?v=iaW0YclXc8c&feature=em-share_video_user

The OCR resolution agreement was included on the agenda (item 9.3) of the December 12, 2016 full board meeting as part of the Instruction Workgroup “report out” without discussion.

When OCR does a compliance review, it issues a resolution letter to the subject institution which describes OCR’s review and OCR’s findings. The resolution agreement (signed by the institution) then sets forth what the institution agrees to do to address the issues in the resolution letter.

Adele Rapport (PDF), via a kind reader:

According to the Superintendent, the District did not have a unified cuniculum prior to the 2013-201 4 school year. The Distiict recently reported to OCR that it is implementing “a multi-year, multi-phased plan to engage in course alignment. The end result will be courses that share a common course plan, common titles and course descriptions in the high school course guides, syllabi using common templates and common end-of-course summative assessments.” As summarized below. the District’s cum~nt approach to AL services is the product of several programs and initiatives as well as a recently concJuded audit by WDPI.

In 2008 The District received a $5.3 million Smaller Learning Communities grant from the Department. With these funds the District began, in its words, “to rethink and reconceptualize the high school experience.” As a result of this process, the Distri<.:t in October 2010 announced the "Dual Pathways Plan," with goals that included aligning the curriculum among all four high schools: closing the achievement gap between white students and students of color: and remedying what the District concedes was unequal access for students to advanced courses. The District proposed we meet these goals by implementing two different pathways for high school students: a "preparatory pathway" and an "accelerated pathway". In March, 2011, The WDPI concluded an investigation of the District's TAG program by determining that the District had failed to comply with four State of Wisconsin requirements for TAG programs: (1) establish a TAG plan and hire a TAG coordinator: (2) identify TAG students in multiple domain areas, including intellectual, academic, creative. leadership and the arts: (3) provide access to TAG programming without cost and allow parents to participate in identification and programming. The District subsequently adopted and implemented a corrective action plan to address findings of WDPI's audit. On February 6, 2015, WDPI concluded monitoring the implementation of the District's corrective action plan, finding the District in compliance with all relevant statutory requirements for TAG programs in Wisconsin. Also in 2011, in response to unfavorable feedback from parents and community members regarding the Dual Pathways proposal, the District modified the proposal and enacted a more modest series of reforms focusing on curriculum alignment. The District began to scale back its use of prerequisites for advanced high school courses, implementing a system of "recommended skills and experiences." The District also increased its advanced course offerings for the ninth and tenth grade, and expanded its assessment of elementary and middle school students for advanced kaming opportunities by broadening its reliance on qualitative factors like teacher recommendations. ...... The District offers honors ond AP courses to provide enriched academic opportunities for students. The District does not offer an International Baccalaureate program. Students can take honors courses at the middle school level, and both honors and AP courses at the high school level. None of the high schools offers weighted grades or credits for honors or AP courses. The District's offoring of honors and AP courses varies among schools, and neither the alternative high school (Shabazz City High School) nor the non-traditional high school (Innovative and Alternative Education) which focuses on expeliential learning, offers such courses. The District offored 13 different AP courses in multiple sections during the 2013-14 school year and 24 different AP courses during the 2015-16 school year. Recognizing that its AP course offerings vary across its four high schools, the District recently completed a three-year plan for course vetting and course alignment that includes AP coursework. Pursuant to this plan, the District plans to standardize across all four high schools AP courses that do not have prerequisites. In addition, the Dist1ict's Director of CuITiculum and Instruction said the District has the goal to have a standard set of AP courses across all four high schools: the schools will not necessarily offer all of the same courses, but the AP courses each offers will be drawn from the same set of AP courses. The District will gauge student interest in AP courses in deciding where to offer the courses. However, the District will ensure that core AP courses such as Physics and English will be offered at all four high schools. The AL Direclor noted that a first step in offering higher level math courses at all high schools is to ensure that Algebra 1 is the same at all school. The Director of Curriculum and Management confirmed that the District is realigning the math curriculum. ...... The magnitude of the racial disparity in AP enrollment is worse for math and science AP courses. There were only 18 math and 17 science AP enrollments by African-American students, a rate of 1.2 math and 1.1 science AP enrollments per 100 African-American students. There were only 44 math and 38 science AP enrollments by Hispanic students, a rate of 3.9 math and 3.3 science AP enrollments per 100 Hispanic students. By comparison, there were 526.5 math and 368 science AP enrollments by white students, a rate of 14.9 math and 10.4 science AP enrollments per 100 white students. Thus, in the 2013-14 school year, enrollments by white students in AP math and AP science courses were 12.4 and 9.5 times greater respectively, than enrollments by African-American students, and 3.8 and 3.2 times greater, respectively, than enrollmentw by Hispanic students. ...... Further the data provided by the District show that there was underepresentation of African American and Hispanic students in AP courses at each high school in the District. During the 2013-2014 school year, the disparity between African-American students' participation and all other students' participation was statistically significant in 12 of 15 AP courses offered at East High School, 5 of 13 courses at LaFollette High School, 13 of 17 courses at Memorial High School and 9 of 14 courses at West High School. The disparity between Hispanic student enrollment and all other students' enrollment was statistically significant in 2 of 15 AP courses offered at East High SchooL 0 of 13 courses at LaFollette High School. 6 of 17 courses at Memorial High School and 8 of 14 courses at West High School. In addition. African-American students underrepresentation in AP math ws statistically significant in all 12 of the AP math offerings that were offered at every District high school (in the three courses of Calculus AB, Calculus BC and Statistics) and Hispanic students underrepresentation in AP math was statistically significant in 3 of the same 12 AP math offerings. As for participation in AP science, African-American students' underrepresentation was statistically significant in 8 of 12 offerings of AP science (in the three courses of Physics C, Chemistry, Biology and Environmental Science), and Hispanic students' underrepresentation was statistically significant in 3 of the same 12 AP science offerings.

Related:

TAG Complaint

Small Learning Communities English 10

Connected Math

Discovery Math

Reading Recovery

Math Forum Math Task Force

2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before

Madison’s Long Term, Disastrous Reading Results.




Madison West High parents express concerns about new Personalized Pathways curriculum at meeting



Amber Walker:

Isabel Rameker, a sophomore at West, addressed the elephant in the room with her question about representation.

“From what I’ve heard, a big goal of this is to close the achievement gap, specifically for African-Americans and students with disabilities. Looking around, it doesn’t look like this is a super diverse group of parents,” Rameker said. “As this goes on, now and in the future, where are you going to get input from those parents?”

Principal Thompson ensured Rameker that there are strategies in place to reach out to diverse communities.

“We are partnering with different facilities in our neighborhoods to make it more accessible for people who can’t make it here for this presentation,” she said.

Fralin stressed that Personalized Pathways is for all students.

“We actually want to create more options for more students, not a small group or a subgroup of students,” he said. “It is not designed to limit, but actually expand opportunities and choices for kids.”

Fralin pointed out that the district is partnering with institutions like Madison Area Technical College and the University of Wisconsin-Madison to expand opportunities for learning and advanced level coursework.

Treiber believes some of the backlash against Pathways by some of the parents who attended the meeting stems from unconscious bias.

“We have a serious issue in Madison that we are not interested in addressing. It is not intentional; it is not meant to be hurtful, but we cannot seem to get over the fact that if something is changing that somehow ‘I’m going to get less,’” she said. “I think we have that in our nation and we have that in our city. (Madison) is a microcosm of our country and we are not really interested in looking at that. We caveat it with ‘I’m worried about my kid.’ Your kid is going to be fine.”

Schools will continue to host informational sessions about Pathways. The list of upcoming meetings is available on the MMSD website.

Previous Madison High School initiatives include: English 10 (one size for all) and “small learning communities“.

– via a kind reader.




A High Schooler’s View On The Education System



Zach Cmiel

After reading Nathan Bashaw and Hank Green’s articles on the school system, I was inspired to write my own version. (Nathan’s and Hank’s)

I’m a junior in high school and I love entrepreneurship and business. I’ve made 14+ apps on the iOS App Store and have explored design and marketing through an e-commerce t-shirt shop and music discovery newsletter.
I agree with many of the points that both Nathan and Hank stated. Nathan brought up many notable points such as that the internet will continue to push the boundaries in education and push progress forward.

He goes on to say that his version of the education system would be very much curiosity based where students are encouraged to ask questions in which they must find the answers. No courses. No curriculm. It’s a very student led process with guidance by a mentor.

Madison administrators ave attempted a number of redesign schemes on our $18k / student k-12 system. One size fits all (English 10) and small learning communities are just two examples.




The Gates Foundation And Governance Change



Joanne Jacobs:

I’m not sure this is quite the mea culpa the Times thinks it is. Gates certainly isn’t abandoning the Common Core. The foundation will focus on providing high-quality Core-aligned learning materials and helping teachers choose from what’s available.

“If the knock on the hidebound education system is that it doesn’t change fast enough isn’t the knock on Gates that they change too fast?” responds Eduwonk. “Their small schools investments were not the disaster everyone thinks they were but they pivoted before the evaluations came in. . . . They soft peddled the results of their own evaluations of measures of teacher effectiveness. And while the rollout of Common Core has certainly been a political disaster and the assessment scene is something of a garbage fire, the standards themselves are pretty embedded.”

related: small learning communities, English 10 and Madison’s long-term disastrous reading results




Madison Adds Another Program: Community Schools



Doug Erickson:

Madison has so many organizations that want to do good for the community and that offer programming; the problem is that the coordination is really hard,” Sloan said. “That will be the real benefit of this: coordination that’s focused and centralized.”

Mendota Principal Carlettra Stanford said the school currently does not offer programming on weekends or past 5:30 p.m. on weeknights.

“That’s why this is such an exciting opportunity for us,” she said, noting that the North Side has a particularly difficult year ahead as the Oscar Mayer plant winds down and closes.


A $300,000 grant paid over three years from the Madison Community Foundation initiated the planning process last year. The two selected schools are expected to roll out the concept this fall.

Madison, spending more than $17k per student annually, has added numerous programs (complexity) over the decades. yet, it has long tolerated disastrous reading results.

Any number of programs have been added over the years, including “small learning communities” and the somewhat recent “achievement gap plan”. None, despite spending ever larger amounts of taxpayer funds, has addressed the basics, particularly reading.

“What’s different this time?“, July, 2013. That’s incoming Madison Superintendent Jennifer Cheatham. Indeed!




The public debate over academic selection at 11 has once again ignited. Professor Chris Husbands wonders why, when all the evidence argues against this approach to education.



UK Secretary of Education:

It is a persistent undercurrent in English educational debate, but it is peculiarly English: should academic selection at the age of 11 be restored?

Boris Johnson, perhaps in response to perceived UKIP pressure, has declared himself in favour of more grammar schools, and Teresa May, more cautiously, has welcomed plans for a satellite grammar school in her constituency of Maidenhead. In Kent, the Weald of Kent grammar school is preparing a new proposal to establish what is either (depending on your view) a new grammar school in Sevenoaks or a satellite site in Sevenoaks.

The arguments for restoring grammar schools are couched in terms of opportunity and social mobility: Boris Johnson called them mobilisers of opportunity. But the evidence to support this is almost non-existent.

There remain 164 grammar schools in England, and their socio-economic make up does not support the proposition that they turbo-charge social mobility: in all areas where there are grammar schools, the proportion of pupils on free school meals (FSM) is significantly lower in the grammar schools than in the area as a whole (1).

There’s little evidence to suggest that grammar schools work in the way their proponents suggest: research by Professor Ruth Lupton found that grammar schools work well for those who attend them, but few FSM pupils succeed in doing so. Moreover, the OECD international evidence (2) is clear that early selection is associated with lower performance, particularly from more deprived social groups.

More fundamentally, the argument for grammar school depends on four assumptions all being true. The first assumption is that a test for academic ability at age 11 can be reliable; that is, that a test at age 11 will reliably discriminate between those who are academically able and those who are not.

Related: small learning communities and English 10.




K-12 Grants & Outcome Responsibilty



Larry Cuban

When foundation grants fail to achieve the objectives officials sought, philanthropists turn their backs, shrug, and walk away. They have no responsibility to districts, individual schools, teachers, students and parents for hopes raised and dashed. Donors are beyond the reach of being fired or voted out of office. Yet as anyone knows from personal experience, admitting error is crucial to insights into a problem and, ultimately invention of better ways to solve it.

For those who support philanthropic giving, this unaccountability is an exercise of personal liberty in taking actions for the public good and is in the best tradition of a democracy. Moreover, some have argued: “[S]uch virtual immunity represents foundations’ greatest strength: the freedom to take chances, to think big, to innovate, to be, in the words of the late Paul Ylvisaker of the Ford Foundation, ‘society’s passing gear.’ “ [i]

Being society’s “passing gear,” however, assumes that funders and their retinue of experts know best how to identify educational problems, sort out symptoms from fundamental causes, and adopt solutions that solve the problem. When donors bet foolishly or are simply wrong and projects and programs fail who are these funders answerable to for their errors in judgment? No one, as far as I can see.

related: “the grants made us do it “. “Small learning communities“.




The Plot Against Public Education How millionaires and billionaires are ruining our schools.



Bob Herbert:

Bill Gates had an idea. He was passionate about it, absolutely sure he had a winner. His idea? America’s high schools were too big.

When a multibillionaire gets an idea, just about everybody leans in to listen. And when that idea has to do with matters of important public policy and the billionaire is willing to back it up with hard cash, public officials tend to reach for the money with one hand and their marching orders with the other. Gates backed his small-schools initiative with enormous amounts of cash. So, without a great deal of thought, one school district after another signed on to the notion that large public high schools should be broken up and new, smaller schools should be created.
This was an inherently messy process. The smaller schools—proponents sometimes called them academies—would often be shoehorned into the premises of the larger schools, so you’d end up with two, three or more schools competing for space and resources in one building. That caused all sorts of headaches: Which schools would get to use the science labs, or the gyms? How would the cafeterias be utilized? And who was responsible for policing the brawls among students from rival schools?
But those were not Gates’s concerns. He was on a mission to transform American education, and he would start with the high schools, which he saw as an embarrassment, almost a personal affront. They were “obsolete,” he declared. “When I compare our high schools to what I see when I’m traveling abroad,” he said, “I am terrified for our workforce of tomorrow.”
There used to be a running joke in the sports world about breaking up the Yankees because they were so good. Gates felt obliged to break up America’s high schools because they were so bad. Smaller schools were supposed to attack the problems of low student achievement and high dropout rates by placing students in a more personal, easier-to-manage environment. Students, teachers and administrators would be more familiar with one another. Acts of violence and other criminal behavior would diminish as everybody got to know everybody else. Academic achievement would soar.

Related: Madison’s disastrous reading results.

Small Learning Communities.

English 10.




Splitting classes by ability undermines efforts to help disadvantaged children, finds research into English primaries



Richards Adams:

Splitting pupils as young as six into classes based on ability – known as streaming – makes the brightest children brighter but does little to help the rest to catch up, according to new research into schools in England.

The analysis of the progress made by 2,500 six and seven-year-olds in state primary schools in England, conducted by academics at the Institute of Education in London, found that the use of streaming appears to entrench educational disadvantage compared with the results of pupils who were taught in all-ability classes.

But, does the other approach make a difference? Madison’s experience with English 10 and small learning communities has not moved the needle.




“More Rigor is Needed” – Madison Superintendent Jennifer Cheatham; Possible?



Pat Schneider:

Middle schools in the Madison Metropolitan School District have become caring environments for students, but aren’t rigorous enough to prepare them for high school academic work, says Superintendent Jennifer Cheatham.

“We know there are quite a few things that highly effective schools do that we have not been doing in both our middle and our high schools,” Cheatham told Madison School Board members Monday during a review of a district report on coursework in the high schools.

“We haven’t established a coherent approach to instruction, as you’ve heard me say again and again, but we are making progress. We’ve all spent quality time in our middle and high school classrooms, and in middle schools in particular, we’ve made tons of progress in creating very caring environments, but the level of rigor and academic challenge isn’t where it needs to be,” Cheatham said.

Related:

Madison’s High School Coursework Review

English 10

Connected Math and https://www.schoolinfosystem.org/?s=%22Everyday+Math%22″>Everyday Math

High School Redesign & Small Learning Communities.

At the end of the day, given the District’s long term disastrous reading results, is it possible to see meaningful achievement improvement with an agrarian / Frederick Taylor era structure?




Madison’s High School “Coursework Review”



Average GPA in Core Subjects in 8th and 9th Grades and Percentage of Students Receiving a D or F in a Core Course in 9th Grade, by Feeder School, 2010 – 2013:

Madison School District 1.3MB PDF Presentation:

In focus groups, several teachers noted what they perceived to be a lack of adequate preparation their students received in previous years, and in some cases a lack of understanding about the curriculum to which their students have been exposed.

In focus groups at each MMSD school, a broad majority of students stated they have been in classes where the instructional purpose and relevance of what they were learning was unclear.

Each set of stakeholders interviewed for this project referenced the challenges posed by poor alignment of instruction from one grade level to the next, particularly between middle and high schools.

In focus groups, several teachers and students alike noted that adjusting to increased levels of homework in high school was a challenge for many.

Student focus groups reported varying experiences in Middle School with homework counting towards students’ overall grades may be contributing to a difficult transition into high school for some students

There is significant lack of course syllabi across schools.

When asked what a diploma should mean, there was much consensus across stakeholder groups that it should include the following, but also a lack of confidence that an MMSD diploma currently represented each of these for all graduates:

Competence in core subject areas
Exposure to a broad curriculum including the arts
Reading and critical thinking skills
Having a global perspective
Knowledge and ability to access employment and/or postsecondary education
Ability to work in groups
Curiosity as a lifelong learner
“Real world” experience tied to the classroom
Citizenship and self-sufficiency
“21st Century skills”

Recommendations
Redefine What an MMSD Diploma Means By Setting Common Learning Outcomes and Assessments for All Graduates

Create Clear Personalized Student Pathways

Define Multiple Career-Field and Academic Pathways for High School Students

Engage Deeply with Local Postsecondary Stakeholders for Alignment and Expansion of Dual Credit Options

Continue to Engage With Local Employers for Alignment and Student Work-Based Learning Opportunities

Continue to Promote and Develop AVID as a Pathway Option, While Monitoring More Closely Before Expanding

Encourage Innovation in Projects and Assessments

Regarding the “lack of course syllabi”, full, required implementation of Infinite Campus (or similar) would address this issue. Millions have been spent…

Number of Students in Class of 2013 Who Took AP World Language Courses, by High School and Feeder Middle School, 2010-2013

The Most Failed Courses in 9th Grade with Percentage of Students With One Failed Semester by School, 2013

AP courses available at all four comprehensive high schools:

Calculus AB
Calculus BC
French Language
Spanish Language
Environmental Science
Statistics
European History

Select AP courses not available at all high schools:

Proportion of Students Enrolled in AP Courses and Scoring a 3 or Higher on AP Exams by Race and SpEd/ELL Status, 2013

The Most Failed Courses in 9th Grade with Percentage of Students With One Failed Semester by School, 2013

Background links: English 10

Small Learning Communities

High School “Redesign”




Schools Within Schools: Possibilities and Pitfalls of High School Reform



Valerie Lee and Douglas Ready:

How effective is whole-school high school reform, such as the Schools-Within-Schools (SWS) model? What benefits does it have for students and in which areas does it fall short? This book seeks to answer these questions through the compelling stories of five public high schools that have embraced the SWS method. In order to fully understand the effectiveness of such a system, Valerie Lee and Douglas Ready have delved into every aspect of the reform in these settings, including participants’ reactions, curriculum structures, governance and leadership, and the allocation of students to the schools. The result is a thoughtful look at the SWS model that considers the benefits and problems of implementation, along with issues of equity and access.

Erick Robelen:

The idea that many U.S. high schools are too large and impersonal to serve students well has gained considerable credence in research and policy circles.
But starting over from scratch with thousands of small, stand-alone high schools is also often seen as expensive and impractical. As a result, many districts in recent years have pursued the cheaper option of simply breaking up their large high schools into smaller schools within schools.
A new book tells a cautionary tale about that understudied alternative, training its sights on five high schools examined closely over time. What emerges is largely a story of the differences between theory and reality, of what can go wrong if school officials aren’t careful, and of many missed opportunities to make the most of a smaller learning environment. Probably the single most salient finding of Schools Within Schools: Possibilities and Pitfalls of High School Reform is that the approach led to increased stratification of students by race, academic ability, and socioeconomic status. The authors also describe as surprisingly rare the cases of instructional innovation tied to the smaller structure.
The book says that, typically, the same campuses would have separate academies, or subunits, as the authors call them, ranging from those known to be “full of brains” to others that were deemed “dumping grounds” for weak students.
………..
The authors note that while there has been substantial research on high school size and small schools, “very little research” has specifically evaluated the effectiveness of the schools-within-schools model.
“Similar to many other educational reforms,” the book says, “the SWS reform has been promoted and implemented without a solid base of empirical evidence to support it.”

The implementation of “Small Learning Communities” within the current Madison high schools has been rather controversial.
Amazon: Schools Within Schools




Where does MMSD get its numbers from?



One of the reasons that I have devoted more time than I should to analyzing the outcomes from the District’s SLC grants (way too much time, given that I don’t get paid for this and given that the District is going to continue on its merry way with restructuring our high schools into Small Learning Communities no matter what the data indicates) has to do with the frustration I experience when I try and find consistency in the District’s data. Frankly, there isn’t any. MMSD is consistently inconsistent with their numbers, see for example my earlier post trying to identify what the District spent in 2004/05.
The District’s latest press release trumpeting the success of our high school students on the ACT is just the latest example of this problem. According to MMSD, the percentage of Madison students who took the ACT is significantly higher than the percentages that are reported by DPI.
The District reports that “Sixty-nine percent of all MMSD 12th grade students participated in the ACT during 2006-07, compared to 70% last year. Over the last 13 years, MMSD participation has ranged from 67-74% (see pg. 2 table).”

ACT Score Comparison by Year
Average Composite:

                                    %MMSD 12th
 Year     Madison   WI     US     Graders Tested 
2006-07    24.6     22.3    21.2        69%
2005-06    24.2     22.2    21.1        70%
2004-05    24.3     22.2    20.9        74%
2003-04    24.2     22.2    20.9        70%
2002-03    23.9     22.2    20.8        68%
2001-02    24.4     22.2    20.8        67%
2000-01    24.1     22.2    21.0        70%
1999-00    24.2     22.2    21.0        72%
1998-99    24.4     22.3    21.0        67%
1997-98    24.5     22.3    21.0        67%
1996-97    24.5     22.3    21.0        70%
1995-96    23.8     22.1    20.9        71%
1994-95    23.5     22.0    20.8        70%

According to DPI, a much smaller percentage of the District’s 12th graders have taken the ACT in their junior or senior years. (The table below is taken from DPI)











































































ACT Results – Composite – All Students

Madison Metropolitan
  Enrollment
Grade 12		 Number Tested % Tested Average Score – Composite
1996-97 1,552 982 63.3 24.5
1997-98 1,650 1,016 61.6 24.5
1998-99 1,639 1,014 61.9 24.4
1999-00 1,697 1,127 66.4 24.2
2000-01 1,728 1,091 63.1 24.1
2001-02 1,785 1,113 62.4 24.4
2002-03 1,873 1,126 60.1 23.9
2003-04 1,920 1,198 62.4 24.2
2004-05 2,055 1,247 60.7 24.3
2005-06 2,035 1,244 61.1 24.2
2006-07 1,983 1,151 58.0 24.6

An examination of minority student participation in the ACT reveals that the percentage of African American and Hispanic students taking the test has declined over the last three years. Only 20.1% of African American students in the District took the ACT as compared to 34.6% of African American students across the state.
I am more than willing to believe that DPI’s numbers are inaccurate, but don’t they get this data from the District? Several months ago I was attempting to clarify discrepancies between MMSD and DPI in the cost per student data, and that experience is perhaps informative here. I wrote to clarify this issue:

I am writing to ask about the data that the district lists on its web site regarding cost per pupil. The excel spreadsheet t1.xls on the page (http://www.madison.k12.wi.us/re/dataprofile.htm) lists numbers that do not match those listed on DPI’s web site (http://data.dpi.state.wi.us/data/selschool.asp). Specifically, the numbers that MMSD lists as the state average cost per student are greater than the numbers that DPI lists on its site, while at the same time the MMSD cost per student listed is less than what DPI states that our District spends per student.
I am attaching the spreadsheet I downloaded from the District web site, along with the numbers that I got from DPI. If you could help me understand the discrepancy in these numbers it would be most appreciated.

The response that I got back from Roger Price was:

Jeff,
Both data sources are from the DPI. They calculate both tables. I am not sure what the differences are between the two. We utilize the “Basic Facts” data as published by the Wisconsin Taxpayers Alliance.
Roger

Why the District with its extensive Data Warehouse has to rely on the Wisconsin Taxpayers Alliance to tell it what they spend per student is beyond me, but it doesn’t fill me with any confidence about the accuracy of their data.




District SLC Grant – Examining the Data From Earlier Grants, pt. 3



Because the recent MMSD Small Learning Communities (SLC) grant submission failed to include any discussion of the success or failure of the SLC initiatives already undertaken at Memorial and West High Schools, I have been examining the data that was (or in some cases should have been) provided to the Department of Education in the final reports of those previous grants. Earlier postings have examined the data from Memorial and the academic achievement data at West. It is now time to turn our attention to the data on Community and Connection, the other major goal of the West SLC grant.
West’s SLC grant, which ran from 2003/04 to 2005/06 (and highlighted in the tables below), targeted 6 goals in the area of increasing community and connection amongst their students.

  • 2.a. Suspension and Expulsion data
  • 2.b. Safe and Supportive Climate
  • 2.c. Stakeholder Perceptions
  • 2.d. Extracurricular Participation
  • 2.e. Student Leadership
  • 2.f. Parent Participation

The available data suggest that West’s restructuring has not had the anticipated effect on these measures. While I have been more than skeptical about the impact of the SLC restructuring on academic performance, I did expect that there would be positive changes in school climate, so I am surprised and disappointed at the data.
2.a. Suspension and Expulsion data -The final report claims that “Progress has been made overall for both suspensions and expulsions at West High.” We reach a very different conclusion when we examine the data available from the Wisconsin Department of Public Instruction (DPI). I don’t know what to make of the large discrepancies in the numbers reported by West in their final report and those on the DPI website (West reports a much higher number of suspensions), but I am inclined to believe that the data DPI collected from the District is the data we should rely on. That data shows that number of students suspended and more importantly the percentage of students suspended has actually increased over the time course of the SLC grant. Note that percentages are the more appropriate statistic to examine because they take into account the number of students enrolled which has declined over this period of time.

 

Total Suspensions

West Final Report

Total Suspensions

DPI WINSS Data

Suspensions (% of Students)

DPI WINSS Data

African Am. Suspensions

West Final Report

African Am. Suspensions

DPI WINSS Data

African Am. Suspensions

(% of Students)

DPI WINSS Data

2000/01 280 189 9.0% 100 71 23.1%
2001/02 265 154 7.3% 145 82 26.0%
2002/03 230 142 6.6% 115 71 24.0%
2003/04 255 142 6.7% 147 79 27.6%
2004/05 160 159 7.5% 90 89 28.1%
2005/06 not reported 181 8.9% not reported 98 34.6%

Examining the suspension data on the DPI website revealed that the increases in the suspension rates amongst West High students were particularly pronounced for 9th and 10th grade students – the students specifically targeted by the SLC restructuring and implementation of a core curriculum.

Suspension Data for 9th & 10th Graders
  9th Grade Suspensions 10th Grade Suspensions
2000/01 13.1% 8.5%
2001/02 9.9% 9.3%
2002/03 10.2% 6.4%
2003/04 11.0% 9.3%
2004/05 11.3% 9.9%
2005/06 14.8% 10.1%

2.b. Safe and Supportive Climate – This goal was supposed to be assessed by examining changes in ratings of physical and emotional safety and school connected-ness on the District climate survey. Although climate data is supposedly collected from students each year, this data is not presented in West’s Final Report. However, information presented in the recent MMSD proposal suggests that there haven’t been any changes at West. In that proposal, it is noted that 53% of West students agreed with the statement “I am an important part of my school community.” This percentage is essentially unchanged from the 52% of students in 2001/02 whom West said reported feeling attached to their school, when the school applied for their initial SLC grant.

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District SLC Grant – Examining the Data From Earlier Grants, pt. 1



The Madison Metropolitan School District (MMSD) recently submitted a five year, $5 million grant proposal to the US Department of Education (DOE) to support the creation of Small Learning Communities (SLCs) in all four high schools (See here for post re. grant application). While the grant proposal makes mention of the two smaller SLC grants the district received earlier, there is no examination of the data from those two projects. One would think that DOE would be curious to know if MMSD’s earlier efforts at creating SLCs had produced the desired results before agreeing to provide further funding. Furthermore, one would think it important to examine if the schools implemented the changes that they proposed in their applications. It is my intention to provide some of that analysis over the course of several posts, and I want to encourage other community members to examine the Memorial grant proposal and final report and the West grant and final report themselves.
We begin by examining Memorial High School’s SLC grant which was funded from 2000-2003. Memorial’s SLC grant is a good place to start, not only because it was the first MMSD SLC grant, but because they lay out clearly the outcome measures that they intend to evaluate and their final report provides hard numbers (as opposed to graphics) over a number of years before and after the implementation of the SLC grant. Memorial had two goals for their SLC grant: 1) to reduce the achievement gap and 2) to increase students’ connectedness to the school.
Examining student achievement suggests mixed results for Memorial’s restructuring. Student GPA’s indicate a slight narrowing of the achievement gap for African American students and essentially no change for Hispanic students when compared to their fellow white students over the period of the grant.

Difference Between
2000
2001
2002
2003
White & African American
1.35
1.35
1.16
1.24
White & Hispanic
0.75
0.87
0.74
0.79

Student WKCE performance can be considered an external indicator of student success, and these data indicate no change in the proportion of students scoring at the Proficient and/or Advanced levels, an especially noteworthy result given that the criteria for the WKCEs were lowered in 2002/03 which was the last year of the grant. I’ve included data up through this past school year since that is available on the DPI website, and I’ve only presented data from math and reading in the interests of not overloading SIS readers.

WKCE 99/2000 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07
Reading                
African American
45.09
54.90
36.00
33.00
40.5
45.8
42.9
29.8
Hispanic
63.16
80.00
47.00
54.00
53.6
51.7*
53.1*
29.3*
White
93.33
85.55
86.00
89.00
90.2
86.2
89.0
84.2
Low Income
53.33
56.36
36.00
36.00
32.9
40.7
43.7
25.7
Not Low Income      
88.00
86.9
84.7
89.8
80.2
Math                
African American
18.00
27.45
20.00
29.00**
39.2
32.2
27.3
39.4
Hispanic
42.11
40.00
33.00
49.00
42.9
62.1*
59.4*
36.2*
White
77.44
76.48
68.00
90.00
89.7
89.3
89.0
86.4
Low Income
18.64
16.37
16.00
29.00**
29.4
38.4
38.7
35.7
Not Low Income      
90
85.8
86.9
89.2
84.2

* note. data for Hispanic students includes 4 Native American students in 03/04 and 2 in the following two years
** note. DPI actually reports higher percentages of students scoring proficient/advanced: 34% and 37% respectively for these two cells
The data from DPI looking at ACT test performance and percentage of students tested does not suggest any change has occurred in the last 10 years, so the data presented here would suggest that Memorial’s SLC restructuring hasn’t had any effect on the achievement gap, but what about the other goal, student connectedness?

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More on WKCE scores – Missing Students



Chan Stroman posted a valuable and in-depth examination of the District’s WKCE scores, and is it in the spirit of that posting that I would like to share my own little examination of our most recent test results. Rather than focusing on the scores of our students, this is an investigation of the numbers of MMSD students who took the WKCE exams. My intention is to simply present the data and let the reader draw their own conclusions.
This journey began with a question: How did students at West High School do on the WKCE exams now that the school has completed their three year Small Learning Communities grant. A relatively straightforward question that can be addressed by a visit to the DPI web site. However, in the process of looking at West High School’s test data from the Fall of 2006, it was surprising to see that only 39 African American students had been tested. Certainly there had to be more than 39 African American 10th graders at West this year, and if we want WKCE scores to provide an accurate assessment of the
“success” of a school, it is important that there isn’t any bias in which groups of students provide the assessment data.
The District makes available a number of breakdowns of student enrollment data by grade, by school, by ethnicity, by income status, and combinations thereof. However, there is not a breakdown that provides enrollment numbers by school by grade by ethnicity. Thus, if we want to know the number of African American 10th graders at a particular school we have to make an educated guess. We can do that by taking the percentage of African American students enrolled in the school and multiplying that by the number of students in the 10th grade. This gives us a rough estimate of the number of students enrolled. We can then compare that to the number of students who took the WKCE test to estimate the percentage of missing students.
West High School had 517 10th graders enrolled this past year, and 14% of the student body was African American. This suggests that there should be approximately 73 African American 10th graders at West which means that 34 students or 46.6% were not tested. This is very different from the overall proportion of West 10th graders not tested: 14.5% (DPI data show that 442 of the 517 students in the 10th grade were tested this past year). However, this is only one year’s data at one of our high schools. We need to put this data in context if we are to draw any conclusions. So here is the data for the four high schools for the past five years.

High School Year MMSD Enrollment Proportion African American Enrolled Predicted AA 10th Graders African American Tested Total 10th Grade Tested % AA Missing % Total Missing Discrepancy (AA% – Total %)
West 2002/03
624
14%
85.86
73
529
14.99%
15.22%
-0.24%
  2003/04
591
14%
79.45
54
484
32.04%
18.10%
13.93%
  2004/05
523
15%
77.09
68
457
11.78%
12.62%
-0.83%
  2005/06
563
14%
77.91
75
489
3.74%
13.14%
-9.41%
  2006/07
517
14%
72.98
39
442
46.56%
14.51%
32.05%
East 2002/03
598
21%
125.91
85
481
32.49%
19.57%
12.93%
  2003/04
538
22%
116.39
91
437
21.81%
18.77%
3.04%
  2004/05
538
21%
113.54
94
444
17.21%
17.47%
-0.26%
  2005/06
501
23%
114.15
93
443
18.53%
11.58%
6.95%
  2006/07
472
22%
105.64
81
385
23.32%
18.43%
4.90%
La Follette 2002/03
416
12%
50.23
42
373
16.38%
10.34%
6.05%
  2003/04
464
14%
63.72
41
385
35.66%
17.03%
18.63%
  2004/05
427
16%
67.40
50
355
25.81%
16.86%
8.95%
  2005/06
456
17%
79.57
53
389
33.39%
14.69%
18.69%
  2006/07
466
21%
96.88
76
413
21.55%
11.37%
10.18%
Memorial 2002/03
577
14%
80.75
74
502
8.36%
13.00%
-4.64%
  2003/04
612
13%
87.55
74
528
15.47%
13.73%
1.75%
  2004/05
592
15%
92.74
59
491
36.38%
17.06%
19.32%
  2005/06
552
14%
96.48
77
471
20.19%
14.67%
5.52%
  2006/07
542
14%
94.01
94
488
0.01%
9.96%
-9.95%

What about other ways to look at the number of high school students who took the WKCE’s?

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Special BOE Meeting to Discuss HS Redesign and SLC Grant



The MMSD BOE will hold a special meeting and public information session to discuss the High School Redesign initiative and the Small Learning Communities (SLC) grant at the following time and place:
Thursday, June 7
6:30 p.m.
Wright MS gym
1717 Fish Hatchery Road