Michael Grunwald:

Most parents will do just about anything for their children, especially when it comes to education. Predictably, at a time when college costs are exploding and students are staggering under more than $1 trillion in debt, one opportunistic lender is making huge profits on loans to their doting moms and dads.

Less predictably, that lender is the United States government.

The fast-growing federal program known as Parent PLUS now serves 3.2 million borrowers, who have racked up $65 billion in debt helping their kids go to school. The loans have much in common with the regular student loans that have created a national debt crisis and a 2016 campaign issue, but PLUS has much higher interest rates and fees, and far fewer opportunities for loan forgiveness or reductions.

In fact, the PLUS program, which includes similar loans to graduate students, is the most profitable of the 120 or so federal lending programs. That sounds like a good thing, until you remember the government’s profit comes from its own citizens, often citizens of modest means.

Parent PLUS was created in 1980 to provide small loans to help reasonably well-off families finance the American Dream of an undergraduate education. But in an era of skyrocketing education costs, it has grown to look a lot like publicly funded predatory lending, providing almost any borrowers with almost unlimited cash to attend any school with almost no regard to their ability to repay. Thirteen percent of undergraduates now rely on Parent PLUS, and many of their parents are falling into debt traps.

Alan Borsuk:

Grit. Resilience. The strength to persist in worthy pursuits past points of frustration.

Going back several years, there’s been a wave of interest in the role these kinds of character traits have in building success in school and, for that matter, in life. Some research suggests building up character assets such as these is as important as building up academic skills.

Leaders of the National Assessment of Educational Progress, the closest thing there is to a national testing program, announced recently that they are aiming to include in tests, starting in 2017, questions aimed at shedding light on how strong character traits are. It’s a significant recognition of how important these “soft skills” are.

The Wisconsin Character Education Partnership held a conference at Alverno College last week. I attended a luncheon at which the South Milwaukee School District, Catholic Memorial High School in Waukesha and Columbus Elementary School in Columbus were among those honored for their character education programs.

This is all very good. I applaud high-quality character programs, schools that make them a part of their own character, and the growing interest in character education. These are things that should be taught at home — and they often are. But they often aren’t. And even if they are, a school is an important place for promoting and enforcing these aspects of being both good and successful.

Laura Waters:

Leslie Kan, who blogs about teacher pensions for Bellwether, writes that “New Jersey teacher are furious” because “Governor Christie has shortchanged the pension fund” and they’re expressing their anger by wearing black tee-shirts that show the number of pension payments they’ve made into the system. Kan is on their side: evil Christie promised to make certain pension payments through the 2011 pension reform legislation but he’s “break[ing] his own promise.”

Even worse, she writes, teachers don’t understand that they’re loss is greater than the missed pension payments. They don’t know, she says (and maybe it’s just me who detects a note of condescension here), that they “will actually end up paying out more towards the system in contributions plus interest than what they will get back in benefits. And, “while Governor Christie has shortchanged the pension fund, the system itself is shortchanging the majority of New Jersey teachers. Unfortunately, because of the lack of transparency and byzantine nature of pension systems, many teachers may not realize this.”

Richard Adams:

Some schools and teachers ignore the magnitude of bad behaviour taking place in their classrooms, flattering official statistics and fooling Ofsted inspectors, according to the government’s newly appointed expert on pupil behaviour.

“When Ofsted come calling, loads and loads of schools hoover up the naughtiest kids before inspections,” said Tom Bennett, named by education secretary Nicky Morgan as head of a task force to improve teacher training on classroom behaviour in England.

“From my own experience I’ve known schools that have had very patchy behaviour but they’ve had good ratings simply because the inspectors have only seen certain lessons or certain situations, which are often quite artificial.”

According to Bennett, who also spent six years running nightclubs in Soho, the official paper trail a school is supposed to leave will simply not exist, “because if a school is very bad at recording bad behaviour then it will look pristine. Whereas the opposite might be true”.

Richard Adams:

Some schools and teachers ignore the magnitude of bad behaviour taking place in their classrooms, flattering official statistics and fooling Ofsted inspectors, according to the government’s newly appointed expert on pupil behaviour.

“When Ofsted come calling, loads and loads of schools hoover up the naughtiest kids before inspections,” said Tom Bennett, named by education secretary Nicky Morgan as head of a task force to improve teacher training on classroom behaviour in England.

“From my own experience I’ve known schools that have had very patchy behaviour but they’ve had good ratings simply because the inspectors have only seen certain lessons or certain situations, which are often quite artificial.”

According to Bennett, who also spent six years running nightclubs in Soho, the official paper trail a school is supposed to leave will simply not exist, “because if a school is very bad at recording bad behaviour then it will look pristine. Whereas the opposite might be true”.

Stephen Burt:

This pedestrian term is actually the key to my historical period.

A disputatious panel at last year’s professional conference revealed the surprising state of the field (it’s as bad as you think).

My historical period, properly understood, includes yours.

What looked like a moment of failure, confusion, or ugliness in this well-known work is better seen as directions for reading the whole.

A problem you thought you could solve defines your field; you can’t imagine the field without the problem.

The only people able to understand this work properly cannot communicate that understanding to you.

Those two apparently incompatible versions of a thing are better regarded as parts of the same, larger thing.

Sean Patrick Carney:

Last month’s bold decision by an entire MFA class to drop out in protest over mistreatment by school administrators dramatically highlights systemic problems in art education from coast to coast.

Seven graduate students at the University of Southern California’s Roski School of Art and Design left the school on May 15 over the school administration’s changes to their promised funding, faculty and curriculum. The decision, by students Julie Beaufils, Sid Duenas, George Egerton­Warburton, Edie Fake, Lauren Davis Fisher, Lee Relvas, and Ellen Schafer, came as a shock, to say the least.

Over the last several years, USC’s MFA program has been viewed as a model of what a graduate experience in studio art should look like: generous scholarship packages, teaching assistantships with cash awards, close ties to Los Angeles cultural institutions like MOCA, and a who’s-who list of visiting artists and faculty (see Entire 2016 MFA Class Drops Out of USC’s Roski School of Art and Design).

Ten current and former USC faculty members recently issued a statement of support of the students, also calling out the disconnected administration.

Nancy Kendall:

Walker has said that the proposed tenure changes will provide “more autonomy” for the UW system’s Board of Regents (the governing body that oversees the UW system) and for chancellors to manage the cuts. It would do so by allowing tenured faculty to be laid off at the discretion of the chancellors and Board of Regents.

As a faculty member at UW-Madison, I am heartbroken that my state government has seemingly decided to undermine, instead of prioritizing, the K-16 education system.

As a researcher whose work examines the politics of education in the U.S. and around the world, I am deeply concerned by the threat this legislative shift poses to the ability of public university faculty to conduct research about politically inconvenient facts and teach in politically disfavored fields: the core purposes of faculty tenure and shared governance in public universities.

Ian McEwan:

McEwan did not shy away from addressing the current temper on campus, choosing to focus on the creeping group-think in faculty lounges and discussion sections instead of the all too easy targets of Russian crackdowns on free speech or the “industrial scale” state-sponsored censorship in China. McEwan directly confronted the problem of a country rooted in the tradition of free expression under the First Amendment meekly submitting to what he called “bi-polar thinking” — the eagerness of some to “not side with Charlie Hebdo because it might seem as if we’re endorsing George Bush’s War on Terror.”

McEwan criticized the cowardly behavior of six writers who withdrew from the PEN American Center’s annual gala over their discomfort with the organization’s support for Charlie Hebdo. He argued that the time to “remember your Voltaire” is precisely when confronted with scathing speech that “might not be to your taste” and said he was disappointed that “so many authors could not stand with courageous fellow writers and artists at a time of tragedy.”

Michael Goldstein:

lighting the world on fire.

Some outliers exist. There’s a low tail, of course, and a battle over whether regulators can shut ’em down fast enough.

There’s a high tail, too—KIPP, Uncommon, AF, YES, Success, High Tech High, Collegiate, etc. Reformy non-profits and ed-tech ventures sometimes supply these exemplars with services, and are sometimes spun out of them.

A lot of the leaders from these top-performing schools show up the day before each New Schools Venture Fund Annual Summit for a smaller get-together. Education reform opponents might liken these meetings to a scene from The Godfather in which crime families gather to discuss how to more effectively commit crimes. My memories of these edu-meetings are less “consiglieres whispering advice to nattily attired bosses” and more “nerdy do-gooders meeting in hallways, excitedly trading tips about English curriculum while trying to keep up with emails from teachers back home (the real work).”

But I recall one gathering with a bit of mafioso feel. Katrina had recently wiped out New Orleans public schools. The big national reformers like TNTP, TFA, and NLNS were already planning big NOLA expansions. Now the smaller organizations, along with each charter “family,” was implored:

Sarah Zhang:

Recently, we did an experiment: We took an outdated issue of a respected popular science magazine, Scientific American, and researched exactly what happened to the highly-touted breakthroughs of the era that would supposedly change everything. What we discovered is just how terrible we are at predicting the long arc of scientific discovery.

The daily churn of science news tends toward optimism. You know what I’m talking about: New cure! New breakthrough smashing Moore’s law! New revolutionary technology! I write about science, and I am always uncomfortable trying to predict how a new piece of research will change the future.

That’s because science can be wrong. It can go down dead ends. And even when it doesn’t, almost everything is more complicated and takes longer than we initially think. But just how wrong and how long?

Vincent Larivière, Stefanie Haustein & Philippe Mongeon

The consolidation of the scientific publishing industry has been the topic of much debate within and outside the scientific community, especially in relation to major publishers’ high profit margins. However, the share of scientific output published in the journals of these major publishers, as well as its evolution over time and across various disciplines, has not yet been analyzed. This paper provides such analysis, based on 45 million documents indexed in the Web of Science over the period 1973-2013. It shows that in both natural and medical sciences (NMS) and social sciences and humanities (SSH), Reed-Elsevier, Wiley-Blackwell, Springer, and Taylor & Francis increased their share of the published output, especially since the advent of the digital era (mid-1990s). Combined, the top five most prolific publishers account for more than 50% of all papers published in 2013. Disciplines of the social sciences have the highest level of concentration (70% of papers from the top five publishers), while the humanities have remained relatively independent (20% from top five publishers). NMS disciplines are in between, mainly because of the strength of their scientific societies, such as the ACS in chemistry or APS in physics. The paper also examines the migration of journals between small and big publishing houses and explores the effect of publisher change on citation impact. It concludes with a discussion on the economics of scholarly publishing.

Jon Marcus:

There’s a saying in famously egalitarian Norway that Curt Rice, the American-born incoming president of the country’s third-biggest university, likes to rattle off: “We’re all sitting in the same boat.”

What it means, said Rice, is that, “To single out anyone, we’re against that. That just does not sit well in the Norwegian soul.”

So all Norwegians have the same tuition-free access to college, no matter what their backgrounds. Every student gets the same allowance for living expenses.
The Atlantic

This story also appeared in The Atlantic

But something surprising is happening in Norway, which explains a similar phenomenon in the United States that has been thwarting efforts to increase the number of Americans pursuing higher education.

Koritha Mitchell:

I’m a tenured professor at Ohio State University. I have taught at the college level for more than 15 years — more than five as graduate student instructor, seven as a tenure-track professor, and three with tenure.

I’m a liberal professor, and my liberal students terrify me

I was a liberal adjunct professor. My liberal students didn’t scare me at all.

When I read about professors being afraid of their own students and changing what they teach in response to that fear, I’m struck by two things. First, I understand why they’re afraid. After my decade and a half in the classroom, I can confidently add to the chorus suggesting that universities increasingly treat students like consumers. As administrators seem more concerned with enrollment dollars than students’ learning, instructors receive a clear message: “The customer is always right.”

The Economist:

FOR an hour or two on a foggy morning last December, some students at the University of Iowa (UI) mistook one of their professors, Serhat Tanyolacar, for a fan of the Ku Klux Klan. MrTanyolacar had placed a canvas effigy based on Klan robes, screen-printed with news cuttings about racial violence, on the Pentacrest, the university’s historic heart. The effigy had a camera in its hood to record public reactions.

The reaction among some black students was to fear for their safety, and that is not surprising. What is more of a puzzle—for anyone outside American academia, at least—is that students and UI bosses continued denouncing Mr Tanyolacar for threatening campus safety even after the misunderstanding was cleared up. In vain did the Turkish-born academic explain that he is a “social-political artist”, using Klan imagery to provoke debate about racism. Under pressure from angry students, university chiefs issued two separate apologies. The first expressed regret that students had been exposed to a “deeply offensive” artwork, adding that there is no room for “divisive” speech at UI. The second apologised for taking too long to remove a display which had “terrorised” black students and locals, thereby failing to ensure that all students, faculty, staff and visitors felt “respected and safe”. An unhappy Mr Tanyolacar feels abandoned by the university. He left Iowa earlier this month, when his visiting fellowship came to an end, and has suspended his teaching career.

Kelly Baker

I don’t have tenure nor a tenure-track job. I was a graduate student, an adjunct, and then a full-time lecturer. My employment in academia was only ever in those positions we call contingent: the contractual, non-tenure track jobs that are either part-time or full-time. Almost two years ago, I quit my lecturer gig to become a freelance writer. I’m off the path that graduate school groomed me for, the tenure-track job. I used to believe that somehow my story was the exception, that most other religious studies PhDs moved onto tenure-track jobs while I fell off the beaten path. Now I realize that I’m not alone and that the opposite is true: contingency is now the exploitative norm in higher education rather than the exception.

In 2011, the American Association of University Professors (AAUP) estimated that 70% of academic laborers were non-tenure track (NTT) faculty while the Coalition of the Academic Workforce (CAW) places the estimate closer to 75%.v Tenure, once a definitive component of employment in higher education, is on the decline while contingent positions have increased dramatically over the last forty years. PrecariCorps, a non-profit foundation aiding adjuncts, estimates that since 1975 part-time NTT faculty increased 286% and full-time NTT faculty increased 259%. Full-time tenured and tenure-track faculty increased by a mere 23% over the same time period. In 2003, twelve years ago, the AAUP noted ominously that at most institutions, “the number of tenure-track positions now available is insufficient to meet institutional teaching and research needs.” The majority of faculty lack the protections of tenure, and they are often an exploited majority.

Caroline Porter:

After a recent high-tech makeover at Reynoldsburg City Schools in this working-class suburb of Columbus, many staples of traditional education are gone.

There are no desks permanently lined up in rows and, in one building, no bells signaling the end of class. College isn’t some far-off place: Students can take classes from a community college on school premises. Most students don’t even have to take gym in high school.

At the heart of the overhaul that is aimed at all grades is a personalized learning model combining computer-based and in-person instruction that the district says has held down costs, sustained above-average test scores and put students in greater control of their learning.

Cassidy McDonald:

Madison public school students will no longer be allowed to wear clothing with Native American athletic team names, logos or mascots that depict “negative stereotypes” while at school, after the Madison School Board voted to enact the rule in a unanimous vote last month.

The policy, which goes into effect this fall, might be the first of its kind for a school district, according to students who drafted the proposal.

The new policy also mandates that Madison schools ask visiting teams to leave Native American mascots and logos at home when they play a Madison school. If the other school does not comply, the game may be canceled.

And it would ban other clothing with “negative stereotypes” of race, gender, religion and other characteristics.

Gabriel Saiz, a junior at West High School and a member of the Ponca Tribe, worked with student government and other Native American students to draft the new policy and propose it to the board. He said the proposal wasn’t based on anything he’d seen before.

Lauren Klein:

When it comes to the digital humanities, my most strongly-held belief is that the field, in its most powerful instantiation, can perform a double function: facilitating new digital approaches to scholarly research, and just as powerfully, calling attention to what knowledge, even with these new approaches, still remains out of reach. I will illustrate this double function through the example of the TOME project, a digital tool that I’ve been developing with my colleague at Georgia Tech, Jacob Eisenstein, and a team of several graduate and undergraduate students. Our tool employs topic modeling, a technique that derives from the field of machine learning, to support the interactive thematic exploration of digitized archival collections. (And more on that soon).

But since our test archive consists of a set of abolitionist newspapers, including many held at the AAS, I thought I’d use this particular occasion to work through some of the things that our tool, and the process of its development, have taught us about nineteenth century knowledge production, before considering how digital tools, more generally, do—and do not—help to bring that process of knowledge production to light.

Jeffrey Sachs:

The good people of Dusseldorf, Germany, and specifically the IKB Bank, which specializes in loans to small and medium-size businesses, has kindly endowed Harvard University’s engineering school with a gift of $400m. Harvard President Faust announced the endowment on June 3, the most generous in the University’s history. Strangely, though, the Harvard Engineering School was renamed after hedge-fund manager John A. Paulson, not IKB, and thereby hangs a tale.

You see, the gift by Dusseldorf was not made in its own name. In fact, the money en route to Harvard was taken from IKB through an infamous swindle. Back in early 2007, before the 2008 financial crash, hedge fund manager John Paulson approached Goldman Sachs with the idea of ripping off unknowing investors to the tune of $1 billion. In essence, Paulson would assemble a $1 billion portfolio of toxic assets (known as Abacus) that Goldman Sachs would market to its unsuspecting clients. Paulson would bet against the portfolio, so that the investors’ $1 billion loss would be Paulson’s gain. Goldman would pocket some fees for its service in this treachery against its own clients.

Tom:

When I used to teach Beowulf to undergraduates, I often compared the first parts of the poem to a classic American Western: Grendel and his mother were the outlaws who had harassed and taken over the town, scary liminal figures (OE mearcstapa: boundary-walkers) whose very existence proclaimed that there was something rotten in Denmark. Beowulf himself was also an outsider, like the gun-toting loner who cleans up the Western town, one who can’t really ever fit in. Like the gunfighter riding off into the sunset, he is too much the outsider to be integrated into the community; Beowulf has become too much like the monsters he fights.

I hesitate, in some ways, to begin a “Post-Academic” blog, and to even make the attempt to forge a “post-academic” identity for myself, in part because such an identity positions itself so clearly as just the sort of liminal figure embodied by Beowulf—or Grendel. Which kind of figure I am, after all, may only be a matter of perception or perspective. But Beowulf and Grendel both are symptoms of the rottenness at the heart of Heorot; they are, in a sense, generated by the very structure of the story they find themselves caught up in. I feel a kind of kinship with them both.

And thus perhaps I must speak, or write, precisely because I find myself peculiarly positioned on the borders of academia. Like Beowulf, or Grendel, perhaps I may see more clearly to the heart of matters than do those who live them more from the inside.

John Gardner:

We have to face the fact that most men and women out there in the world of work are more stale than they know, more bored than they would care to admit. Boredom is the secret ailment of large-scale organizations. Someone said to me the other day “How can I be so bored when I’m so busy?” And I said “Let me count the ways.” Logan Pearsall Smith said that boredom can rise to the level of a mystical experience, and if that’s true I know some very busy middle level executives who are among the great mystics of all time.

We can’t write off the danger of complacency, growing rigidity, imprisonment by our own comfortable habits and opinions. Look around you. How many people whom you know well — people even younger than yourselves –are already trapped in fixed attitudes and habits. A famous French writer said “There are people whose clocks stop at a certain point in their lives.” I could without any trouble name a half of a dozen national figures resident in Washington, D.C., whom you would recognize, and could tell you roughly the year their clock stopped. I won’t do it because I still have to deal with them periodically.

I’ve watched a lot of mid-career people, and Yogi Berra says you can observe a lot just by watching. I’ve concluded that most people enjoy learning and growing. And many are dearly troubled by the self-assessments of mid-career.

Terrance Ross:

Examinations, tests, assessments—whatever the nomenclature, it’s hard to imagine schooling without them. Testing is the most popular method of quantifying individuals’ knowledge, often with the intention of objectively measuring aptitude and ability.

Test-taking is a dreaded experience that the country’s kids and young adults share with their counterparts across the globe. The ritual at its core doesn’t vary much: Students sit at a table or a computer desk (or sometimes, as shown below, on the floor), pencil and/or mouse in hand, the clock ticking away mercilessly. America for its part is home to what The Atlantic has described as an “alphabet soup” of standardized tests, including: the NAEP, SBAC, PARCC, ACT, and, of course, SAT. Testing has become increasingly notorious in the U.S., to the point that tens of thousands of parents across the country have opted their kids out of standardized tests.

In America, perhaps all the testing helps explain why “all-nighters” and Adderall abuse are the norm on many college campuses. But there is an unhealthy obsession with acing the test abroad, too. Fraudulent college applications are reportedly rampant among students in China—the birthplace of the standardized test—aspiring to attend school in the U.S. And hundreds of people in India were recently arrested in connection with a massive cheating scandal. (Many of those arrested were believed to be family members of the 10th-grade test-takers.) Meanwhile, as NPR has reported, “the relentless focus on education and exams is often to blame” for suicide among teens in South Korea, the leading cause of death for that demographic.

Emily Badger:

Americans are pulling apart. We’re pulling apart from each other in general. And, in particular, we’re pulling apart from people who differ from us.

The evidence on this idea is varied, broad and often weird.

We are, as Robert Putnam famously put it, less likely to join community bowling leagues.

We’re more likely, as I mentioned yesterday after a police confrontation with a group of black teens at a private swimming pool, to swim in seclusion, in gated community clubs and backyard pools that have taken the place of public pools.

We’re more likely to spend time isolated in our cars, making what was historically a communal experience — the commute to work — a private one. In 1960, 63 percent of American commuters got to work in a private car.

Now, 85 percent of us do. And three-quarters of us are riding in that car alone.

Daniel Menninger:

The memory hole, a creation of George Orwell’s novel “Nineteen Eighty-Four,” was a mechanism for separating a society’s disapproved ideas from its dominant ideas. The unfavored ideas disappeared, Orwell wrote, “on a current of warm air” into furnaces.

Alan Borsuk:

Amid the many education issues now in flux, the future of charter schools seems to attract a high degree of heat and, frequently, misunderstanding. So I thought it might be good to offer a Charter Schools 101 primer.

Q.Just what is a charter school?

A. Launched in Minnesota about 25 years ago, the idea was to offer kids independent, publicly funded schools with creative, different programs. The movement grew rapidly. More than 2.5 million students nationwide were in charter schools in 2013-’14.

Q.Why are they called “charter” schools?

A. Let’s say you and I have an idea for a school. We go to a government body (usually a school board, but, around here, a few other bodies, such as Milwaukee city government), and say, hey, give us permission to open this school, give us money and we’ll give you something different with good results. (At least, that’s the ideal.) Down the road — usually after five years — you can either give us a green light to continue or you can cut off our money, based on our record. If the government body says OK, then we formalize an agreement that is called our charter.

Generally, I’m describing what we’ll call an independent charter. There are quite a few charters created within school districts as alternatives to their traditional programs. Most of the charter schools in Wisconsin fit this description.

A significant difference between school district charters and independent charters is whether the teachers are employees of the district or whether they are hired (and potentially fired) by the individual school. Almost all of the controversy around charter schools involves independent schools.

Jim Stingl:

Finally someone put a name to my carefree childhood of the 1960s. I was a free-range kid. We all were back then.

From the time we were old enough to attend school, we roamed our neighborhood and rode our bikes and played games — all outside the view of our parents who loved us but didn’t hover over us in constant fear.

By the time my wife and I were raising our own kids in the 1980s and ’90s, we were feeling a growing vague sense of peril that called us to keep our kids closer and in organized sports leagues.

Today, an unattended child is likely to result in a call to the police. In a recent high-profile case, a Maryland couple who allowed their 10-year-old son and 6-year-old daughter to walk home alone from the park were investigated by Child Protective Services.

Last week, the agency issued a directive saying they need not be involved in cases like this unless the kids have been harmed or face a substantial risk of harm.

That’s good news to journalist Lenore Skenazy, founder of the free-range kids movement that was born several years ago when she wrote a column about letting her 9-year-old son ride the subway alone in New York, where she lives.

“Two days later I found myself decried as ‘America’s worst mom’ on the ‘Today’ show, MSNBC, Fox News and NPR,” she wrote in a column earlier this year. Skenazy has written a book, “Free-Range Kids,” and hosts a reality show, “World’s Worst Mom.”

On Friday I called Skenazy, and found her busy defending herself from charges that she made up a nightmare scenario faced by free-range parents in Florida. Her viewpoint on kids has made her a lightning rod.

Beth Greenfield:

“The size of the study speaks to the definitiveness of the findings,” says co-author Michael Rosanoff, director of public health research for Autism Speaks, the organization that funded the study. “We can now say confidently that advanced paternal and maternal age is a risk factor for autism.” Such findings are not new, he tells Yahoo Parenting, but this is by far the most sweeping of its kind.

It also turned up some new correlations: In addition to finding that autism rates were 66 percent higher among children born to dads over the age of 50 than those in their 20s (and 28 percent higher for dads in their 40s), researchers found rates were 18 percent higher with teen moms than those with moms in their 20s.

Janet Lorin:

Chris Winiarz, a 31-year-old money manager with a Northwestern MBA, jumped at a student-loan deal of a lifetime.
A startup called SoFi offered to refinance his $45,000 in federal debt, slashing his interest rate to 2.69 percent from 6.55 percent. Winiarz will pay off his obligation three years early, saving about $9,500 and helping pay for an engagement ring for his girlfriend. The company even threw in a free bottle of artisan olive oil.

“I really should have done this a lot sooner,” said Winiarz, who helps oversee the University of California’s endowment and pension investments.

In a growing refinancing boom, a new generation of private lenders — backed by hedge-fund billionaires and Silicon Valley royalty — is targeting successful graduates with professional degrees and student loans. For the borrowers, “it’s an uncashed lottery ticket,” said Brendan Coughlin, head of education finance for Citizens Financial Group Inc.

Hunter Rawlings:

Pick up any paper or magazine, and you’re likely to see a front-page article on college: It costs too much, spawns too much debt, is or isn’t worth it.

I entered academia 52 years ago as a student of Latin and Greek expecting to enter a placid sector of American life, and now find my chosen profession at the center of a media maelstrom. With college replacing high school as the required ticket for a career, what used to be a quiet corner is now a favorite target of policymakers and pundits. Unfortunately, most commentary on the value of college is naive, or worse, misleading.

Here’s what I mean. First, most everyone now evaluates college in purely economic terms, thus reducing it to a commodity like a car or a house. How much does the average English major at college X earn 18 months after graduation? What is the average debt of college Y’s alumni? How much does it cost to attend college Z, and is it worth it? How much more does the “average” college grad earn over a lifetime than someone with only a high school degree? (The current number appears to be about $1 million.) There is now a cottage industry built around such data.

BBC:

Even the pit ponies were blasted to oblivion in the Peckfield explosion and 90 children, mostly from one village, were left fatherless. When it went wrong down a pit, it went wrong big time and every member of every family involved in the industry was acutely aware of it.
Who in their right mind would take a 10-year-old boy down a working coal mine?

Strange then that on this particular Sunday the old man should have taken it into his head to take me down the pit with him that day. I don’t know how he wangled it. It would never be allowed in today’s litigious and safety-conscious times. It was the maddest thing he’d ever done.
Who in their right mind would take a 10-year-old boy down a working coal mine? I knew it was dangerous because I overheard things.

Uncle Goldie, dad’s brother, often called round to our house and the two of them invariably got talking about the pit. “Ah see Leetning lost three on t’ thutty-niners t’ other week, Poke. Bloody belt’ll kill some’dy sooin, tha knows.”

Josh Mitchell:

Federal officials acknowledged the potentially high cost of the policy. In the case of Corinthian alone, the Education Department said 350,000 Americans who owe roughly $3.5 billion in loans could be eligible for forgiveness. In all, Americans owe more than $1.2 trillion in outstanding student debt.

Federal officials declined to disclose the potential total amount of loans that could be eligible for forgiveness.

Education Secretary Arne Duncan said in a conference call with reporters that the administration is “determined to crack down on colleges that leave students with huge debt, worthless degrees and few job prospects.”

Under Secretary of Education Ted Mitchell said the agency realized the move could invite applications from across higher education, whether from community college students or law-school graduates. The agency said it would hire a “special master” to figure out many of the details, including what standards the department should use to determine whether a school had violated state law. The department also would likely hire additional personnel to handle the applications.

Anya Kamenetz:

Oregon has the nation’s second-worst graduation rate, at 69%. One school is intervening at an even younger age: preschool.

Chiara Piccinotti:

A better user interface than what, you might ask…
The answer: Better than numbers and symbols and equations.

It’s quite an insight really — symbolic systems as a “user interface” — and it’s absolutely true.

I’ve been noodling on this one for quite some time now. I have always been “good at math” — good enough that I was always a step ahead of my teachers in high school when we were learning calculus or geometry, and I later majored in math in undergrad. However, I’ve always sucked at arithmetic. Give me a bill and it will take me several minutes and a pencil to calculate and add up the tip.

If you ask me why, I’ll tell you that my brain has a bad user interface when it comes to math.

I just don’t think about it the right way. I can add double digits intuitively, and then I have rely on a small set of memorized facts to get me the rest of the way… simple multiplication tables, adding zeros to multiply by ten… Armed with this limited tool box, I try to break down complicated problems into smaller ones and then recombine them. But the process is inefficient and requires a lot of working memory. I keep forgetting where I was and having to start over.

Shannon Mattern:

Melvil Dewey was a one-man Silicon Valley born a century before Steve Jobs. He was the quintessential Industrial Age entrepreneur, but unlike the Carnegies and Rockefellers, with their industries of heavy materiality and heavy labor, Dewey sold ideas. His ambition revealed itself early: in 1876, shortly after graduating from Amherst College, he copyrighted his library classification scheme. That same year, he helped found the American Library Association, served as founding editor of Library Journal, and launched the American Metric Bureau, which campaigned for adoption of the metric system. He was 24 years old. He had already established the Library Bureau, a company that sold (and helped standardize) library supplies, furniture, media display and storage devices, and equipment for managing the circulation of collection materials. Its catalog (which would later include another Dewey invention, the hanging vertical file) represented the library as a “machine” of uplift and enlightenment that enabled proto-Taylorist approaches to public education and the provision of social services. As chief librarian at Columbia College, Dewey established the first library school — called, notably, the School of Library Economy — whose first class was 85% female; then he brought the school to Albany, where he directed the New York State Library. In his spare time, he founded the Lake Placid Club and helped win the bid for the 1932 Winter Olympics.

Adam Kotsko:

Campus culture has been much-discussed in recent weeks, as a growing consensus has emerged that today’s college students, though well-meaning, are often prone to overreaction and oversimplification of complex political and moral issues. The result is hurt feelings in the campus community and, all too often, shattered careers for professors.

Let’s grant that this diagnosis is partially correct. It does seem to be the case that campus political activism is often characterized by lack of nuance and by massive impatience. Student groups sometimes seem to choose “targets of opportunity” without any clear overarching strategy. Online activist culture has arguably contributed to this situation by substituting clever memes and carefully orchestrated outrage for actual political analysis. The result is an approach to political advocacy that does little to foster a community based on dialogue and mutual understanding.

The thing about this diagnosis is that, aside from the online aspect, pundits from time immemorial have said similar things about college students. This is because college students are adolescents who have often been thrown into a very intense and confusing social situation without much in the way of preparation. Simplistic moralizing and group identities based more on common enemies than shared substance are part of the natural growing pains. I went through a phase much like that described by the David Brookses of the world, and now I’m not like that anymore. Surely many of us can say the same, if we’re honest.

The hope, obviously, is that the end result of a college education would be, in part, a more sophisticated grasp of political realities, institutional structures, moral ambiguities, etc., etc. For me, the question is not whether college students are acting like college students, but whether our institutions of higher learning are helping them toward that laudable goal of political maturity.

Yevgeny Feyman, via a kind reader:

Last year, as part of a contract deal with the teachers’ union, Mayor Bill de Blasio announced that he and the city’s unions had agreed to cut $3.4 billion in worker health-care costs over four years. Even with these “savings,” though, Gotham’s health-insurance spending is projected to grow 6 percent annually through 2018—totaling a whopping $6.2 billion that year. According to the Citizens Budget Commission, more than 90 percent of city employees are enrolled in plans that require no premium contributions from workers. Most other city governments require employees to pay something toward their health-care costs. In the private sector, such contributions are standard.

The massive cost of paying full freight for nearly half a million employees’ health care is one reason why the city budget will run a $1.4 billion deficit in 2018, according to de Blasio administration projections. Even without the looming Cadillac Tax, the city’s budgetary status quo is unsustainable. Making these expensive benefits even more costly is a recipe for fiscal disaster.

The ACA imposes a 40 percent excise tax on the value of health insurance costing $10,200 or more for individual plans and $27,500 or more for family plans. And because the tax is indexed to the general rate of inflation rather than to faster-growing health-care inflation, it will hit more plans each year. Researchers from the Johns Hopkins School of Public Health estimate that the tax will affect 75 percent of employer-provided plans within a decade of its implementation. It likely won’t take that long for the tax to hit New York’s typical HMO coverage plans for city workers. In 2013, one plan offered to workers cost $6,600 annually for individual coverage. Assuming that these premiums grow at the same rate as overall costs for the city’s health insurance, such a plan would cost over $9,000 annually by 2018. In just a few years, these plans would cross the Cadillac Tax threshold. Who will bear the burden? With no required contributions from city employees, local taxpayers will be on the hook.

Susan Du, via a kind reader:

A student walks down a Harding High hallway wearing headphones, chanting along to violent rap lyrics. Teacher Erik Brandt taps him on the shoulder. Turn it down, he gestures.

The kid stares at Brandt with chilling intensity. He points at the older man, fingers bent in the shape of a gun, and shoots. Then moves on.

Within Harding’s corridors is a turbulent clutter of students who push and cuss and bully their way from one end of the building to another. Brandt, a finalist for Minnesota’s Teacher of the Year and a 20-year veteran of the English department, doubles as a hall monitor. It is his job to somehow tame them.

When the bell rings, the majority trickle into classrooms. But 50 or so roamers remain. They come to school for breakfast and lunch and to wander the halls with their friends. He commands them to get to class, but his authority is empty.

Brandt, a bespectacled Shakespeare devotee who leads Harding’s International Baccalaureate program, doesn’t know the majority of kids in this school of 2,000 on St. Paul’s East Side. Calling the principal on dozens of kids each day is impractical. Written requests for disciplinary action are a toothless paper trail of unenforceable consequence.

Harding isn’t much different than most big city schools. It squats in St. Paul’s most economically depressed zip code, where 83 percent of kids receive free or reduced-price lunch. This is a multi-ethnic, multi-national place, the majority the sons and daughters of Asian immigrants.

Lee Siegel:

Years later, I found myself confronted with a choice that too many people have had to and will have to face. I could give up what had become my vocation (in my case, being a writer) and take a job that I didn’t want in order to repay the huge debt I had accumulated in college and graduate school. Or I could take what I had been led to believe was both the morally and legally reprehensible step of defaulting on my student loans, which was the only way I could survive without wasting my life in a job that had nothing to do with my particular usefulness to society.

I chose life. That is to say, I defaulted on my student loans.

As difficult as it has been, I’ve never looked back. The millions of young people today, who collectively owe over $1 trillion in loans, may want to consider my example.

Vox:

It’s been said again and again and again — more frequently and publicly since unarmed black teen Trayvon Martin was gunned down by a neighbor who perceived him as a threat in 2013 — but probably for as long as black people have been in America: black kids just can’t do the same things white kids can. At least not if they want to survive.

A TED Talk by Harvard University doctoral candidate Clint Smith is a recent, and especially thoughtful, personal narrative about this topic. Filmed March 2015 at TED2015, it’s titled “How to raise a black son in America.”

Smith starts by explaining what inspired him to think about this topic, making reference to the recent series of high profile police-involved deaths of unarmed African Americans, which have inspired protests in Ferguson, Missouri; New York City; and Baltimore:

Laura Waters:

Education News looks at the first results of N.J.’s value-added teacher evaluations, which “found that overall, 23.4% of teachers received “highly effective ratings; 73.9% of teachers were rated “effective”; 2.5% were rated “partially effective”, a rating which can affect tenure; and .02%, about 200 total teachers in the state, were rated “ineffective.” Also see NJ Spotlight, the Record, Here’s the DOE report.

Chris Rickert:

But there’s still little doubt vouchers mean taxpayers are going to be on the hook for educating some indeterminate number of additional kids than they would be in the absence of vouchers.

That isn’t necessarily a bad thing, according to Jim Bender, president of the pro-voucher School Choice Wisconsin. He notes that government doesn’t force citizens to prove they’ve been unable to pay for other basics in order to be eligible for taxpayer help. People applying for food stamps, for example, don’t have to prove starvation or that they haven’t visited a grocery store in the prior year.

Are vouchers a good deal financially?

The answer to that is about as muddled as the answer to whether voucher schools provide an educational product that is any better, on the whole, than the one provided by public schools.

Ultimately, it probably comes down to whether you think parents should be able to choose their kids’ schools when taxpayers are flipping the educational bill.

Madison spends more than $15,000 per student.

Voucher schools operate on substantially smaller budgets.

Mr Rickert neglects to mention and compare total Wisconsin K-12 spending.

Christian Schneider:

It’s not nearly as funny, however, when real-world students demand a substandard education. Last week, students from South Division High School walked out of class to protest a legislative plan that would allow private school operators to take over five of the worst-performing schools in Milwaukee Public Schools. The protest combined two of teenagers’ favorite things — demonstrating unearned self-righteousness and getting a day off school.

In opposing the Opportunity Schools and Partnership Program, the South Division students were sticking up for a status quo in which a scant 10.8% of them tested “proficient” or above in reading last year. If Gov. Scott Walker’s budget cuts had forced the school to eliminate the use of verbs, the reading scores could hardly be worse.

Of course, the Milwaukee Teachers Education Association would have us believe that the student walkout was a spontaneous demonstration — as if students at a school where 4.3% of students are proficient in math are intimately attuned to the arcane school finance details passed by the Legislature’s Joint Finance Committee. Perhaps it was just coincidence that the kids just happened to be carrying around the same union signs that have popped up at other recent demonstrations around the city.

And the details of the OSPP plan are important. Under the proposal, the Milwaukee County executive would pick a commissioner to oversee the takeover of the city’s five worst-performing schools. Control of those schools would be transferred to current operators of either high-performing private schools or certain types of charter schools. The new operators would put in place systems that have proved effective in their existing schools.

Robby Soave:

A candid admission from an anonymous academic in Vox—“I’m a liberal professor, and my liberal students terrify me”—has higher ed spectators on all sides of the ideological spectrum concerned that students’ increasing aversion to offended-ness is forcing academics to dumb down their courses.

But while just about everybody agrees there’s a problem, sheer outrage is incapable of solving it. That’s because federal bureaucrats have declared war on campus free speech and universities would be crazy to defy them, short of a Congressional mandate to do so.

Watch what you say didn’t become the unofficial motto of American campuses by accident, and hyper-offended students don’t strike fear into the hearts of the professoriate because they are physically imposing. Rather, it’s the explicit threat of formal, government-backed sanction that gives a minority of easily-agitated agitators veto power over all aspects of campus life, from the classroom to the dorm room to the rec room. (Not even movie night is safe.)

Vox’s fearful professor has a lot of company these days—many of his colleagues also feel the pressure to self-censor. “we’ve seen bad things happen to too many good teachers—adjuncts getting axed because their evaluations dipped below a 3.0, grad students being removed from classes after a single student complaint, and so on,” he wrote.

Since students have tremendous authority to make life hell for professors, academics are increasingly unwilling to risk irritating them. This can mean ejecting Mark Twain (racially problematic), Greek literature (sexually problematic), and even Shakespeare (racially and sexually problematic) from the lesson plan, just to be on the safe side.

Lyndsey Layton:

The Obama administration handed out more than $3 billion to the states and the District of Columbia to help them turn around their worst-performing schools as part of the federal stimulus spending that took place after the 2008 recession.

But most states lacked the capacity to improve those schools, according to a new analysis by federal researchers.

Although turning around the worst schools was a priority for nearly every state, most did not have the staff, technology and expertise to pull those schools out of the bottom rankings, according to a brief released Tuesday by the Institute of Education Sciences, the research arm of the U.S. Education Department.

With funds allocated by Congress under the American Recovery and Reinvestment Act of 2009, the Obama administration spent $3.5 million on School Improvement Grants to states, directing them to focus the money on their lowest-performing schools.

School Improvement Grants had been part of No Child Left Behind, the 2002 federal education law. But stimulus spending increased the budget for the grants sixfold.

Possible de-regulation of Wisconsin charter school authorizations has lead to a bit of rhetoric on the state of Madison’s schools, their ability to compete and whether the District’s long term, disastrous reading results are being addressed. We begin with Chris Rickert:

Madison school officials not eager to cede control of ‘progress’:

Still, Department of Public Instruction student achievement data suggest independent charter schools overseen by UW-Milwaukee since 1999 provide better educations than Milwaukee public schools.

And if the UW System gets the authority to create a new office for approving charter schools in Madison, it wouldn’t be the first time a local or state government function was usurped by unelected and allegedly unaccountable people at higher levels of government who are aiming to eliminate injustice. U.S. presidents sent federal authorities to the South during the civil rights era. Appointed state and federal judges have been asked to overturn local and state abortion-related ordinances and laws. Last year, a federal judge struck down Wisconsin’s voter-approved gay marriage ban.

The injustice in the Madison School District is, of course, its decades-long failure to close achievement gaps between white students and students of color and between middle class and poor students.

Cheatham told this newspaper that “we are making progress on behalf of all children.”

Apparently, the district feels it should be the only educational organization in Madison with the opportunity to make such progress.

That’s because control over education might be as high a priority for the district as improving education.

David Blaska:

It is a worthy debate, for there is little doubt that the full school board, its superintendent, its teachers union, the Democratic Party, Mayor Soglin, and probably the majority of Madisonians share Ed’s sentiments. For the festive rest of us, the white lab coats at the Blaska Policy Research Werkes have developed an alternative Top Ten, dedicated to the late Larry “Bud” Melman.

1) Attack the motives of your adversaries. “What’s tougher is buying into [the] interpretation that the Joint Finance Committee Republicans are the good guys here, struggling mightily to do what’s right for our kids,” Ed Hughes says. “My much different interpretation is that the Joint Finance proposal is simply another cynical attack on our neighborhood public schools and is motivated both by animus for Madison and by an unseemly obsession with privatizing public education, particularly in the urban areas of our state.”

Unseemly! Particularly in urban Milwaukee, where the public school district as a whole has received a failing grade from the Department of Public Instruction, and in Madison, with a yawning chasm between black and white student achievement.

2) Nobody asked our permission. Ed complains that nobody consulted MMSD about its “strategies for enhancing student achievement, promising practices, charter school philosophy, or anything else.” Um, sometimes results speak louder than pretty words on paper, Ed.

Madison School Board Member Ed Hughes:

So we have two contrasting interpretations of the proposal. As it happens, I am right and Rickert is wrong. To help Rickert see the error of his ways, here’s a Letterman-like list of the top ten reasons why the Joint Finance proposal to establish a so-called “Office of Educational Opportunity” within the office of the UW System President is a cynical ploy to stuff Madison with charter schools for the sake of having more charter schools rather than a noble effort to combat injustice:

Mr. Hughes, in 2005:

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

Finally, then Ripon Superintendent Richard Zimman, in 2009:

Zimman’s talk ranged far and wide. He discussed Wisconsin’s K-12 funding formula (it is important to remember that school spending increases annually (from 1987 to 2005, spending grew by 5.10% annually in Wisconsin and 5.25% in the Madison School District), though perhaps not in areas some would prefer.

“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).

Madison has long tolerated disastrous reading results.

Georgi Boorman:

Recently I discussed how the College Board’s Advanced Placement program, pushed and sponsored by big government, fails at preparing high school students for college, much less earning them college credit that might reduce their college spending.

Well, federal legislators are at it again, this time with a bipartisan bill called the “Go to High School, Go to College Act.” It would allow Pell Grants to fund college coursework in low-income high schools. Theoretically, such courses would provide students transferable credits to college, “if and when they do attend.”

Sen. Rob Portman, a bill cosponsor, said “This, in our view, is one way not just to get kids college-bound but to keep them in high school.” Does helicopter-dropping college-track programs into poor, struggling schools sound familiar? Does it sound an awful lot like Advanced Placement (AP), but with a different source of funding? Yes. Yes, it does.

I’m not opposed to dual-credit programs or ones aimed at jump-starting college education. They can be quite useful for students who might, for instance, write at a college level but do algebra at a high-school level. I personally benefited from a Washington State program called Running Start, which allowed me to attend community college full time during my junior and senior years of high school, allowing me to graduate two years early with nearly half the debt of a traditional college attendee.

Alan Borsuk:

Voucher students in schools statewide will do better than voucher students in Milwaukee. Why do I say that? Not for the reasons you might guess. The statewide program has a requirement that a participating private school had to be in operation on May 1, 2013. That means there will not be a rush of start-up schools. The list of participating schools outstate will look a lot like a roster of Catholic, Lutheran and other well-grounded schools, I bet. The large majority of problems in Milwaukee’s voucher program, including both poor academic results and financial messes, have involved schools that opened after the program was launched.

The standardized testing program statewide is in a mess. We pretty much killed off our old tests. We’re killing off the one we tried this spring. So what’s next? That’s not set yet and, among other things, you have to wonder who’s going to take the results seriously when there are different tests every year.

Accountability overall is in a mess.Beyond the budget process, the Legislature was unable to agree on how to revise the system for rating schools and for doing something about low-rated schools. Which means not much will be done about those schools in the foreseeable future — including, low-performing voucher schools in Milwaukee. Some Republican legislative leaders have said doing something about those schools is a high priority. Nothing in the budget or other legislative action backs that up.

Suddenly, county executives are important. As the budget stands, both the Milwaukee and Waukesha county executives will be given unprecedented and hefty powers to deal with schools. Who knew they were qualified to be school system leaders? Wow.

Kate Bachelor:

Getting into Harvard is tough enough: Every year come the stories about applicants who built toilets in developing countries, performed groundbreaking lunar research, or won national fencing competitions, whatever it takes to edge out the competition. So you can imagine that the 52-year-old Florida businessman and author Yukong Zhao is incensed that gaining admission may be even harder for his children—because of their race.

“It’s not a political issue,” he says. “It’s a civil-rights issue.”

Mr. Zhao helped organize 64 groups that last month asked the Education Department to investigate Harvard University for discriminating against Asian-Americans in admissions. The allegation is that Harvard is holding Asian-Americans to higher standards to keep them from growing as a percentage of the student body. The complaint, filed also with the Justice Department, follows a lawsuit against the university last fall by the nonprofit Students for Fair Admissions.

First, a few facts. Asian-Americans are the fastest-growing segment of the U.S. population, and the share of college-age Asian-Americans climbed to 5.1% in 2011 from 3% in 1990. Yet according to independent research cited in the complaint, members of this 5% make up roughly 30% of National Merit semifinalists, a distinction earned by high-school students based on PSAT scores. Asian-American students seem to win a similar share of the Education Department’s Presidential Scholar awards, “one of the nation’s highest honors for high-school students,” as the website puts it. By any standard, Asian-Americans have made remarkable gains since 1950. They constituted 0.2% of the U.S. population then, due in part to the legacy of the Chinese Exclusion Act of 1882.

Te-Ping Chen & Abby Schultz:

Worries over cheating on the SAT college-entrance exam by students in Asia are raising fresh questions about the test’s security as the number of foreign applicants to American universities surges.

Students and test-prep advisers say it is becoming easier than ever for foreign students to game the test, with answers becoming available ahead of the exams, especially in Asia. The nonprofit College Board, which runs the SAT, has delayed thousands of scores in Asia this school year as it investigates.

All the students who took the SAT in May at two major international schools in China—including the Western Academy of Beijing—had their scores withheld by the College Board pending investigation. Scores were also held back at several other international schools in China, which are typically attended by foreign passport holders.

Alison Gopnik:

A fifth or more of American children grow up in poverty, with the situation worsening since 2000, according to census data. At the same time, as education researcher Sean Reardon has pointed out, an “income achievement gap” is widening: Low-income children do much worse in school than higher-income children.

Since education plays an ever bigger role in how much we earn, a cycle of poverty is trapping more American children. It’s hard to think of a more important project than understanding how this cycle works and trying to end it.

Neuroscience can contribute to this project. In a new study in Psychological Science, John Gabrieli at the Massachusetts Institute of Technology and his colleagues used imaging techniques to measure the brains of 58 14-year-old public school students. Twenty-three of the children qualified for free or reduced-price lunch; the other 35 were middle-class.

The scientists found consistent brain differences between the two groups. The researchers measured the thickness of the cortex—the brain’s outer layer—in different brain areas. The low-income children had developed thinner cortices than the high-income children.

The Electric Typewriter.

By DAISUKE WAKABAYASHI:

Near the end of his freshman year at the Massachusetts Institute of Technology, Ari Weinstein was offered $100,000 to drop out of school.

Mr. Weinstein, now 20, had grown up immersed in technology. He created a website at age 7, started a software company in high school and released an iPhone app his first week at MIT. The rest of his freshman year, he juggled classwork along with tending to the app.

REAP:

Rozelle also compared vocational training in China and Germany. He believes that German vocational training emphasizes building foundational knowledge and cultivating learning ability as the best way to prepare individuals for future technology and skills. “Chinese vocational training focuses excessively on training for a single occupation, training workers in only in skills that currently in demand but can be outdated in the blink of an eye.”

In December 2014, the Ministry of Education finally issued a document setting forth strict rules declaring that in addition to teaching technical skills, vocational schools also have to teach language, mathematics, English, computer skills, physical education, history, and other common fundamental courses. In vocational middle schools these basic classes should take up one third of total instruction time, and in vocational high schools these courses must make up no less than one quarter of total instruction.

After having worked with people on the ground in China for the last three decades, Rozelle does not begrudge praise for Chinese officials, especially basic-level cadres; “many of them are hard-working, intelligent, and eager to do good.” However, Rozelle is occasionally dismayed by the excessive misgivings of officials in some areas. In Qinghai province, while carrying out an experiment to test the effectiveness of computer-assisted learning software in helping Tibetan students to learn Mandarin. Although “the local governor liked it very much,” due to his American citizenship and the foreign background of those in the Rural Education Action Program team, his research was temporarily halted. “Let’s take a break for a semester, then see if we can start again.” In the next two days, Rozelle rushed to Shangluo, in Shaanxi province. There, he and the National Health and Family Planning Commission started a new experiment. This experiment prepares for the future transformation and training of rural cadres responsible for enforcing the One Child Policy, and enable them to become trainers in charge of educating village families–especially grandparents raising migrant children–in accurate information about child development and skills for raising babies.

Rozelle said, “I have heard too many grandparents in rural China ask me in surprise, ‘why should we talk to an infant? Why should we sing to them? Why should we give them toys to play with?’” He found that by the age of four, a significant IQ gap had already appeared between rural children–who in the first four months after birth lack sufficient stimuli–and urban children–whose parents interacted with them from a young age.

“We all say that we cannot let children lose before they get to the starting line. This starting line begins much earlier than we thought,” Rozelle said.

Ebony McGee:

The answer is complicated.

Increasing school resegregation – the renewal of segregation – and the continuing inequality of black students is resulting in lower achievement and graduation rates, signalling a reversal of civil rights gains.

Achievement disparities, referred to widely as the black-white achievement gap or test-score gap, frequently position black students at the low end of the scale and white (and Asian) students at the top.

This situation often engenders simplistic individual and group explanations for the gap, which frequently frame the lives and educational experiences of black children in ways that involve a deficit of some sort.

However, there are enormous variations in these students’ social, economic, historic, political and educational opportunities.

When gaps in achievement are addressed without a deliberate investigation of racial inequities, students, parents, teachers and neighbourhoods tend to be blamed for the poor educational outcomes of black students.

I contend that inquiries into how black students perform in school must include investigation of the harsh disciplinary sanctions in public schools for black students, the disinvestment in black neighbourhoods and why the least prepared teachers are those most likely to serve black students.

Anne Quito:

Since cursive writing was omitted when the Common Core academic standards was drafted in the US in 2010, the debate on the value of learning penmanship has raged.

Some argue that the skill is obsolete, akin to learning how to use an abacus in the age of supercomputers. “[The] time kids spend learning to write curvy, connected words, is time kids could be spending learning the basics of programming and any number of other technology skills they’ll need in our increasingly connected world,” wrote blogger and podcast host Justin Pot in a spirited editorial rejecting the utility of such “anachronistic skill.”

Pamela Druckerman:

Your first attempt will be terrible. A large part of the creative process is tolerating the gap between the glorious image you had in your mind, and the sad thing you’ve just made. Remember that everything great you see started out as someone else’s bad first draft. Version No. 20 of your work may still not be brilliant. But version No. 1 almost definitely won’t be. And if you think it is, look again. Whenever someone sends me a manuscript and says, “It just flowed out of me,” I usually think: Let it flow back into you for a while.

Everything that happens is potential inspiration. Or as Nora Ephron reminded us, “Everything is copy.” When someone tells you a story, you notice a recurring theme in conversations, or you turn a corner and see something that moves you — use it. In fact, when you’re deep into a project, information about it will pour into your life. Write your thoughts down immediately. One of the great joys of a creative life is that your observations and loose moments aren’t lost forever; they live in your work.

Lauren FitzPatrick:

Embattled Chicago Public Schools CEO Barbara Byrd-Bennett has resigned in the wake of the federal probe of a $20.5 million no-bid contract CPS handed her former employer, the mayor’s office announced Sunday night.

Byrd-Bennett went on paid leave in mid-April, days after federal investigators sent subpoenas to CPS seeking records about her, top aides she brought to Chicago and three companies owned by her former employers, Gary Solomon and Thomas Vranas.

Appointed to the city’s top schools job by Mayor Rahm Emanuel in the wake of a historic 2012 teachers’ strike, Byrd-Bennett was once employed by two of Solomon and Vranas’ firms, SUPES and Synesi. Had she not resigned, her contract with CPS would have allowed her to remain CPS’s $250,000-a-year CEO through June 30, 2016.

Lance Lambert

More than six years after the 2008 financial crisis, American families have reduced household debt by about $900 billion.

But one type of debt has been difficult to clear: student loans. That debt continued to grow during and after the downturn, and is now greater than both auto-loan and credit-card debt.

As of the end of 2014, outstanding student-loan debt topped $1.3 trillion. About $1.1 trillion of the total came from federal student-loan programs; the remainder was from private lenders.

Those figures, however, don’t include other means of financing a college education. For example, students whose parents take out home-equity loans, or students who use credit cards to foot tuition bills, are not included in the student-loan-debt total.

How much of the pie is missing?

No data have been gathered on alternative methods of financing college, so “it’s a hard market to gauge,” says Eric Pajonk, a spokesman for the Federal Reserve Bank of New York. New research is underway to grasp the scale of alternative financing, he says, but there’s no timetable for when the results might be available.

Ben Mathis-Lilly:

Later in the piece, she argued that students “so committed to their own vulnerability, conditioned to imagine they have no agency, and protected from unequal power arrangements in romantic life” will struggle to deal with the problems and conflicts of the real world.

On Friday, Kipnis published another piece in the Chronicle, revealing that, in a twist that’s ironic on more than one level, she is now the subject of an investigation into graduate student complaints that her earlier column and a subsequent tweet violated Title IX, the law that prohibits sex descrimination in education. Her piece, in addition to pointing out the absurdity of being charged with discriminatory behavior because of an essay, alleges an investigatory process that’s ridiculously opaque for the accused:

Eliane Glaser:

Time allocation forms, research excellence framework documentation, module monitoring, and research funding applications: these Gradgrindian horrors are the subject of many a senior common room rant, and they have been extensively documented in these pages. Academics are spending less and less time thinking, reading and writing, and ever more time filling out forms. It seems clear that bureaucracy is somehow intertwined with the transformation of what were once institutions devoted to the pursuit of knowledge into commercial enterprises. Yet for me, two conundrums remain. If the “modernisation” of higher education is supposedly all about efficiency and productivity, why are managers imposing tasks that are by any common-sense measure a complete waste of time? And if academics are so demonstrably fed up with demands to fill out yet another piece of pointless paperwork, why do we continue to consent?

As part of a knowledge exchange project at my university – itself arguably a product of the bureaucratic imperative to measure “impact” – I organised a modest survey of academic bureaucracy: first, to identify the bureaucratic activities carried out by colleagues at my institution and beyond; second, to attempt to identify their source and apparent motivation; and third – crucially – to probe the underlying factors that might explain the curious fact of academic compliance.

John Quiggin:

What accounts for the remarkable stability of university rankings in comparison to the instability of big business, and for that matter, other nonprofits? More important, what implications does this have for university management and higher-education policy?

Several features of universities are important in explaining these outcomes. First, unlike other enterprises, universities almost never die and rarely merge. The 14 universities that formed the Association of American Universities, in 1900, are all still in existence, as are all those admitted since then.

Second, and directly related, universities are what are called, in the literature on industrial organization, “single-plant firms.” The vast majority have one (or at most two) main campuses, with a few peripheral offshoots. Apparent exceptions like the University of California system are in reality a set of distinct universities, linked only by notionally shared governance.

David Wahlberg:

Madison Teachers Inc. and five other Madison-based unions are so concerned about significant financial losses at Group Health Cooperative of South Central Wisconsin, they’re urging members to vote for particular candidates in Group Health’s board election Thursday.

“MTI cannot stand idly by and watch GHC disappear,” John Matthews, the teacher union’s executive director, wrote in a letter last month to members.

Group Health lost $18.7 million last year after losing $15.7 million in 2013 and $5.5 million in 2012, according to financial statements filed with the National Association of Insurance Commissioners.

Kevin Hayden, Group Health’s CEO, is on leave for reasons the HMO won’t explain.

Group Health made $364,000 the first quarter of this year and expects a “substantial improvement over 2014,” a statement by board president Ken Machtan said.

The losses were covered by “substantial reserves so no debt was accumulated,” Machtan said. Group Health “continues to maintain a healthy reserve,” he said.

Details.

Healthcare costs have long been a significant issue in the Madison School District’s budget.

Gillian Tett:

This month, some Brooklyn-based friends have been touring New York’s top selective public high schools to assess whether their kids should take the ultra-competitive entry tests. It has left them grappling with unease — and some subtle guilt.

On the one hand, they explained, they were dazzled by the schools’ academic environment. Competition to get into these free institutions is so fierce that the schools are veritable intellectual hothouses — not least because many kids come from poorer, immigrant backgrounds and are exceptionally motivated to succeed.

But the experience also prompted my friends to wonder if academic success is the only thing that children need to succeed. “It’s the extracurricular stuff, the social things, I wonder about,” one mother said. More specifically, what worried her about these ultra-competitive high schools was that they seemed to provide fewer of the diversions that middle-class children might find in elite — private — schools, such as sport, trips to France, extra music lessons and so on. “I don’t know if that matters,” she murmured. “But it worries me.”

On one level, that quibble might seem ridiculous: after all, academic excellence and strong competitive skills are supposed to be the keys to success in modern-day America. (And I suspect that if my friend’s children do combat the odds to get into one of these schools, they will not turn it down.) But on another level, her comment is revealing; doubly so if you look at an intriguing new book, Pedigree; How Elite Students Get Elite Jobs, by Lauren Rivera, a US sociologist.

Hiroku Maeda:

After modest movement toward universal primary education in the poorest countries during the 1990s, progress has accelerated considerably since 2000. Achieving the MDG 2 target appeared within reach only a few years ago, but the primary school completion rate has been stalled at 91 percent for developing countries since 2009.

Only two regions, East Asia and Pacific and Europe and Central Asia, have reached or are close to reaching universal primary education. The Middle East and North Africa has steadily improved, to 95 percent in 2012, the same rate as Latin America and the Caribbean. South Asia reached 91 percent in 2009, but progress since has been slow. The real challenge remains in Sub-Saharan Africa, which lags behind with a 70 percent primary completion rate as of 2012.

Joe Quennan:

Once their children are all grown up and have moved away for good, parents are supposed to suffer from profound melancholy and sometimes even outright depression. This is the phenomenon widely known by the horrid term “empty nest syndrome.”

“It all went by too fast.” “We didn’t really enjoy those precious little moments as much as we should have.” “The future now looks so bleak.” These are the sorts of things that rueful empty nesters—nostalgic for the glorious, halcyon days when their children were young and innocent and still nesting—say to themselves. Or so runs the popular mythology.

Sam Schaefer:

Thursday morning, the Board of Governors educational planning committee voted to discontinue 46 degree programs across the UNC-System, including one at UNC-Chapel Hill: human biology. Some of the programs will be reformatted as concentrations or consolidated into other majors. The entire Board voted Friday to adopt the recommendations voted on by the committee Thursday.

Other schools saw more programs discontinued than UNC-CH. East Carolina University and UNC-Greensboro saw eight programs discontinued each.

Junius Gonzales, senior vice president for academic affairs for the UNC-System, led the review of program productivity, which refers to the number of degrees granted in programs annually.

Gonzales said the process was inexact and that it was essential to listen to the thoughts of campus-level officials. He said the frequency of education programs being classified as low productivity due to few majors was an example of a situation where the processes of the UNC system and the interests of the state did not always align.

Yet, citizens have nearly unlimited online learning options today.

news from underground:

“The Art of the Gouge”: Shocking New Report by NYU Faculty Details How NYU Bilks Millions from Its Students to Finance Real Estate and Pay for Top Executives; Renew Call for Full Financial Transparency

Members of New York University’s faculty have issued a blistering 14,000 word report on how NYU has been gouging its own students (and their families) to raise billions for gratuitous real estate transactions and lavish compensation packages for NYU’s own top executives.

Concerned about their students’ ever worsening financial plight and wild spending by NYU’s Board of Trustees, the professors, many of them members of NYU Faculty Against the Sexton Plan (NYUFASP), spent this past academic year researching NYU’s financial practices. Interviewing scores of students, both undergraduate and graduate, and studying the fine print in NYU’s own documents, the professors “followed the money” to reveal:

Students Going Hungry Regularly, Becoming Homeless, Signing Up for “Dating Services” to Pay Tuition, Fees, Insurance

NYU students pay the highest tuition in the United States, currently $71,000 per year. They are also socked with thousands more in phantom fees, health care, insurance and other costs. Most of the students interviewed preferred anonymity, for obvious reasons, but were happy to have their tales finally told in public. “It was frightening to hear these stories, and to know that our students are suffering in ways and numbers that even we didn’t imagine,” said Jeff Goodwin, NYU Professor of Sociology.

Daniel:

This is a post I’ve been planning to write for a while, with various other CT members alternately encouraging me to do so, and sternly reminding me that the consequences will be entirely on my own head ;-). It’s based on a point I’ve been making over the last few years to all sorts of friends when they’ve been trying to bait me on the subject of LIBOR, forex and the various scandals of the financial profession.

The point is quite simple. Bankers have had their day under scrutiny. But so have Members of Parliament (expenses scandal). So have journalists (phone hacking). So has the Church (paedophilia cover-ups). So has the BBC (ditto). This isn’t a specific issue about financial sector corruption. It’s a general trend, one of gradual social re-assessment of whether the fiddles and skeletons of the past are going to be tolerated in the future. It’s not that these sectors are especially dirty and the rest are especially clean – it’s just that politics, finance, religion, journalism and broadcasting have, so far, had their day under the microscope. One day, it’s going to point somewhere else. Particularly (because a lot of my friends are academics), one day it’s going to point at the universities. How confident are we that when it does, that they’ll be found pure?

Astra Taylor and Jathan Sadowski
M

Nicole Keplinger, 22, had long seen ads on Facebook promising financial relief, but she always ignored them and assumed that they were scams. Keplinger was drowning in student debt after obtaining a worthless degree from the for-profit Everest College, whose parent corporation, Corinthian Colleges Inc., had recently collapsed under accusations of fraud and predatory lending. But when an offer arrived in her e-mail inbox in April—“Cut your student loan payment or even forgive it completely!”—she thought it seemed more legitimate than the rest, so she called the number.

The person on the other end was aggressive. “They wanted my banking information, my Social Security number, my parents’ number and their information. I was like, ‘Wait a minute,’” Keplinger recalled. Even after she said that she lived on a fixed income (on disability due to a kidney transplant), the telemarketer kept up the pressure. “They said I needed to get a credit card. I don’t know if they were going to take money off it or what… but why do I need to get a credit card if I’m trying to reduce my student loans?”

Keplinger lied and said she’d call back, but not everyone gets away. If she disclosed her bank information, her loans most certainly would not have been cut or forgiven. At best, she would have been charged a large fee for something she could do herself: get on government repayment programs such as forbearance or deferment. At worst, she might have had the money debited each month from her bank account without any benefit provided in return, or been ensnared by a “phantom-debt collector”—a distressingly common racket that involves telling people they owe phony debts and scaring them into paying. It’s the perfect ploy to attempt on people who have already been preyed upon by unscrupulous outfits like Corinthian and who, having been misled and overcharged, are understandably confused about how much money they owe. At the same time, the fact that Keplinger was e-mailed in addition to seeing ads on Facebook suggests that her information was in the hands of a “lead generator,” a multibillion-dollar industry devoted to compiling and selling lists of prospective customers online.

Andrea Peterson:

When Myrna Arias discovered that her employer could track her movements even when she was off duty, she disabled the GPS-enabled app on her company-issued smartphone. That got her fired, according a suit filed by Arias.

In the lawsuit, Arias, a former sales executive for international wire-transfer service Intermex, claims that her boss “admitted that employees would be monitored while off duty” and even bragged about being able to track her driving speeds. She was “scolded” for disabling the app and fired not long after despite strong performance in other parts of her job, according to the lawsuit, which was first reported on by Ars Technica.

May Wong:

Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to new Stanford research investigating how the brain responds to different types of reading instruction.

In other words, to develop reading skills, teaching students to sound out “C-A-T” sparks more optimal brain circuitry than instructing them to memorize the word “cat.” And, the study found, these teaching-induced differences show up even on future encounters with the word.

The study, co-authored by Stanford Professor Bruce McCandliss of the Graduate School of Education and the Stanford Neuroscience Institute, provides some of the first evidence that a specific teaching strategy for reading has direct neural impact. The research could eventually lead to better-designed interventions to help struggling readers.

“This research is exciting because it takes cognitive neuroscience and connects it to questions that have deep meaning and history in educational research,” said McCandliss, who wrote the study with Yuliya Yoncheva, a researcher at New York University, and Jessica Wise, a graduate student at the University of Texas at Austin.

Madison has long tolerated disastrous reading results.

Laura McKenna:

Imagine meeting your English professor by the trunk of her car for office hours, where she doles out information like a taco vendor in a food truck. Or getting an e-mail error message when you write your former biology professor asking for a recommendation because she is no longer employed at the same college. Or attending an afternoon lecture in which your anthropology professor seems a little distracted because he doesn’t have enough money for bus fare. This is an increasingly widespread reality of college education.

Many students—and parents who foot the bills—may assume that all college professors are adequately compensated professionals with a distinct arrangement in which they have a job for life. In actuality those are just tenured professors, who represent less than a quarter of all college faculty. Odds are that students will be taught by professors with less job security and lower pay than those tenured employees, which research shows results in diminished services for students.

Rebecca Schuman:

Last week, Lower Saxony made itself the final state in Germany to do away with any public university tuition whatsoever. You read that right. As of now, all state-run universities in the Federal Republic—legendary institutions that put the Bildung in Bildungsroman, like the Universität Heidelberg, the Universität München, or the Humboldt-Universität zu Berlin—cost exactly nichts. (By the way, they weren’t exactly breaking the bank before, with semester fees of about EUR 500, or $630, which is often less than an American student spends on books—but even that amount was considered “unjust” by Hamburg senator Dorothee Stapelfeldt.)
Rebecca Schuman Rebecca Schuman

Well, you might be thinking, isn’t that just wunderbar for the damn Germans, with their excellent supermarket commercials and their spectacular beach nudity and their pragmatically dressed Chancellor. Now with their free college they’re just showing off. Well, here’s the kicker: Germany didn’t just abolish tuition for Germans. The tuition ban goes for international students, too. You heard me right, parents of Amerika: You want a real higher-education bargain? Get your kids to learn German and then pack them off to the Vaterland.

ReclaimU

One the most important debates about the crisis of public higher education these days has to do with understanding the reasons for the restructuring of the public university, which is tied to everything from skyrocketing tuition and student debt to administrative corporatization. In very schematic terms, there are two answers: one focuses on state governments and budget cuts to public higher education, the other on university administrations and their profit-seeking protagonism. The way we choose to answer the question is politically important because it is part of what shapes our strategic and tactical response. If the state government is the primary actor, interventions will generally operate at the level of electoral politics, either through supporting candidates, lobbying, or more generally “making a case” for supporting public education. In contrast, if university administrations are the primary actors, interventions will generally occur more locally, at the level of the campus or system, through actions like rallies, walkouts, strikes, occupations, and so on. Of course, things aren’t always as clear cut as this dichotomy suggests. But in a context where austerity is so visible and “politics” is largely seen as something politicians do, it’s important to remember the active role of administrators in restructuring their universities into the ground.

These debates are organized in part by how the numbers are calculated. Take the recent and controversial New York Times essay by Paul Campos, which argued counterintuitively that government support for higher education has actually increased, not declined, since the 1960s. He claimed that the real reason tuition has gone up so much is not budget cuts but the skyrocketing expenditures that channel money into administrative bloat and building construction. Not surprisingly, the piece generated a quick response from folks who see state funding as the key. A number of these critiques turned on the claim that he was using the wrong metric—rather than aggregate support for higher education, he should instead be using per-student funding:

James Taranto:

“There are many ways to look at the minimum wage increase in Los Angeles from the current $9 an hour [under California law] to $15 by 2020—some hopeful, some cautionary, all good,” the New York Times editorialized last week.

The reader who alerted us to this editorial was incredulous: “ ‘All good’?! There are no downsides to a 67% increase in the minimum wage, according to the Times? Does the Times editorial board really believe this?”

Apparently not. The editorial spends two paragraphs acknowledging that higher wages do impose costs:

Douglas Belkin & Melissa Korn:

As U.S. universities search farther afield for international students, they are boosting not just their cash flow and their campus diversity, but also the likelihood of admissions fraud, experts say.

On Thursday, a U.S. attorney in Pittsburgh announced indictments against 15 Chinese nationals on charges that they cheated on college-entrance exams by hiring impostors to take the tests for them. Several of the students ended up at schools across the U.S.

“This is a group of Chinese, but I believe the problem of protecting the integrity of [college admission tests] is bigger than that,” U.S. Attorney David Hickton said.

Doug Henwood:

The Federal Reserve Bank of New York is out with it latest household debt report, covering the first quarter of 2015. Its parent in DC, the Federal Reserve Board, publishes lots of similar data, but the New York Fed is the first source to publish rigorous numbers on student debt. The latest report is here; you can get the numbers behind it here.

Since the official end of the Great Recession in June 2009, households have been borrowing very cautiously (how much it’s their decision, their lenders’ decision, or a combination of the two, isn’t fully clear). The glaring exception is student debt. Here are just a few numbers to make the point:

Alberta Darling & Dale Kooyenga, via a kind reader (PDF):

2014 marked the 50-year anniversary of the war on poverty. Since 1964, taxpayers spent over $22 trillion to combat poverty.1 Little, if any, progress has been achieved. The trajectory is not favorable towards the poor and lower middle class and few would argue the federal government has made significant progress to win the war on poverty. The same 50-year-old programs are inflated with additional spending and new programs are consistently introduced, but the effectiveness of the original programs are rarely evaluated. President Dwight Eisenhower famously warned of the buildup of a military industrial complex – for good reason – but few have foreseen a poverty industrial complex. There is a presumption in this nation that all we have to do is appropriate more money to address a problem, but over time we see no correlation between government money spending and the alleviation of poverty. Unfortunately, and ironically, areas that have received the most federal and state funding in the form of welfare have eroded relative to the areas that have received less attention from government.
Two-thirds of the incarcerated African-American men came from six zip codes in Milwaukee and it is no coincidence that those zip codes are also home to the greatest density of failing schools and the highest unemployment in the state.2 The policies we are advocating for seek to provide new tools to deal with a reality no one should accept. From new and innovative educational models, to free market policies that will allow for greater economic gains, the residents of Milwaukee County deserve better and more opportunities.

There is always a danger of oversimplifying a complicated problem, but there is also value in breaking down a 50-year-old paradigm and questioning the approach from a fresh perspective. We know the current expensive, overly complicated web of government programs are not working. The success stories predominately come from individual members of the community and not-for-profits that are entrenched in these communities that are more judicious with the limited resources they have.

The ideas put forth in this report are about new opportunities. The initiatives in this paper will not cost any taxpayer, at any level of government, a single cent. The ideas represent unleashing individuals, not unleashing government spending. The policies introduced are based on the belief that individuals want to work, as work is part of our human DNA. No one wants to be in poverty and no one wants to be dependent on the government. Race, sex, income, handicap, age or a litany of other characteristics does not change our belief that we were all created equal and that everyone has the ability to contribute something to our community.

Mitch Henck (video). Related: When A stands for average.

Madison Teachers, Inc.

The Joint MTI/MMSD Safety Committee is charged with evaluating the “implementation of and compliance with the District’s Behavior Education Plan(s) (BEP)” and periodically reporting to the Superintendent and MTI Board of Directors. Over the course of the 2014-15 school year, the Committee met multiple times and designed, conducted and analyzed a Survey of all school-based District staff. 1,589 employees (42% of District employees) completed the Survey, and over 600 took the time to add personal comments. A summary of the Survey findings, as well as policy recommendations (not comments), are included in the Joint Committee’s Report which can be reviewed on MTI’s website (www.madisonteachers.org).
In summary, the Report highlights significant challenges with the BEP.

While a majority of respondents (78%) understand the approach to behavior set forth in the BEP, only 18% agreed that the practices aligned with it have had a positive impact on student behavior. These results are even more pronounced among teachers at the secondary level where only 10% of middle school teachers and 9% of high school teachers agree that it has had a positive impact on student behavior. Also of major concern is that only 17% of respondents agreed that “when a student is returned to class following a behavior incident, he or she is ready to re-engage in learning”. Only 40% of respondents agreed that their school has a clear behavior support system when a student is struggling. The Survey findings reinforce employee concerns that there is insufficient staffing to support students with significant behavioral needs, and there is insufficient behavioral consequences, and insufficient training to ensure that ALL staff provide a consistent and coherent application of the BEP. Survey results also indicate that District staff believe safety in school and student behavior is at a critical stage.

Madison Teachers, Inc.

It’s that time of year when Administrators send emails, memos and letters outlining “required” trainings, professional development, and other meetings during the summer months. Often, staff are encouraged to attend meetings and trainings wherein administrators use language that does not clearly indicate that any attendance during the summer or the voluntary days for returning staff is entirely voluntary.

Addendum G of the Collective Bargaining Agreement is clear and provides that attendance at any District offered staff development opportunities during the summer recess be compensated, either with Professional Advancement Credit (PAC), extended employment salary, or payment for graduate credits (if such is offered). Addendum G also requires that such communications “clearly convey the fact that teachers will not be penalized or suffer harm for choosing not to volunteer .”

Anyone with concerns about a memo or notice from administration that seems to indicate your attendance is compulsory on a non-contract or voluntary day should contact Jeff Knight (knightj@madisonteachers.org) at MTI. MTI does not discourage voluntary participation; however, it is out of respect for MTI-represented individuals that the Collective Bargaining Agreement is clear and direct regarding one’s participation or lack thereof.
For the 20

Madison Teachers, Inc.

MTI’s Election Committee has tallied the ballots cast in last week’s MTI teacher bargaining unit general election and has certified the election of MTI officers: Andrew Waity (Crestwood) as President Elect; and the re-election of incumbents Art Camosy (Memorial) as Vice-President; Greg Vallee (Thoreau) as Treasurer; and Elizabeth Donnelly (Elvehjem) as Secretary. Officers will be installed at the May 19 meeting of the MTI Faculty Representative Council. The MTI Board of Directors consists of ten members – six officers who are elected by the general membership and four at-large representatives elected by the MTI Faculty Representative Council.

Elected to the MTI Bargaining Committee are: High School Representative – Larry Iles (West); Middle School Representative – incumbent Michael Hay-Chapman (Spring Harbor); Elementary School Representative – incumbent Emily Pease-Clem (Schenk); At-Large Representative – incumbent Susan Covarrubias (Stephens); and Educational Services Representative-High School – Karyn Chacon (East). The MTI Bargaining Committee consists of 15 members. One from each of the referenced areas is elected each year.

Liz Moyer:

You have graduated from college and landed a job. Planning for retirement may seem like a distant concern, and paying off your debts may feel like a monumental task. But now is the time to make some crucial financial moves that could pay off handsomely in years to come.

“You need to have time work in your favor,” says Annamaria Lusardi, a professor at George Washington University who specializes in personal finance. “The trick is really to start early.”

Molly Beck:

“We are confident the proposal can fundamentally transform the educational opportunities that are available to students in Wisconsin’s two largest school districts,” he said.

Delaporte pointed to Department of Public Instruction data that shows less than 40 percent of Madison students have tested proficient in reading in recent years — slightly higher than the statewide average.
But Madison School District superintendent Jennifer Cheatham blasted the proposal, saying in a statement: “We are incredibly determined, and we are making progress on behalf of all children. But at every step of the way, the Legislature puts more barriers in our way and makes our jobs more difficult.”

Madison School Board member Ed Hughes called the proposal “breathtaking.”

“It looks like the UW President is required to appoint someone who could then authorize as many publicly funded but potentially for-profit charter schools in Madison as that unelected and unaccountable person wanted,” he said.

The proposal requires DPI to reduce a school district’s funding by the same amount that is paid per student to independent charter schools, currently about $8,000.

Cheatham also said independent charter schools have no consistent record of improving education and drain school districts’ funding.

Madison has long tolerated disastrous reading results, despite spending double the national average per student.

A majority of the Madison school board rejected the proposed Madison Preparatory IB Charter School.

The Secret Teacher:

I can honestly say I never thought I would make it. I’m nine years into a teaching career and the mental exhaustion at times is overwhelming. But this year has been the worst by far. I’ve been constantly under scrutiny and made to feel like nothing I ever do is good enough.

Around this time last year, my headteacher announced our classes for the year; once again, I had the class that other teachers spoke of with much disdain and damnation, as if they were almost feral. Having been at the school for two years, I knew that this wasn’t the case – the children just needed a firm set of consistent boundaries and expectations. I was up for the challenge. Looking back, I would not change my students for the world. I would change their parents, however.

In September, we took the year group on an outward-bound activity day. The weather, rather predictably, took a turn for the worst, with gale-force winds and torrential downpours. Nevertheless, the children had a great time. Back at school the next day, I was asked to call a particular parent who had reported he was unhappy with the trip. Somewhat curious, I called to hear his complaint, which was about the weather. He had already called the activity centre complaining for 45 minutes to them. When I asked what he would like me to do, he stated that I needed to guarantee there would be better conditions when we returned to the centre. I said I had no control over this, but was rather fiercely told it “was not good enough”. I placated him as much as possible then, shaking my head in disbelief, I returned to class thinking little of it. He has since complained about the weather again; this time it was too hot at lunchtime.

Dave Eggers:

One of the greatest challenges faced by cyber scholars and policymakers is how to predict the undesired social consequences of technological developments and to design the best policies to address them. Digital technology makes this challenge even harder: change is swift and getting swifter, and is often formulated in technical terms.

This is where legal scholarship and policymaking could benefit from a novel. The Circle by Dave Eggers is a dystopian novel about the digital era. Many legal scholars have written over the past decade on the surveillance society, big data, contextual privacy, the right to privacy, the right to be forgotten, transparency and accountability. However, the analysis of these issues in the legal literature remains abstract. The Circle offers a mirror image of our daily digital experiences, helping us to imagine what it would be like to live in a society of total transparency, and to experience the gradual loss of autonomy. The Circle tells a story about the human condition in the info era, the ideology of the digital culture, and the political structure which serves it. It could help us see in real time the social implications of digital technology, identify the forces that come into play, and design more concrete strategies to address them.

The book tells the story of Mae Holland, a young middle-class woman, who has accepted a coveted position at the digital corporation—The Circle. The Circle is everything you might expect of a typical multinational internet company, such as Facebook, Google or Twitter: young, innovative, professional, and exciting. Mae is drawn into the work and social life at The Circle which quickly becomes her entire world. It takes over her relationships with her parents, friends and lovers, as the outside world fades around her. Like her fellow employees, she becomes a living example of the services, the life style and the values that the Circle generates, and eventually becomes an object of the service she provides.

Gilbert Sewall:

Parents often think fate has singled their children out for poorly chosen school reading assignments. It hasn’t. A distressed father recently told me about seeing his high-school-age daughter’s summer reading list and realizing that it was devoted exclusively to contemporary writers such as David Eggers, Malcolm Gladwell and Barbara Ehrenreich. “This Boy’s Life,” Tobias Wolff’s highly regarded autobiography, published in 1989, was the oldest book assigned.

Whatever the list’s merits—and this is an ambitious set of books for 16- and 17-year-olds—the choices added up to a melancholy landscape of contemporary injustice, distress and dysfunction. The student’s father, a Thomas Hardy admirer, mourned the opportunity cost. I told him that summer-reading assignments are often a lot worse—at least there was no Young Adult dreck or Hobbit Lit here—but he asked if I could come up with an alternative reading list.

Molly Hensley-Clancy:

In the pursuit of prestige, revenue, and rankings, more public universities have turned to dangling merit-based scholarships to attract more out-of-state students, according to a report by the New America Foundation released earlier this week. The result: shortchanging both poor students, who are less likely to receive such aid, and students in the states the universities are funded to serve.

Public colleges once devoted the biggest chunk of their financial aid money, some 34%, to students in the bottom income quartile, giving just 16% to the wealthiest students, the report says. That has now shifted dramatically: Financial aid at public colleges now goes equally to the top and bottom quartile of students, with wealthy students receiving 23% of financial aid. The poorest students now receive only 25%.

The push toward funneling aid to privileged out-of-state students reflects a change in the nature of public higher education. “By bringing in more and more wealthy nonresident students, these colleges are increasingly becoming bastions of privilege,” the report says.

Schools that provide merit aid, it found, tend to enroll far more students from out of state, who typically pick up more merit-based scholarships than in-state students. They also tend to enroll fewer poor students — and charge those poor students more money.

Mike akin zeal:

[T]hese stories tell us what is likely to happen as the public university system weakens: nothing. No one will step in to fill this crucial role of providing quality, mass higher education. In the first case, resources will go to bidding wars over whose name will go on a fancy building – vanity projects perfect for this age of inequality that will do nothing to provide education. In the second case, resources are extracted out to shareholders and executives in imploding Ponzi schemes, leaving behind nothing but students with poor educations saddled up to their eyeballs in debt.

Mass higher education – starting with the land-grant schools in the Nineteenth Century, and continuing through the GI Bill and the mid-century expansion – has always been a public project. And we need to embrace it.

This is why the recent proposals to expand and solidify public free higher education are essential.

We are no longer living in the 19th century….

Molly Beck

Overall, roughly $4.5 billion annually is devoted to general school funding in the proposed state budget. The cost for new students in the program over the next two years is projected to be about $37 million. In the last state budget, about $384 million was appropriated for the state’s three voucher systems.

Rep. Sondy Pope, D-Cross Plains, said the proposed state budget further harms already financially struggling public school districts. Barca characterized the estimated cost as funds “stolen” from public schools and diverted to the “private voucher school experiment.”

“We simply cannot afford to build two parallel school systems in this state,” said Barca.

Jim Bender, president of voucher lobbying group School Choice Wisconsin, said he could not respond to the memo because it was speculative. He added the memo was created to grab headlines. “Without seeing how they came up with the calculation, it’s very difficult to respond to,” he said.

More from Erin Richards.

It is useful to see an article with complete spending perspective data!

Much more on vouchers, here.

Joss Winn:

n the last 12 months, I have attended three conferences that have provided academics from all disciplines with the space to talk about these issues: Governing Academic Life at the LSE; Academic Identities at Durham; and Universities in the Knowledge Economy in Auckland. There is no doubt that academics are pissed off. Sometimes the blame is individualised: there are too many managers and administrators! When it’s not individualised, it’s politicised: the problem lies with neo-liberalism, or even ‘extreme neo-liberalism’. The concluding response to “what then should be done?” is often along the lines of a manifesto or collection of essays, a mailing list or web site to continue the conversation, or even to treat the misery of our condition as research data, effectively documenting the decline of our vocation.

Students are more viscerally outspoken about the need for fundamental changes in the governance of their universities. In occupation – most recently at UCL, Goldsmiths, KCL, LSE, UAL, and in Amsterdam – they too demand democracy as a basic requisite for a free university.

Meghna Sridhar

A character in some obscure British film I watched once said something that really stuck with me: the best way to forget something, he said, is to commemorate it.

What does it mean to go out into the world with the experiences of four years at Amherst — and what does it mean to hold an Amherst degree? Graduation should be a time where that question presses against us with all its weight and force; where the implications of that question burn within us with constant, raw, energy. Graduation is a time where the meaning of our place in the world must unsettle us — not just personally, but collectively, as a graduating class, as a body of students representative of Amherst and its supposed values. Graduation is a time to ask ourselves what these four years have meant to us, how they have changed us, broken us, questioned us and made us question Amherst; how much our education may have coopted us in structures of power, and how much it has enabled us to challenge these structures when we face “the real world.” (And what does that mean, too? Why is Amherst unreal, isolated, distant? Why is it that our education and experiences here must count for nothing except a degree credential and a leg up to the capitalist job network?)

Yet, too often, we let the institution answer this question for us — we let these answers be foreclosed, predetermined. What does graduation from Amherst mean? Easy. We’re all in this together. Best four years of our lives. Lives of consequences, investment banking jobs, the ability to talk about Plato over drinks in a meeting with a client or at a dinner party, to rave about your “diverse” classmates and “free curriculum,” terras irradiant. We’ve won. We did it.

Guillermo Lastarria:

On Thursday, April 16th more than 150,000 students, teachers, workers and citizens marched down Santiago’s main thoroughfare under the slogan “Less Corruption, More Democracy”. The protest had been called by the national roundtable of student federations, known as the CONFECH, as the first in a promised series of renewed mobilizations. The turnout was impressive and marked an upsurge in social agitation, reversing the trend of demobilization seen since the election of Michelle Bachelet in November of 2013. The strength of the march testifies to two significant developments in the relationship between society and politics. First is the denuding of the intimate relationship between the economic and political elite and second the ability of social forces to mobilize against a government that at least in rhetoric backs their demands.

Kentaro Toyama:

Sadly, what we found was that even when technology tested well in experiments, the attempt to scale up its impact was limited by the availability of strong leadership, good teachers, and involved parents — all elements that are unfortunately in short supply in India’s vast but woefully underfunded government school system. In other words, the technology’s value was in direct proportion to the instructor’s capability.

Over time, I came to think of this as technology’s Law of Amplification: While technology helps education where it’s already doing well, technology does little for mediocre educational systems; and in dysfunctional schools, it can cause outright harm.

When I returned to the United States and took an academic post, I saw that the idea applies as much to higher education in America as it does to general education in India. This past semester, I taught an undergraduate course called “IT and Global Society.” The students read about high-profile projects like One Laptop Per Child and the TED-Prize-winning Hole-in-the-Wall program. Proponents argue that students can overcome educational hurdles with low-cost digital devices, but rigorous research fails to show much educational impact of technology in and of itself, even when offered free.

Eugene Volokh:

But government-run K-12 schools can’t just restrict speech because they think it “depict[s] negative stereotypes.” Speech that is likely to cause substantial disruption can be restricted, as can speech that contains vulgarities, or promotes drug use or other dangerous conduct that’s illegal for minors. But speech that simply expresses views that some see as negative toward particular races, sexes, religions, sexual orientations, and so on cannot be restricted. As the Seventh Circuit (the federal appeals court that is in charge of federal cases from Wisconsin) held in Zamecnik v. Indian Prairie School Dist. #204,

Madison has long tolerated disastrous reading results.

Houman Harouni:

Nothing in the public debate on schooling suggests that education matters. Whether test scores do or don’t measure learning; whether schools should be privatized; whether Wikipedia will replace the teacher; whether we will ever escape Algebra; whether we can measure the ways in which kids of color “fail” or “succeed” on exams; whether to teach like a “champion”, a “guide”, or a “pirate”; whether the arts are a right or a privilege: all these questions owe their importance to the system of schooling that turned them into questions in the first place. The entire debate keeps folding back onto itself. It takes its own parameters for granted. The more one asks such self-referential questions (without, say, asking what on earth sets “success” apart from “failure”), the more one contributes to the education system as is—a system that has stagnated for seven generations.

Conor Friedersorf:

“If you want to know how Cooke ended up on her back, screaming in pain as the barbs from a stun gun delivered incapacitating electricity into her body, there are several possible answers,” Reason’s Jacob Sullum writes. “You could say this indignity was caused by her own stubbornness, her refusal to comply with the seemingly arbitrary dictates of a Border Patrol agent who was detaining her … Or you could blame the agent’s insistence on obeisance to his authority, which led him to assault an unarmed 21-year-old woman who posed no threat to anyone. But the ultimate responsibility lies with the Supreme Court, which has invited this sort of confrontation by carving out a disturbing and dangerous exception to the Fourth Amendment.”

Jonathan Rees:

In other words, the little fish (a.k.a all-online start-ups) will eventually eat the big fish (or all the big fish’s fish food) and the strategy will fail. The disruptors will in turn be disrupted themselves. This is indeed a very slippery slope

In the meantime, we will all have to cope with the fact that education technology has just become weaponized. Arizona State is now the first predator university. They are willing to re-define what education is so that they can get more students from anywhere. If they don’t kill other universities by taking all their students with a cheap freshmen year, they’ll just steal their fish food by underselling 25% of the education that those schools provide and leaving them a quarter malnourished. The result is that schools which stick to reasonable standards with respect to the frequency and possibility of teacher/student interaction now have to fear for their very existence.

While this is good for nobody, it is especially bad for faculty at all levels. Remember the good old days of MOOCs when the only people teaching those courses were going to be the best of the best – the superprofessors? Well, now that edX sees deflected tuition money on the table, they’ve thrown out that particular aspiration. No disrespect to the faculty of Arizona State University (which I’m sure has more than a few really outstanding professors on it), but I find it hard to believe that students are gonna say to themselves, “I need to take all my MOOCs from ASU because they have the best professors in every field.”

What we have here then are mostly ordinary faculty agreeing to participate in a scheme to steal the bread and butter of other ordinary faculty so that they won’t have their bread and butter stolen first. While I understand that the first rule of academia is every man and woman for themselves, in the long run the only folks who will benefit from this kind of inter-professional death match will be (to use a name coined by my old friend Historiann) the Lords of MOOC Creation…and whoever controls the endowments of Harvard and MIT.

Erin Richards:

The proposal comes amid continuing discussion over the rigor and selectivity of university teacher education programs.

Jon Bales, executive director of the Wisconsin Association of School District Administrators, said there are issues in Wisconsin around the recruitment of would-be teachers and the quality of their preparation. But he said the provision championed by Czaja is shortsighted and wouldn’t solve the problem.

“This is characteristic of bad and ineffective policy,” Bales said. “We think this puts all kids at risk.”

Christina Brey, spokeswoman for the state teachers union, said teaching requires more than subject-matter expertise. Licensure, she said, provides some assurance that the person has received training in how to teach children.

“Children all across the state deserve to have teachers who have proven they can do the job,” Brey said.

In a 4-page letter this week to Assembly and Senate lawmakers, the Wisconsin Association of Colleges for Teacher Education said the changes would compromise the quality of adolescent education.

The association urged lawmakers to amend the budget, saying that putting unprepared teachers into classrooms was not only unwise and unfair, but “threatens the very foundation of a strong, competitive workforce.”

The state budget proposal is not final. It must be passed by both houses of the Legislature and signed by Gov. Scott Walker. Walker had proposed easing teacher certification provisions in his original budget request.

The quality of Wisconsin teacher licensing schools has been in question recently.

When “A” stands for average: Students at the UW-Madison School of Education receive sky high grades. How smart is that?

David Hookstead, via a kind reader:

An upcoming workshop scheduled to take place at the University of Wisconsin-Madison aims to teach campus radicals and socialists how to manipulate campus resources to advance their agenda.

“Undercommoning: A workshop on becoming a thief in the university,” was the exact wording of the subject line in a recent group email sent to University of Wisconsin-Madison scholars and others announcing the event, set for June 4.

The symposium, which will also be transmitted to a wider audience via Google Hangout, is described as a chance for campus radicals – students and scholars alike – to brainstorm ideas among their “newly formed Undercommoning Collective” on how to influence university resources and advance their socialist agenda and provocative causes.

Organizers did not respond to repeated requests for comment by The College Fix.

Their promotional literature – although rife with esoteric jargon, victimization claptrap, and academic gobbledygook – essentially explains that the daylong conference aims to equip participants with ideas on how to attack and exploit the American university from within.

One of the group’s overall goals, according to their website, is to “reveal and challenge the North American university as a site working at the junction of settler-colonialism, neoliberal capitalism, hetero-patriarchy, white supremacy and other systems of domination and exploitation.”

Details, here.

Jeremiah:

The idea of Manchu Sinicization is a hobgoblin unlikely to die anytime soon in China. Historians affiliated with what has become known as the “New Qing History” have been attempting to complicate this narrative for nearly three decades, and while scholars overseas — and even a few within China — are starting to come around, the dominant narrative inside China remains that the Manchus succeeded in ruling because, unlike earlier non-Han dynasties, they assimilated and adopted Chinese styles of rule and other cultural values. Indeed, according to the most strident adherents of “Sinicization”, the Manchus couldn’t help but assimilate once they encountered the vastly superior civilization of China.

Earlier this month, I came across an article in the China Daily on the study of Manchu language in China today and how this “archaic language is helping historians to solve Qing mysteries.” Sadly, after a few mentions of Manchu-language sources on the architectural and material culture of the Forbidden City and other imperial sites, the article descends into hoary and outdated old tropes: