Chris Rickert

District spokeswoman Rachel Strauch-Nelson acknowledged that some teachers had been evaluated “inconsistently” but noted that the new evaluations, while time-consuming, will be limited to once every three years.

School Board President Arlene Silveira also said the board has made it clear to Superintendent Jennifer Cheatham that evaluations are a priority and “the hope is that they will be more of a focus.”

The Department of Public Instruction says the new Wisconsin Educator Effectiveness System can be used “as one piece of data” when making “high-stakes human resource decisions,” such as termination and giving pay raises.

That’s not going to happen anytime soon in Madison, the only district in the state that, according to Lipp, still has a collective bargaining agreement three years after the union-killing Act 10.

“As long as we have a union contract, it won’t,” he said.

Strauch-Nelson said “the new system won’t change how the district makes employment decisions or compensation,” but it “will be used to tailor support for teachers and inform professional development.”

Bennett Carpenter and Laura Goldblatt and Lenora Hanson:

When Starbucks announced in June that the company would offer many of its employees a discounted online college education through Arizona State University, social theorists, business analysts, and education commentators quickly weighed in, often with compelling analyses of the relative (de)merits of digital and distance learning,the commodification of knowledge, and the future of higher ed. Such responses are right to point out the self-serving nature of the initiative and the ways that it furthers a two-tiered educational system.

Yet Starbucks’ actions collect a set of issues that have long dogged debates about the future of the university into a single body—that of the low-income-worker-as-student. As Svati Kirsten Narula points out, a student without financial aid or family resources would have to work 48 hours a week at minimum wage in order to cover the costs of tuition—a feat that, as she puts it, “would require superhuman strength, or maybe a time machine.” Low-income students thus often face a “choice” between accruing crippling financial debt or, as the Starbucks example illustrates, pursuing a second-tier education at a for-profit institution.* Meanwhile, the university contains a large number of low-income food and service workers whose labor ensures the smooth functioning of the educational system but who are themselves denied access to educational opportunities.

Joseph Fruscione:

Editing a column like this is different when the contributors are good friends and former colleagues.

Because Katie and Shonda are friends and colleagues, their pairing took on a life of its own. I originally put them together not only because they knew each other but also because they’re very aware of the many issues facing adjunct faculty. I knew they’d work out a focus for the column, so I essentially told them to just do their thing. I spent 15+ years working and teaching at their university — one becoming increasingly known for rampant pay disparity between senior administrators and others — so I have an insider’s knowledge of some issues they allude to or discuss, such as adjunct working conditions. All in all, I’m thrilled with the smart, engaging work they did here with issues of labor, activist rhetoric, and maintaining their multifaceted professional roles.

Madison 2005 (reflecting 1998):

When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before
On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade.

As of 2013, the situation has not changed, unfortunately.

Madison, 2014, the view from Milwaukee:

The largest state teachers union, the Wisconsin Education Association Council, gave $1.3 million last month to the Greater Wisconsin Committee, a liberal group that has been running ads critical of Walker. Two of WEAC’s political action committees have given a total of $83,128 to Burke directly.

On the other side, the American Federation for Children said last year in a brochure that in the 2012 elections in Wisconsin, including the recalls that year, it had spent $2.4 million supporting pro-voucher candidates.

Along with family members, Dick and Betsy DeVos have given about $343,000 to Walker since 2009. The Grand Rapids, Mich., couple made their fortune in the marketing firm Amway and now support the voucher school movement.

The elections are critical because in general, each candidate’s stance on the issue of vouchers is largely dictated by their political party affiliation. If Republican candidates maintain control of both houses and the governor’s seat, voucher-friendly legislation is more likely to pass.

Democrats are trying to take control of the state Senate. Republicans hold the chamber 17-15, with one GOP-leaning seat vacant. Republicans have a stronger majority in the Assembly and the election is unlikely to change that.

Senate Democrats would oppose the expansion of voucher schools until standards and requirements are established that put those private schools on the same footing as public schools, Senate Minority Leader Chris Larson (D-Milwaukee) said.

…….

Walker on Wednesday also challenged Burke’s record on the Madison School Board.

He noted that the graduation rate for black students in Madison is lower than the graduation rate for black students in MPS.

Walker said Burke has had a chance to use his Act 10 law to save the taxpayers millions in Madison, and put those dollars toward alleviating the achievement gap.

“She’s failed to do that,” Walker said.

Burke responded that Madison is a fiscally responsible district that is one of the few in the state operating under its levy cap.

Madison still has a contract because the teachers union there challenged the Act 10 law in court, and a circuit court judge ruling initially swung in its favor. The teachers union subsequently bargained a contract this year and next year with the district.

Then this summer, the Wisconsin Supreme Court upheld Walker’s Act 10 law.

Madison 2014, gazing into the mirror:

Gov. Scott Walker took the campaign against Democratic opponent Mary Burke to her front door Wednesday, accusing the one-term Madison School Board member of not doing enough to improve black students’ graduation rates in Madison.

Walker argued that the Madison School Board could have put more money toward raising graduation rates and academic achievement if it had taken advantage of his controversial 2011 measure known as Act 10, which effectively ended collective bargaining for most public workers, instead of choosing to negotiate a contract with its teachers union for the 2015-16 school year earlier this summer.

“Voters may be shocked to learn that the African-American graduation rate in Madison (where Mary Burke is on the board) is worse than in MKE,” Walker tweeted Wednesday morning.

Burke shot back that Walker’s comments were “short sighted” and showed “a lack of knowledge” of how to improve student academic achievement.

In 2013, 53.7 percent of black students in Madison graduated in four years. In Milwaukee, the rate was 58.3 percent, according to state Department of Public Instruction data. That gap is smaller than it was in 2012, when the 4-year completion rate among black students was 55 percent in Madison and 62 percent in Milwaukee.

Overall, the 2013 graduation rates for the two largest school districts in Wisconsin was 78.3 percent in Madison and 60.6 percent in Milwaukee.

Under Superintendent Jennifer Cheatham, the district has made progress in the last year toward improving overall student achievement, Burke said in a call with reporters. School Board president Arlene Silveira also said Wednesday the district has started to move the needle under Cheatham.

“Is it enough progress? No. We still have a lot of work to go, and whether you’re talking about African-American (graduation rates) in Madison or talking about (rates) in Milwaukee, they are too low,” Burke said. “But the key to improving student learning, that anyone who really looks at education knows, is the quality of the teacher in the classroom.”

Decades go by, yet the status quo reigns locally.

A few background links:

1. http://www.wisconsin2.org

2. Wisconsin K-12 Spending Dominates “Local Transfers”.

3. Mandarins vs. leaders The Economist:

Central to his thinking was a distinction between managers and leaders. Managers are people who like to do things right, he argued. Leaders are people who do the right thing. Managers have their eye on the bottom line. Leaders have their eye on the horizon. Managers help you to get to where you want to go. Leaders tell you what it is you want. He chastised business schools for focusing on the first at the expense of the second. People took MBAs, he said, not because they wanted to be middle managers but because they wanted to be chief executives. He argued that “failing organisations are usually over-managed and under-led”.

Mr Bennis believed leaders are made, not born. He taught that leadership is a skill—or, rather, a set of skills—that can be learned through hard work. He likened it to a performance. Leaders must inhabit their roles, as actors do. This means more than just learning to see yourself as others see you, though that matters, too. It means self-discovery. “The process of becoming a leader is similar, if not identical, to becoming a fully integrated human being,” he said in 2009. Mr Bennis knew whereof he spoke: he spent a small fortune on psychoanalysis as a graduate student, dabbled in “channelling” and astrology while a tenured professor and wrote a wonderful memoir, “Still Surprised”.

2009: The elimination of “revenue limits and economic conditions” from collective bargaining arbitration by Wisconsin’s Democratically controlled Assembly and Senate along with Democratic Governer Jim Doyle:

To make matters more dire, the long-term legislative proposal specifically exempts school district arbitrations from the requirement that arbitrators consider and give the greatest weight to revenue limits and local economic conditions. While arbitrators would continue to give these two factors paramount consideration when deciding cases for all other local governments, the importance of fiscal limits and local economic conditions would be specifically diminished for school district arbitration.

A political soundbyte example:

Candidate Burke’s “operating under its levy cap” soundbyte was a shrewd, easily overlooked comment, yet neglects to point out Madison’s property tax base wealth vs. Milwaukee, the District’s spending levels when state revenue limits were put in place and the local referendums that have approved additional expenditures (despite open questions on where the additional funds were spent).

I hope that she will be more detailed in future comments. We’ve had decades of soundbytes and routing around tough choices.

Madison’s challenges, while spending and staffing more than most, will continue to be under the political microscope.

I hope that we see a substantive discussion of K-12 spending, curriculum and our agrarian era structures.

The candidates on Education:

Mary Burke:

Education has always offered a way up to a good job and a better life. It’s the fabric of our communities, and it’s the key to a strong economy in the long term.

As co-founder of the AVID/TOPs program, a public-private partnership that is narrowing the achievement gap for low income students, Mary knows that every Wisconsin student prepared to work hard can realize their dreams if given the support they need. By bringing together area high schools, the Boys & Girls Club, technical colleges, businesses and the University, Mary made a real difference for students, many of whom are the first in their family to attend college. The first class graduated last spring, and in September, over 90% of those students enrolled in post-secondary education.

Mary believes Wisconsin schools should be among the best in the nation—and she knows that making historic cuts isn’t the way to do it. She’ll work every day to strengthen our public education system, from K-12 to our technical colleges and university system. Mary strongly opposed the statewide expansion of vouchers—as governor, she’ll work to stop any further expansion, and ensure that all private schools taking public dollars have real accountability measures in place.

Scott Walker:

“We trust teachers, counselors and administrators to provide our children world-class instruction, to motivate them and to keep them safe. In the vast majority of cases, education professionals are succeeding, but allowing some schools to fail means too many students being left behind. By ensuring students are learning a year’s worth of knowledge during each school year and giving schools the freedom to succeed, Wisconsin will once again become a model for the nation.” — Scott Walker

For years, Wisconsin had the distinction of being a national leader in educational reform. From the groundbreaking Milwaukee Parental Choice Program to policies aimed at expanding the role of charter schools in communities across the state, Wisconsin was viewed as a pioneer in educational innovation and creativity.

Wisconsin used to rank 3rd in fourth grade reading, now we’re in the middle of the pack at best with some of the worst achievement gaps in the nation.

Fortunately, Wisconsin has turned a corner and is once again becoming a leader in educational excellence by refocusing on success in the classroom. This has been done by pinpointing the following simple but effective reforms:

• Improving transparency
• Improving accountability
• Creating choice

We are working to restore Wisconsin’s rightful place as an education leader. Our students, our teachers, and our state’s future depend on our continued implementation of reform.

A look at District spending:

Per student spending: Milwaukee’s 2013-2014 budget: $948,345,675 for 78,461 students or $12,086/student. Budget details (PDF).

Madison plans to spend $402,464,374 for 27,186 students (some pre-k) this year or about $14,804/student, 22% more than Milwaukee. Details.

And, finally, 2010: WEAC: $1.57 million for four senators.

Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeannie Kamholtz email (PDF):

Members of MTI’s Board of Directors, Bargaining Committee and Union staff greeted the District’s 200+ newly hired teachers at New Teacher Orientation last Monday. Sixty- five have already joined the union.

MTI Executive Director John Matthews addressed the District’s new teachers during Monday’s gathering. In doing so, Matthews provided a brief history of the Union, its reputation of negotiating outstanding Collective Bargaining Agreements which provide both employment security and economic security, and in explaining the threat to both, given Act 10, said all MTI members would need to pull together to preserve the Madison Metropolitan School District as a quality place to teach.

Molly Beck

A new way to evaluate teachers, known as the Wisconsin Educator Effectiveness System, begins this school year across Wisconsin — giving equal weight to teachers’ performance in the classroom as judged by principals and student academic achievement.

The evaluations are mandated as part of Wisconsin’s waiver to the No Child Left Behind requirements. Under the program, each teacher sets a student performance goal.

Madison Teachers Inc. president Mike Lipp said teachers welcome the new evaluations as a way to improve their instruction, noting that some longtime teachers haven’t been reviewed in decades.

Now, principals and assistant principals will need to evaluate each of their teachers in a more extensive way once every three years — the same for principals, who will be evaluated by Cheatham and other administrative staff.

Principals have received training to help them balance their new load of administrative duties with what’s already on their plate, including working with parents, Cheatham said.

Alan Borsuk

In recent years on this Sunday, the last before most kids start school, I have offered thoughts on what is new and worth watching on the school scene in Wisconsin and particularly in Milwaukee.

I started to make up a list for this year and was struck by how, um, boring it was. Permit me to try a different approach, namely, a debate with myself (I win!) over this proposition:

Wisconsin education is suffering a serious case of the blahs.

In defense of this statement, I point to how few new schools, new programs and initiatives there are this year, particularly in Milwaukee.

With its large voucher and charter sectors and with Milwaukee Public Schools frequently undergoing changes, you could count on Milwaukee to offer new developments each fall in recent years.

This year, there’s not much. A few programs are being launched or growing, such as the addition of parent centers in many Milwaukee schools that didn’t have them until now. But it’s really kind of status quo out there. And it’s a status quo in which less than one in five MPS students are rated as proficient or better in reading.

Consider my snapshot summary of the three big sectors of Milwaukee schools:

Unfortunately, status quo governance has become the norm in Madison and generally across the Badger State. Our agrarian era K-12 governance structures persist, mostly on the fumes of the past. Yet, spending continues to grow, with Madison’s $15,000+ / student double the national average, despite long term disastrous reading results. A 2012 comparison with the Austin, TX school district is worth a look.

Wall Street Journal:

1. Set up a student bank account.

Entering college comes with many new responsibilities, including being accountable for your money, whether acquired from your parents or from your own efforts. Setting up a bank account is a good place to start! Keep track on a regular basis of what goes in and what goes out. Balance a checkbook! Also, make sure you understand all of the account fees and their justification before signing up. In addition, setting up an account will make it easy for your parents to send you money; the best way to do this is to find out what banks have branches located on your college campus, and then see if any of them also have a branch in your hometown.

2. Learn to budget your expenses and don’t overspend.

Make a budget and stick to it. Here are some small ways to get the most out of what you have:When you go out to eat, order an appetizer. Appetizers are usually meant to be shared by a party of four, yet are cheaper than an entree.

Buy as much food as you can in bulk (from Costco, COST 0.00% if you can), and don’t waste any of it. If fruit starts to go bad, then freeze it and make it into a smoothie later.

Peggy Noonan:

Tenderfoot is in big sky country. On the drive from the airport to the ranch, the Tetons, a range of great splendor and dignity that Tenderfoot had thought were two mountains called Grand, are spread before her. It is dusk. To the left the Snake River curls softly against the road. To the right, open fields, working ranches, herds of buffalo. In the air the scent of sage. The sky is huge, a dome of softening blue. All this is expected—this is how the West looks—yet the real thing startles and overwhelms. You stare dumbly at the wonder of it.

“God’s country,” her host says, not as a brag but with awe still in his voice after more than 20 years here.

Tenderfoot’s host, a friend of many years, a substantial and numeric man, tells her Wyoming facts. There are fewer people in this state than any other. (“They must be lonely,” she thinks.)

Tenderfoot doesn’t really like to be in a place where there aren’t a lot of . . . witnesses. She’s from the city and knows the canyons of downtown, the watering holes of the theater district. She knows her Brooklyn, her Long Island, her Jersey, is a walker in the city and a lost rube in the country. She is here because she loves her friends and will go far to see them. She does have a relationship with the American West and does in fact love it, but it is the West as mediated by John Ford, Cormac McCarthy and Larry McMurtry. She doesn’t really know the real one.

Welcome to campus, class of 2018!

You’ve survived the modern college admissions rat race and wrangled your mother into buying you that overpriced shower caddie at Bed Bath & Beyond. BBBY 0.00% It would seem the hard part is over, but not so fast.

Sure, you’ve crossed your t’s and dotted your i’s, but you haven’t yet learned to “check your privilege.” That’s what orientation is for. Perhaps you’re only now learning that white is a synonym for racist. Brace yourselves for lectures all week on how to spot diversity and workshops about how to ensure your room is a safe space.

Here are some tips for surviving PCU, the politically correct university of your choice:

Your course catalog may include offerings like “Transnational Transgender Social Formations: Political Economies and Health Disparities” (at Columbia) or “Romantic Extremities: Madness, Revolution, Sublimity, and the Celtic Fringe” (Wesleyan) or “Made from Scrap: The Poetics and Politics of Salvage in the Americas” (Berkeley). If you don’t know what any of that means, you’re not alone.

Stick to classes where you understand every word in the course title. Subjects with two syllables are a good bet: Econ. Latin. Great Books. Con Law. Plato. Austen. Milton. Dante. Nietzsche.

Sue Shellenbarger:

One great way to make yourself cringe is to watch video of yourself as a teenager. If only you could go back in time and give yourself a little advice to ease the way forward.

Young adults from the York School Class of 2004 in Monterey, Calif., were confronted with their teenage hopes and dreams when they gathered earlier this month for their 10-year high school reunion. Each viewed a video “message to my future self” recorded more than a decade ago during senior year. The videos—mostly about a minute long—are a 15-year tradition at York, a private high school with a diverse enrollment of 230 students, 35% to 40% of them on financial aid.

While the videos elicited plenty of laughter and eye-rolling, the 14 members of York’s 53-student Class of 2004 who attended the reunion saw value in pausing to revisit goals set long ago. Many found that their teenage selves had sketched out achievable road maps—though they’d underestimated the confidence and patience needed to pursue them.

The members of the York Class of 2004 were unusually well-equipped to achieve their ambitions. Nearly all York students attend college and 83% graduate in four years, more than twice the national average. Still, they exited college into a recession, and most of them had trouble building the careers they wanted.

T. Keung Hui

North Carolina’s home schools are growing at a record rate and are now estimated to have more students than the state’s private schools.

New figures from the state show there were 60,950 home schools in the 2013-14 school year, a 14.3 percent increase from the prior year and a 27 percent increase from two years ago. The state estimates there are 98,172 home-schoolers, marking the first time that North Carolina’s home-school enrollment has surpassed the number in private schools.

Last school year, there were 95,768 students at the state’s private schools, a total that’s been dropping annually since the 2007-08 school year.

“If you’re dissatisfied with public education, you really have two routes,” said Kevin McClain, president of North Carolinians For Home Education, a statewide support group. “You can send your child to a private school – which is really expensive – or you can home-school. The economy means that, for many people, you home-school.”

Emily Badger, via a kind reader:

In the beginning, when they knew just where to find everyone, they pulled the children out of their classrooms.

They sat in any quiet corner of the schools they could claim: the sociologists from Johns Hopkins and, one at a time, the excitable first-graders. Monica Jaundoo, whose parents never made it past the eighth grade. Danté Washington, a boy with a temper and a dad who drank too much. Ed Klein, who came from a poor white part of town where his mother sold cocaine.

They talked with the sociologists about teachers and report cards, about growing up to become rock stars or police officers. For many of the children, this seldom happened in raucous classrooms or overwhelmed homes: a quiet, one-on-one conversation with an adult eager to hear just about them. “I have this special friend,” Jaundoo thought as a 6-year-old, “who’s only talking to me.”

Later, as the children grew and dispersed, some falling out of the school system and others leaving the city behind, the conversations took place in McDonald’s, in public libraries, in living rooms or lock-ups. The children — 790 of them, representative of the Baltimore public school system’s first-grade class in 1982 — grew harder to track as the patterns among them became clearer.

Molly Beck, via a kind reader:

One in three black students was chronically absent from school during the 2013-14 school year, according to a Madison School District report.

Thirty-six percent of the district’s black students have an attendance rate lower than 90 percent. That corresponds to missing, on average, one half day of school every week, or 18 days during the year. The rate has remained steady for the past three school years.

Overall, 20 percent of students were chronically absent last school year, up from 19 percent during the two previous school years, according to the report, which was presented to the School Board on Monday. The district’s total attendance rate was 93 percent.

Nearly one in three students from low-income households was chronically absent compared to one in 10 students who didn’t qualify for free or reduced-price meals.

Superintendent Jennifer Cheatham and board members said the data illustrate the need to further emphasize school attendance — especially as the district seeks to close the achievement gap between white and minority students and as it works to increase academic rigor in middle and high schools.

“On average the district does pretty well, but we have subgroups that we simply need to be sure they are in school more,” said James Howard, board vice president. “You can’t learn if you’re not in school — it’s just that simple.”

How to Get Kids to Class: To Keep Poor Students in School, Provide Social Services

FOR the 16 million American children living below the federal poverty line, the start of a new school year should be reason to celebrate. Summer is no vacation when your parents are working multiple jobs or looking for one. Many kids are left to fend for themselves in neighborhoods full of gangs, drugs and despair. Given the hardships at home, poor kids might be expected to have the best attendance records, if only for the promise of a hot meal and an orderly classroom.

But it doesn’t usually work out that way. According to the education researchers Robert Balfanz and Vaughan Byrnes at Johns Hopkins, children living in poverty are by far the most likely to be chronically absent from school (which is generally defined as missing at least 10 percent of class days each year).

Amazingly, the federal government does not track absenteeism, but the state numbers are alarming. In Maryland, for example, 31 percent of high school students eligible for the federal lunch program had been chronically absent; for students above the income threshold, the figure was 12 percent.

Thanks to groundbreaking research compiled by Hedy Nai-Lin Chang, the director at Attendance Works, we have ample proof that everything else being equal, chronically absent students have lower G.P.A.s, lower test scores and lower graduation rates than their peers who attend class regularly.

The pattern often starts early. Last year in New Mexico, a third-grade teacher contacted the local affiliate of Communities in Schools, the national organization that I run, for help with a student who had 25 absences in just the first semester. After several home visits, we found that 10 people were living in her two-bedroom apartment, including the student’s mother, who had untreated mental health issues. The little girl often got lost in the shuffle, with no clean clothes to wear and no one to track her progress. Nor was there anything like a quiet place to do homework.

Bill Glauber

“I’m a conformist,” said Henry Tyson, superintendent of St. Marcus Lutheran School. “I like rules and I like order.”

To hear that Tyson considers himself a conformist is a surprise, given his background and his mission.

How this British-born educator came to Milwaukee is the stuff of chance, circumstance and an intense personal faith to live, work and educate children in the inner city.

Tyson’s ability to shake up the education establishment in recent years has made him a target of critics, who see him as an interloper.

Even those who are not intimately involved in the hothouse of education politics in Milwaukee may have heard of Tyson’s so-far unsuccessful quest to buy empty Milwaukee Public Schools buildings and expand the private voucher school he oversees.

On Friday, St. Marcus announced a deal to lease space for an early childhood education center at a non-MPS building, the Aurora Weier Educational Center building at 2669 N. Richards St.

The move marks a truce, of sorts. Yet the fight likely isn’t over. For his part, Tyson has been stung by criticism.

“What absolutely shocked me is that I became the nemesis of public education,” Tyson said. “Like I have always articulated, we will not move this city forward enough, or at least significantly, until the fighting stops.”

Last week, the fall term began at St. Marcus’ main campus at 2215 N. Palmer St. The sparkling facility buzzed with the energy of 730 students in grades K-8 and more than 100 staff. Nearly all of those students — 93% — attend on a taxpayer-paid voucher. The student body is 89% African-American, Tyson said.

Listen to an interview with Henry Tyson.

Molly Beck:

Madison School District Superintendent Jennifer Cheatham has “brought a fresh lens to the district,” and exceeded the School Board’s expectations, according to her first evaluation by the board.

The work completed in the district under Cheatham is “moving in the right direction,” board members wrote in a seven-page evaluation.

Cheatham was hired in the spring of 2013.

There will be no changes to Cheatham’s pay or benefits associated with the evaluation, according to district spokeswoman Rachel Strauch-Nelson. Cheatham is currently paid $235,000 annually.

Cheatham exceeded expectations in the areas of organizational climate and culture, instructional leadership, talent performance and management and in relations with the Madison community.

“You stepped into the leadership role of an organization experiencing many stresses,” board members wrote. “You did not shy away from taking control and setting direction.”

Communication with board members, budget and operations management were areas where Cheatham “met expectations.”

Much more on Superintendent Reviews, here.

Alan Borsuk:

Grit — it’s been a hot term in education. To succeed, students need grit, meaning determination, persistence, the capacity to deal with challenges, and resilience when something doesn’t go right.

Schools need grit, too. That’s true in any circumstance, but it’s especially true for schools starting up in places where the challenges are bigger.

Sure enough, grit is one of the character traits highlighted on a wall near the entrance of the Milwaukee Environmental Sciences School, 6600 W. Melvina St., which used to be the Sixty-Fifth Street School of Milwaukee Public Schools.

The goal of opening a school such as this is to add something better and different to the education scene. But launching a school is tough for something like 10,000 reasons, and growing it to fulfill its goals is even harder.

A year ago, I singled out three new schools that I thought were especially worth following. I should have made Milwaukee Environmental Sciences the fourth. As a new school year gets started, I decided to check up on the four — and the reports seem fairly encouraging.

David Perry:

Until a few weeks ago, Steven G. Salaita was on his way to join the University of Illinois at Urbana-Champaign as a tenured professor in its American Indian studies program. He had left his position at Virginia Tech and was prepared to move across the country with his family. All that was left was the usually pro-forma step in which the chancellor sends the appointment to the university’s board for approval. In this case, shockingly, Chancellor Phyllis M. Wise decided to block his appointment. The alleged reason was that he was too rude when criticizing Israel on Twitter.

This case has arrived in the wake of numerous others in which online speech has resulted in censure and, in some cases, the enactment of new policies intended to restrict public speech. The decision to void Salaita’s hiring over criticizing Israel, already a polarizing topic in American academic culture, escalates the situation.

I come to this topic not as a partisan in the specifics of Salaita’s situation but as an advocate for faculty engagement with the public. Over the last year, I have written periodic columns for The Chronicle about the ways that academics can and should write for general audiences. Recently, I even suggested that “sustained public engagement” of any sort should count for hiring, tenure, and promotion.

Tracey Meares:

Ad ay after his visit to Ferguson, Missouri, Attorney General Eric H. Holder stated in a press conference that, “History simmers beneath the surface in more communities than just Ferguson.” To what history was he referring? Many assumed General Holder meant the longstanding tensions between the mostly black residents of Ferguson and the mostly white police force, but I believe General Holder meant a deeper and broader history that goes well beyond policing. The anger in Ferguson is not just in reaction to shabby treatment by the police, but also the city’s housing, educational, and other civic institutions.

The history of racial mistrust in Ferguson can be found in the legacy of residential segregation in the St. Louis metropolitan area, enforced from the early to the middle twentieth century through mechanisms such as racially restrictive covenants, zoning laws, realtors agreements, and assessors ratings, as research by Professor Colin Gordon demonstrates. Because of these longstanding policies, black Ferguson residents today are disproportionately renters without a strong political stake in the town’s governance and geographically concentrated in areas without economic power.

Teresa Watanabe:

Michael Davis experienced firsthand the negative effects of campus discipline when he received a police citation for tardiness in middle school and later was removed from class for failing to wear the school uniform at Manual Arts High in South Los Angeles.

After years of fighting for change, Michael and others Tuesday celebrated the unveiling of a groundbreaking move by Los Angeles Unified school police to stop giving citations for fighting, petty theft and other minor offenses. Students instead will be referred to counseling and other programs.

“So often students are just thrown to the cops and put in handcuffs without getting to the root of their problems,” said Michael, a 17-year-old senior. “This new policy is such an accomplishment and will definitely make a difference.”

Ned Resnikoff:

Hungry students don’t enter the on-campus food pantry at New York’s LaGuardia Community College; instead they sit in an office in the college’s financial services center while a staff member or volunteer runs upstairs to get their food, bringing them unmarked grocery bags to take home.

Little more than an unlabeled office, containing a series of unmarked file cabinets, the pantry goes undetected to most – and that’s the point.

Dr. Michael Baston, the college’s vice president of Student Affairs, says the whole process is designed to be invisible.

“We did this because we feel like it is a stigma reducing strategy,” he said. “Because we want students to feel like whatever the resource they need to sustain themselves, that would be available to them.”

Battling stigma is a challenge for food pantries of all stripes, but the struggle appears to be especially pronounced on college campuses. After all, universities are supposed to be islands of relative privilege. If you can afford to spend thousands of dollars a year on a college education, the thinking goes, you can’t possibly be hungry enough to require emergency food assistance.

David Bromwich:

Andrew Rossi’s documentary Ivory Tower prods us to think about the crisis of higher education. But is there a crisis? Expensive gambles, unforeseen losses, and investments whose soundness has yet to be decided have raised the price of a college education so high that today on average it costs eleven times as much as it did in 1978. Underlying the anxiety about the worth of a college degree is a suspicion that old methods and the old knowledge will soon be eclipsed by technology.

Indeed, as the film accurately records, our education leaders seem to believe technology is a force that—independent of human intervention—will help or hurt the standing of universities in the next generation. Perhaps, they think, it will perform the work of natural selection by weeding out the ill-adapted species of teaching and learning. A potent fear is that all but a few colleges and universities will soon be driven out of business.

It used to be supposed that a degree from a respected state or private university brought with it a job after graduation, a job with enough earning power to start a life away from one’s parents. But parents now are paying more than ever for college; and the jobs are not reliably waiting at the other end. “Even with a master’s,” says an articulate young woman in the film, a graduate of Hunter College, “I couldn’t get a job cleaning toilets at a local hotel.” The colleges are blamed for the absence of jobs, though for reasons that are sometimes obscure. They teach too many things, it is said, or they impart knowledge that is insufficiently useful; they ask too much of students or they ask too little. Above all, they are not wired in to the parts of the economy in which desirable jobs are to be found.

Patrick Jakeway

The classic novel Brave New World describes a future in which people have lost all of their liberty and in which they have become drugged robots obedient to a central authority. It also details how this control was first established. First, the rulers had to erase all history and all the people’s memory of a time before their bondage.

Today, the history of George Washington’s leadership has been erased in the new Advanced Placement (AP) U.S. History test/curriculum, taking effect in the fall of 2014. The College Board, the organization that publishes the Scholastic Aptitude Tests (SAT) and AP tests, has also decided to completely blot out Benjamin Franklin, Thomas Jefferson, and James Madison, among others. In this newly revised course, General Washington merits one fleeting mention in one sentence, in reference to his Farewell Address.

American history without George Washington? That is like the Beatles without Paul McCartney or the Super Bowl without Vince Lombardi. A former AP U.S. history teacher, Larry Krieger, provides insightful analysis of these sweeping changes here. The rebuttal of Trevor Parker, senior vice president for AP programs at the College Board, can be found here, and Mr. Krieger’s defense here. As an aside, it should be noted that the College Board’s new president, David Coleman, is also one of the major architects of Common Core.

The 98-page College Board AP U.S. History curriculum framework can be read here. Mr. Krieger’s analysis makes clear that this deletion was by design and not by accident. The new College Board U.S. history defines the USA as a racist, genocidal, imperialist nation. Their whole point is that America is bad so of course they leave America’s heroes out.

Some examples of this theme can be observed in the “Key Concepts” of the framework enumerated in each historical period as key guidelines for teachers:

Period 1: 1491-1607

Key Concept 1.1. Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions and each other. (Page 31)

Translation: American Indians lived in a natural state of peace in harmony with nature before the Europeans arrived. No mention of brutal inter-tribal wars and practices such as scalping.

Period 2: 1607-1754

Key Concept 2.1 Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

Section II, A: English colonies attracted both males and females who rarely intermarried with native people or Africans, leading to the development of a rigid racial hierarchy. (Page 35)

Translation: The colonizing of the New World was one large imperialist, racist scheme. No mention of the Pilgrims on the Mayflower seeking religious freedom here.

Key Concept 2.2 European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

Section II, A: “Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities. Teacher’s example: population collapse of Catawba Nation” (Page 38)

Translation: The imperial efforts at cultural conquest resulted in genocide of the Native Americans. Left unmentioned are the millions of people who fled European wars in the 1600s, such as the “Pennsylvania Dutch” settlers fleeing the 30 Years’ War in Germany. Not exactly an imperialist effort.

Section II, B: “The resulting independence movement was fueled by colonial elites, as well as some grassroots movements.” (Page 42)

Translation: This war was mainly driven by a lot of well-connected, self-interested rich guys. Apparently, the overthrow of a monarchy by citizen militiamen seems not to merit as overthrowing “elites.”

Sample Test Questions:

Question 1: Some historians have argued that the American Revolution was not revolutionary in nature. (Page 114)

Sample Good Answers (Page115):

“Individuals who were wealthy, powerful and influential before the event continued to possess wealth, power and influence later. George Washington, John Adams and Thomas Jefferson could serve as examples.”

Translation: The poor continued to be oppressed by the rich. George Washington, John Adams, and Thomas Jefferson were rich bad guys.

“Other good responses might analyze the absence of revolutionary change for groups such as women, slaves, and Native Americans following the Revolution.” (Page 115)

Translation: The Revolution was actually bad. The Founding Fathers were racist and sexist.

So what does this “brave new history” hold for our children?

After suffering the blizzards of Valley Forge, improbably enduring for five years against the world’s superpower at that time, Great Britain, and prevailing at Yorktown, the victorious General Washington rejected all power after the War of Independence, rebuked those who would have made him king, and simply retired to his farm in Virginia. How could the College Board convince our children that our country is founded upon and hell-bent on conquest after learning about the father of our country? The answer is they could not. So the College Board had to erase the story of George Washington’s inimitable life.

The College Board explicitly instructs teachers to teach the history of the United States from the first settlers through the Declaration of Independence and into the present as being one long continuous period of racist, imperialist conflict. Thomas Jefferson is omitted from the framework. Yet “we hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, among them, life, liberty and the pursuit of happiness” captured the spirit and hearts of a people yearning for freedom. In the words of John Adams, “the Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people.” You cannot teach young people that our nation is inherently racist and also conduct an in-depth review the historical impact of Thomas Jefferson’s writing of the Declaration of Independence, up to and including its influence on the Civil War and the Civil Rights movement. So Thomas Jefferson had to be erased. Dr. Martin Luther King, Jr. also was deleted.

After gaining our liberty, James Madison was one of the key people responsible for the creation of the world’s first limited government of the people, by the people and for the people. This explains leaving James Madison out of this “brave new history.” You can’t omit the founding of the American republic based on individual liberty and limited government with a Bill of Rights if you discuss James Madison’s work. So “the Father of the Constitution” had to be erased.

This is more than just an academic spat among history teachers. America today is the freest, most prosperous land the world has ever known. Everything everyone has in this country exists because of the original gift of liberty bequeathed to us by General George Washington and our Founding Fathers. Let’s also not forget that hundreds of millions, if not billions, of people around the globe owe their current freedom to the United States of America and, by extension, to our Founding Fathers.

Benjamin Franklin was asked a question upon exiting Independence Hall after finishing the Constitution. “What kind of government have you given us, Dr. Franklin?” He replied, “A Republic, if you can keep it.” If your child never learns about Benjamin Franklin’s story or about how the Revolutionary War was won or about the Gettysburg Address or about the D-Day landing at Normandy (all erased in this “brave new history”), then he will never know that it is up to us to keep our Republic. It is for us the living never to forget our forefathers, who fought and sacrificed for us that we might live a life of liberty. It is for us to be dedicated here to the unfinished work they so nobly advanced.

Erasing the Founding Fathers from the premier U.S. history course for secondary students is unconscionable and intolerable. We must protect them from being erased. The list of people who make up the College Board’s Board of Trustees can be found in the Appendix below, listed alphabetically by state. Many of them are employed by public secondary school systems or state universities.

I suggest the following course of action:

If you are a parent of high school age students, boycott AP U.S. History with them together, and do not enroll.
Call-write your governor and state representatives and demand that they pass a resolution to drop the AP U.S. History course offering until the curriculum change is reversed.
Tell your state representatives that they should require each member of the Board of Trustees of the College Board who is a public employee (see list below) to renounce the new AP U.S. History course curriculum and vote to abolish it as a condition of his or her continued employment.
Consider the ACT as an alternative to the SAT for your college-bound teenager. The SAT has a dominant market position and has a powerful hold on the American mind as “the” vehicle to college. The security of this dominant position has bred arrogance in the College Board. I would not advocate that someone put his or her child’s future educational opportunities at risk; however, nowadays, universities readily accept both the ACT and SAT.

Our national anthem ends with a question. The College Board has answered and will be directing the teachers of America to instruct your children and mine that the USA is the land of the imperialist and the home of the racist. Now, you might ask yourself: will that star-spangled banner yet wave over the land of the free, or will it hang limp over the Brave New World? As for me and my children, I can confirm that the spirit of ’76 will not be erased.

Appendix

College Board of Trustees:

Arizona: Karen Francis-Begay, Asst. Vice President, University of Arizona, Tucson, AZ

California: Nathan Brostrom, Executive Vice President, University of California, Oakland, CA

California: Karen Cooper, Director of Financial Aid, Stanford University

Connecticut: Caesar Storlazzi, Director of Financial Aid, Yale University

D.C.: Daniel J. Rodas, Isaacson Miller

Florida: Luis Martinez-Fernandez, Professor of History, University of Central Florida

Hawaii: Belinda W. Chung, Director of College Counseling, St. Andrew’s Priory School, Honolulu

Indiana: Pamela T. Horne, Associate Vice Provost, Purdue University, Lafayette, IN

Indiana: Mary Nucciarone, Director of Financial Aid, Notre Dame University

Illinois: Margareth Etienne, Associate Dean for Academic Affairs, University of Illinois, Champaign, Illinois

Illinois: Von Mansfield, Superintendent, Homewood-Flossmor High School, Flossmor, Illinois

Minnesota: Pam Paulson, Senior Director, Perpich Center for Arts Education, Golden Valley, MN

New Mexico: Margie Huerta, Special Assistant to the President, New Mexico State University, Las Cruces, NM

New York: Shun Fang Chang, Assistant Principal, Bronx High School of Science, Bronx, NY

North Carolina: Shirley Ort, Vice Chair, Associate Provost, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Oklahoma: Paul W. Sechrist, Oklahoma City Community College

Pennsylvania: Maghan Keita, Chair, Villanova University, Philadelphia

Pennsylvania: Daniel Porterfield, President, Franklin and Marshall College, Lancaster, PA

Rhode Island: Jim Tilton, Director of Financial Aid, Brown University, Providence, Rhode Island

South Carolina: Scott Verzyl, Associate Vice President, University of South Carolina, Columbia, SC

Texas: Terry Grier, Superintendent, Houston Independent School District, Houston, TX

Texas: Michael Sorrell, President, Paul Quinn College, Dallas, TX

Texas: Paul G. Weaver, District Director of Counseling, Plano Independent School District, Plano, TX

Washington: Philip Ballinger, Associate Vice Provost, University of Washington, Seattle, Washington

Washington: Chio Flores, Assistant Dean of Students, Washington State University, Pullman, WA

via Will Fitzhugh.

Bill Korach:

Will Fitzhugh, Publisher of The Concord Review, told The Report Card: “Exceptional students are often left to their own devices to develop their unique gifts. TCR surveys show that public school teachers don’t have the time to cultivate exceptional student. So we are announcing a coaching program to help these students develop superb writing and research skills.”

Mr. Fitzhugh should know, fully 42% of students published in The Concord Review are accepted at Ivy League schools and in addition, other top schools like The University of Chicago, and Stanford. Harvard agrees with Mr. Fitzhugh:
William R. Fitzsimmons, Dean of Admissions and Financial Aid at Harvard College, has written: “All of us here in the Admissions Office are big fans of The Concord Review.”

Caroline Porter:

In a conciliatory move to appease opponents of recent testing policies, the U.S. Department of Education will give some states leeway in tying teacher evaluations to students’ test scores for the coming school year.

Education Secretary Arne Duncan made the announcement during a back-to-school meeting on Thursday with teachers at a District of Columbia public school.

In a blog post summarizing the news, Mr. Duncan said “the bottom line is that educators deserve strong support as our schools make vital, and urgently needed, changes.”

After Congress failed to reauthorize the No Child Left Behind Act, the Obama administration granted waivers from the legislation to 43 states, Puerto Rico and the District of Columbia. Those waivers require that states make certain reforms, including tying student test scores to teacher evaluations.

Under the new policy, states can request a one-year delay in implementing the new evaluations, as long as they agree schools will collect student test scores and growth metrics and that schools will still share those metrics with teachers.

Not every state with a waiver will be able to take advantage of this delay, which only applies to the some 40 states that are transitioning to new tests this spring.

Hannah Gold:

By the time I was 7 years old I knew drugs were bad. I didn’t need a parent to sit me down on their knee and tell me this because Saturday morning cartoons were frequently interrupted by an advertisement brought to me by Partnership for a Drug-Free America in which an 18-year-old Rachael Leigh Cook smashed an egg, and then her entire kitchen, and told me this was so.

I didn’t know this mid-90s commercial was a revamp of an even more famous 1987 advertisement featuring a white, male authority figure and that same sinister egg. I didn’t know about the war on drugs, but I knew that Cook had the haircut I wanted. I couldn’t have known from this advertisement that kids not too much older than myself, swept up in the hysterical rhetoric of an inner-city epidemic of drugs and violence, were being locked up in droves, and that increasingly, these were children of color. The advertisement said drugs crack kids’ brains on stovetops; the other, silent reality was that the war on drugs cracked kids’ brains in solitary.

Make a minimum contribution to Truthout and receive Burning Down the House: The End of Juvenile Prison. Obtain it by clicking here.

That’s still the reality today. In the United States, it tends to be the case that the real wars we’re fighting are behind walls. The war on children has been one of those, and is, perhaps, the country’s greatest shame.

According to Nell Bernstein’s new book, Burning Down the House, there are currently 66,332 young people confined in juvenile facilities, two-thirds of them in long-term placement. Her impressive and immersive new book focuses on the criminalization of American young people, from the mid-80s when the trend first exploded to the present day when the United States incarcerates more of its kids than any other industrialized nation.

Ry Rivard:

Over much of the past half-century, state governors have helped keep public college tuition artificially low during gubernatorial election years, according to a new peer-reviewed article. But the study suggests more is at play than a governor’s own career.

The study, published in the June issue of Empirical Economics by Kent State University Professor C. Lockwood Reynolds, found inflation-adjusted tuition is 1.5 percent lower in gubernatorial election years than in other years.

“If you’re a sitting governor up for re-election you would prefer that voters are receiving good signals about the state of the state,” Reynolds said. “And one of those might be tuition at a four-year institutions, because it’s announced pretty close to an election, and lots of people want to send their kids to college, and they probably don’t want to pay for it.”

For a natural control group, Reynolds, an economist, looked at private college tuition during the same period, from 1972 to 2003. It didn’t follow the same pattern as in-state tuition sticker prices at all. Instead, he found that private college tuition went up slightly more in gubernatorial election years than in non-election years, although the percentage increase was statistically insignificant.

Pew Trusts

This report provides a first-of-its kind analysis of the costs and characteristics of state employee health plans, and offers a nationwide benchmark against which states can be compared.

Collectively, states spent about $31 billion to insure 2.7 million employee households in 2013, a slight uptick in spending from 2011 and 2012 after adjusting for inflation. The average per-employee per-month premium for employees’ and dependents’ coverage was $963. States paid $808 (84 percent) of the total on average, and employees covered the remaining $155 (16 percent). However, this average masks sharp differences across the states, due to factors such as plan richness, average household size, provider price and physician practice patterns, as well as the age and health status of enrollees.

Edgar Mendez:

The goal in Wauwatosa was to better attract and retain top-flight educators; the method was to change the way teachers are compensated.

A new compensation model, approved in February, calls for teachers to earn anywhere between $40,000 and $80,700 a year, based largely on their performance.

But teachers had concerns: Would principals alone determine the initial salary they’d start at in the new model? Did years of service matter at all anymore? Or was everything based on performance evaluations?

Those concerns still linger as Wauwatosa and other Wisconsin districts roll out new teacher compensation models this fall, thrusting the issue of teacher pay back in the spotlight.

The new compensation models are a result of Act 10, the legislation passed three years ago that limited collective bargaining and allowed districts to untether themselves from salary schedules in union contracts that called for pay increases based solely on years spent teaching and on higher-education credits.

Some districts, such as Hartland-Lakeside and Cedarburg, were early adopters of new performance-based models resembling what people often see in the private sector.

But many more districts are debuting new models this year. The timing coincides with a new statewide educator evaluation system rolling out this year.

Nazmi Al-Masri:

Over the one-year period from July 2013 to July 2014, I was supposed to participate in six international academic conferences and meetings as a partner in four international projects: three EU-funded projects (two from Erasmus-Mundus, one Tempus) and one British Arts and Humanities Research Council-funded project. Because of the siege and the current war, I could not participate in any of these academic gatherings, which were held in the UK, France, Spain, Germany, Jordan, and Cyprus. Many other colleagues have similar problems.

The Islamic University of Gaza (IUG) is currently a partner in four Erasmus Mundus exchange projects and about 50 students and staff members have won full scholarships to join about 30 universities in 14 European countries including the UK, Italy, France, Spain, Germany, Portugal, Greece, Sweden, Finland, Poland, Cyprus, Belgium, Austria and Czech Republic. All these grant holders were supposed to get visas in July and join their orientation and study programs in August or September, but it seems this is not going to happen.

On Saturday 2nd August 2014, the Islamic university of Gaza (IUG) was deliberately attacked as described by the Israeli “Defense” Minister Moshe Yaalon in a press conference held on the same day. The arts and education faculties, the university personnel and finance departments and other departments were reduced to rubble in a matter of minutes. This is not the first time Israel has destroyed higher education facilities in Gaza: in December 2008, two other buildings hosting the engineering and science faculties were leveled to the ground.

Maggie McGrath:

Despite the windowless, bunker-like atmosphere inside the Erie conference room of the Sheraton in downtown Chicago, Galen Graber has to be impressed by his audience: a swath of the 1,500 top admissions and financial aid officials from 635 different schools who have gathered to set policies that determine which kids get into which college and how much money they’ll receive.

Cutting to the chase, Graber, a consultant, launches by taking a poll: “How many of you would say that the primary motivation for offering students merit scholarships is to reward academic achievement?”

Not a single person raises his or her hand.

That response goes a long way to explain college tuition rates that have risen 12% in the last decade while median household income has declined 6% over the same period. And why student debt levels have hit $1.2 trillion, a burden that surpasses even U.S. household credit card debt.

Elite universities like Harvard, Stanford and others on the top of the FORBES list exist in their own orbit–they admit students without factoring in need, their multibillion-dollar endowments providing generous grants for the middle-class and poor. (Get into any Ivy League school with a family income of less than $60,000 and you can pretty much expect a free ride.)

Alexei Koseff:

Last spring, representatives from the University of California, Davis, made 20 trips to China to encourage admitted students to accept their offer to study in the United States.

The director of admissions at UC Santa Cruz met one young man in New Delhi, India, who had traveled hundreds of miles to make the case that he belonged at the coastal university thousands of miles from his home.

Overseas students interested in UC Riverside can request a Skype appointment with one of six international admissions counselors.

Pushed to look for alternative sources of revenue amid the deep budget cuts of the economic recession, schools in the UC system increasingly are recruiting nonresident applicants, who likely will make up a fifth of all freshman for fall 2014.

Even as state funding has begun to recover, campuses rely on substantial additional fees paid by out-of-state and international students who have brought in hundreds of millions of dollars for the university system in recent years.

Despite criticism from some parents and politicians, admissions officers at UC’s nine undergraduate campuses defend the shift as a mutually beneficial strategy, allowing them to broaden the undergraduate population with diverse perspectives and subsidize more seats for California students.

Walter Robinson, who directs undergraduate admissions at UC Davis, said it’s a necessary strategy in the current higher education environment.

University of California-Berkeley:

Everyone notices the academic superstars and failures, but what about the tens of millions of American teens straddling these two extremes? A new study from the University of California, Berkeley, has spotlighted a high school subculture that has made an art of slacking – even with ample educational resources – and may be destined to perpetuate the nation’s struggling lower-middle class.

UC Berkeley sociologist Michele Rossi studied white teenage girls in their last year of a well-funded high school. What she found was a group she dubbed “getting-by girls,” whose coping strategies include paying attention in class, placating teachers and other authority figures, copying one another’s schoolwork or cheating, avoiding challenges and bringing home B-average report cards.

But while getting-by girls put in just enough effort to meet the demands of schoolwork, athletics, school clubs and partying, their practice of sufficing keeps them from making the most of the academic resources at their disposal. The U.S. National Assessment of Educational Progress shows that reading, math and social science scores among 17-year-olds have flatlined since the 1980s while scores among middle school and elementary students have risen. Peer groups and school culture are said to have a major impact on academic achievement, particularly in high school, and Rossi’s two-year investigation reinforces this dynamic.

Robin Straaijer:

There’s a fair chance that at some point you’ve been told that you’re using hopefully wrong: Purists insist that it can only mean “in a hopeful manner” and not “it is to be hoped that.” But who are these purists, and when did people first start giving this advice? More generally, there’s a lot of advice about English usage that we largely take for granted, from split infinitives to dangling participles, but where did anyone get these ideas in the first place?

We can trace back this history to sources much older than your eighth-grade English teacher by looking at usage guides. These books that tell you how you should write English range from the venerable, like Henry Fowler’s Dictionary of Modern English Usage, to the modern, like Merriam-Webster’s Dictionary of English Usage. When usage guides from different eras or countries agree or disagree with each other, this tells us something about which changes in the English language were happening when and how noticeable they were.

But we can do better than merely comparing a few guides offhand. For the past two and a half years, I’ve been working on a database of more than 75 usage guides and 123 usage problems in the English language, spanning a period of nearly 250 years. My two assistants and I call this project the Hyper Usage Guide of English or HUGE database and it’s based out of Leiden University in the Netherlands.

Sarah Jaffe:

Carolyn Hill still remembers the night, two years ago, when the Philadelphia Department of Human Services (DHS) came to take her nieces away. The girls, ages 1 and 2, had been placed with her about a year earlier, after being removed from their mother’s custody due to her mental health issues. Hill thought she’d begun the process of adopting the girls: She’d taken parenting classes at the request of the agency and had begun paperwork so that she could go forward with adoption.

But on Tuesday April 3, 2012, Hill got a call from the Lutheran Children and Family Service (LCFS), a nonprofit that had taken over her case the previous fall (Philadelphia’s DHS farms out its caretaking services to a number of nonprofits). The caller said that she needed to speak with Hill that day. The social worker who had called Hill arrived at her home after 5pm and, without prior warning, took Hill’s nieces away. “She didn’t even let them finish eating—I had stopped to get them some food, but she just took them right on out,” Hill tells In These Times. (LCFS did not return a request for comment.)

When Hill called DHS to find out why the girls had been removed from her care, she was told that everyone was on Easter vacation (Easter would fall on the following Sunday, a full five days away). “It felt like it was a set-up for them to come get the kids [at a time] when I can’t get in touch with anybody,” she says. Hill went to court the following Monday. She says she was not informed by the agency of how she could fight the removal: “I was supposed to go within 30 days [of the court hearing] and file an appeal—file for standing—but nobody told me about that.”

Two years later, she still isn’t sure why the girls were removed from her custody. The answers, she says, keep changing. The agencies brought up a drug conviction for which she served six months’ probation in 1999—something the city knew about when she first took custody of her nieces, she says—and accused her of having mental health issues because she possessed Ambien to help her sleep. They also complained that she did not have a GED.

Adam Gopnik:

Whence, and where, and why the English major? The subject is in every mouth—or, at least, is getting kicked around agitatedly in columns and reviews and Op-Ed pieces. The English major is vanishing from our colleges as the Latin prerequisite vanished before it, we’re told, a dying choice bound to a dead subject. The estimable Verlyn Klinkenborg reports in the Times that “At Pomona College (my alma mater) this spring, 16 students graduated with an English major out of a student body of 1,560, a terribly small number,” and from other, similar schools, other, similar numbers.

In response, a number of defenses have been mounted, none of them, so far, terribly persuasive even to one rooting for them to persuade. As the bromides roll by and the platitudes chase each other round the page, those in favor of ever more and better English majors feel a bit the way we Jets fans feel, every fall, when our offense trots out on the field: I’m cheering as loud as I can, but let’s be honest—this is not working well.

The defenses and apologias come in two kinds: one insisting that English majors make better people, the other that English majors (or at least humanities majors) make for better societies; that, as Christina Paxson, the president of Brown University, just put it in The New Republic, “ there are real, tangible benefits to the humanistic disciplines—to the study of history, literature, art, theater, music, and languages.” Paxson’s piece is essentially the kind of Letter To A Crazy Republican Congressman that university presidents get to write. We need the humanities, she explains patiently, because they may end up giving us other stuff we actually like: “We do not always know the future benefits of what we study and therefore should not rush to reject some forms of research as less deserving than others.”

Edgar Mendez:

Standing out is not easy at Rufus King International High School, recently named the third best high school in Wisconsin by U.S. News and World Report and one that consistently produces top scholars.

Meet Helen Fetaw. Last year’s senior class president. Swim and forensics team member. Head of a student organization and member of the Youth Health Service Corps.

And one other thing: She’s just 16 years old.

In a few weeks, the high-achieving Fetaw will be a freshman at the Ivy League’s University of Pennsylvania.

“I’ve never had one so young,” said Jill Boeck, guidance counselor at King, as she discusses the many successful students that walk through her door.

Boeck, who counsels 400 other college aspiring students a year, said to stand out among them, students have to work a little harder, and be more insistent.

“She seeks out opportunities when she sees them,” Boeck said. ‘She’s puts evertything into what she does.”

It’s a trait she learned from her parents, Fetaw said. They’re originally from Eritrea, which borders Sudan and Ethiopia, but emigrated to Italy, where Helen was born, before moving to the U.S. when she was 3.

Like many immigrants, her parents didn’t wait for opportunities to improve the family’s prospects. They went out and worked hard, she said.

Fetaw said she’d watch while her mother, Maria, sat for hours a day in the small kitchen table of their northwest side home, poring over her nursing books for school, all while also caring for Helen and her two sisters.

David Matthews:

“Graduates in non-graduate occupations” are such a clear trend in Britain that they now have their own acronym: “gringos.” But according to two academics, graduates working in pubs and call centers might be more to blame for their own fates, rather than the shaky state of the economy.

For those who have graduated in Britain since the 2008 financial crash, job hunting has often been a tale of woe – almost half of employed recent graduates in 2013 were working in what the Office for National Statistics classes as a “non-graduate role.”

Gringos see their non-graduate jobs as a “stepping stone” to a better position in the future, which stops them worrying about their career, according to Tracy Scurry, a lecturer at Newcastle University Business School, and John Blenkinsopp, a professor at Hull University Business School.

Unfortunately, this means that many do not hunt for roles that use their skills gained through higher education, they write in the latest edition of Graduate Management Trends, published by the Higher Education Careers Service Unit.

Alan Borsuk:

The zen of how to start a school.” That was one of the things Larry Rosenstock wanted to talk about at an elegant luncheon in June 2013 at the private University Club in downtown Milwaukee.

“You want to keep it simple,” he told an audience of 150 or so, including business leaders and philanthropists. He said you don’t want a school to be too stuck in its ways, and you want it to be a place that has, as he put it, a lot of oxygen.

Rosenstock was a carpenter, a lawyer and a business executive before becoming a nationally recognized education innovator.

He was the founder of High Tech High in San Diego. It opened with 200 students in 2000 and now has about 5,000 students in 12 schools. Its unusual program is built in large part on students learning by doing projects, and its student body is intentionally highly diverse by income and race. Data on student success is impressive and educators have come to observe from across the United States.

Rosenstock was at the luncheon in Milwaukee to support an idea, then called the Forest Exploration Center, that would include an eye-catchingly different school and other programs, based in a historic building on what is known now as the Innovation Campus in Wauwatosa.

He said such projects are exactly what is needed to get many teens on the path to success in education and careers. “We are all in with these folks,” he said.

That was the next to last time I heard anything about the plan that suggested forward movement. The last time was a short time later when the Legislature changed law provisions related to charter schools to make the idea feasible.

Other than that, what I heard was all about problems: The concept and leadership changed. It was tough getting support. There was a lot of resistance from officials in Wauwatosa who thought this was going to take away students and money from their school system.

Paul Campos

David Frakt isn’t easily intimidated by public-speaking assignments. A lieutenant colonel in the Air Force Reserve and a defense attorney, Frakt is best known for securing the 2009 release of the teenage Guantánamo detainee Mohammad Jawad. He did so by helping to convince a military tribunal that the only evidence that Jawad had purportedly thrown a hand grenade at a passing American convoy in 2002 had been extracted by torture.

By comparison, Frakt’s presentation in April to the Florida Coastal School of Law’s faculty and staff seemed to pose a far less daunting challenge. A law professor for several years, Frakt was a finalist for the school’s deanship, and the highlight of his two-day visit was this hour-long talk, in which he discussed his ideas for fixing what he saw as the major problems facing the school: sharply declining enrollment, drastically reduced admissions standards, and low morale among employees.

But midway through Frakt’s statistics-filled PowerPoint presentation, he was interrupted when Dennis Stone, the school’s president, entered the room. (Stone had been alerted to Frakt’s comments by e-mails and texts from faculty members in the room.) Stone told Frakt to stop “insulting” the faculty, and asked him to leave. Startled, Frakt requested that anyone in the room who felt insulted raise his or her hand. When no one did, he attempted to resume his presentation. But Stone told him that if he didn’t leave the premises immediately, security would be called. Frakt packed up his belongings and left

Annamaria Andriotis:

Tuition and fees are rising, but the amount of merit-based aid is climbing even faster. AnnaMaria Andriotis discusses strategies for getting the largest possible award.joins the News Hub with Tanya Rivero. Photo: Getty Images.

With tuition and fees at a four-year private college or university averaging $30,094 a year, many students need help making ends meet. The good news is that scholarship money being handed out by corporations, foundations and other private-sector benefactors is on the rise.

That means families have new places to turn for assistance, even if they don’t qualify based on financial need. It also puts a growing premium on preparing early and researching the options for merit-based aid, which can be awarded on the basis of academic achievement, community service or special skills.

Undergraduates received $21.8 billion in merit aid for the 2011-12 academic year, the most recent term for which figures are available from the U.S. Department of Education, which releases figures every four years. That was up 64% from 2007-08, according to an analysis of the federal data by Edvisors.com, a financial-aid information website. Experts say the trend is continuing.

By contrast, tuition and fees rose 19% on average at private colleges and universities and 34% for in-state students at four-year public colleges over the same period, according to the College Board. In-state tuition and fees average $8,893 a year at four-year public schools.

Nick Heynen:

Using data from the Census Bureau’s American Community Survey, the report’s authors examined residential property taxes in every U.S. county from 2007 to 2011, looking at how much homeowners were paying on average and how that average compared to average home sale prices over the same time period.

The data contained some interesting, though perhaps not surprising, revelations about Wisconsin’s property taxes:

Dane County levied the state’s highest average property tax in dollars — $4,279 — and ranked 61st among all U.S. counties examined in the report.

Related: Madison’s 16% property tax increase since 2007 while median household income down 7.6%.

A Middleton home paid $4,648.16 in 2012 while a Madison home paid 16% more, or $5,408.38. Local efforts to significantly increase property taxes may grow the gap with Middleton.

Madison is planning a maintenance referendum for 2015, which will further increase property taxes. Madison spends about double the national average per student, around $15,000 annually.

Considering Madison school district boundaries vis a vis the planned referendum.

Madison taxpayers have supported additional maintenance and operating spending over the years, yet reading results remain disastrous.

Brian Gibbs:

Why AP courses are overrated: There’s too much to teach in too little time, a former LAUSD teacher argues

When The Times reported that the number of Advanced Placement exams taken in the Los Angeles Unified School District had hit an all-time high, I couldn’t help but wonder: Is that a good thing? AP courses help high school students gain admission to prestigious colleges, but not necessarily because of the course work. What matters is getting the AP course on the transcript.

Heralded as a civil rights success in some corners, AP classes are really a numbers racket and a way to play the college admissions game. Most colleges reward applicants for taking AP courses, the more the better. Rather than evidence of strong learning or superb college preparation, AP has become a credential that helps students gain access.

First seen as an exclusive feather in a cap, AP courses were added to the public school curriculum to keep elite students from fleeing. As courses have expanded to urban and rural schools across the country, they are invariably described as a “rigorous college-level curriculum in high school.”

As a former history teacher with L.A. Unified, I am most familiar with the AP U.S. history exam. It asks students to answer—in 55 minutes—80 multiple-choice questions covering 400 years of history, to respond to two essay questions and a “document-based question” that requires them to weave in material from sources they are seeing for the first time, all in 115 minutes.

I’m not really troubled by the skill sets pushed by the latter two components—the ability to decipher a challenging question, make and support an argument, analyze documents and synthesize information—although because the topics aren’t announced, teachers must teach as much content as possible to give students a fighting chance.

The skill set developed by AP courses seems antithetical to what college life should be— the exploration, deeper understanding and investigation of the world’s complexities.

I do have a big problem with the multiple-choice portion, which requires students to develop skills of little value—rote memorization and recall under pressure. Content from the pre-Columbian era forward must be covered. “Covered” is the operative word —not analyzed, evaluated or synthesized, words common to academic and intellectual investigation in a college class.

Some teachers teach against the AP test, determined to build in time for deep analysis, connection to present day, critique, writing genres and themes that connect historical movements. The AP system forces much content to be “taught” quickly, which leads to low retention and even less analysis. Students are generally on their own to read, process, understand and remember an outrageous amount of information.

I’ve seen gifted AP teachers who were compelled to reduce the complexity of World War II to two 55-minute classroom lectures, and to cover the New Deal and the civil rights movement in one class. To explain the compression, teachers cite the press of time, the wealth of material and the impending weight and doom of the final AP test, given a full month before the school year ends.

There is value in learning to examine complicated content, but the AP test takes it to an extreme. The exam also fails to reward exceptional or powerful writing, preferring a particular style of writing that fits a set rubric. The focus on multiple choice questions reduces complex historical events to “correct” answers: a, b, c or d.

College professors complain about students’ inability to write well and their lack of creative thought. Faculty members have told me that students seem so intent on providing the answer they think the professor wants that they all end up writing their essays in much the same way. Students seem uncomfortable with complexity and want professors to guide them to the proper answer.

The skill set developed by AP courses seems antithetical to what college life should be: the exploration, deeper understanding and investigation of the world’s complexities and uncertainties.

As AP courses have expanded, and as universities depend on them to separate and sort applicants, high schools have developed their own skill sets to ensure higher success and pass rates in both the courses and their associated exams. Sadly, the space for more inquiry- and discussion-driven, deeper and more complex learning is all but disappearing.

Brian Gibbs taught in LAUSD for 16 years. He is a doctoral candidate in the University of Wisconsin-Madison’s School of Education.

================
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Academic Coaches [2014]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog

Graeme Wood:

On a Friday morning in April, I strapped on a headset, leaned into a microphone, and experienced what had been described to me as a type of time travel to the future of higher education. I was on the ninth floor of a building in downtown San Francisco, in a neighborhood whose streets are heavily populated with winos and vagrants, and whose buildings host hip new businesses, many of them tech start-ups. In a small room, I was flanked by a publicist and a tech manager from an educational venture called the Minerva Project, whose founder and CEO, the 39-year-old entrepreneur Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern liberal-arts college.

Minerva is an accredited university with administrative offices and a dorm in San Francisco, and it plans to open locations in at least six other major world cities. But the key to Minerva, what sets it apart most jarringly from traditional universities, is a proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.

Nelson and Kosslyn had invited me to sit in on a test run of the platform, and at first it reminded me of the opening credits of The Brady Bunch: a grid of images of the professor and eight “students” (the others were all Minerva employees) appeared on the screen before me, and we introduced ourselves. For a college seminar, it felt impersonal, and though we were all sitting on the same floor of Minerva’s offices, my fellow students seemed oddly distant, as if piped in from the International Space Station. I half expected a packet of astronaut ice cream to float by someone’s face.

Faiz Siddiqui

Unpopular books flying off branch libraries’ shelves
Some bridle as Boston trims collections in effort to update offerings.

At the Dudley Branch of the Boston Public Library, clustered volumes fill only half of many long, red shelves; the rest stand empty. In the adult nonfiction section, some shelves are completely barren.

The library, in Roxbury, once brimmed with books. But officials have been steadily culling its collection the past few months as part of a push by BPL administrators to dispose of up to 180,000 little-used volumes from shelves and archives of branches citywide by year’s end. Library officials say the reductions help assure that patrons can comfortably sift through a modern selection that serves their needs.

The Dudley branch stands to lose up to 40 percent of its inventory, according to an internal memo acquired by the Globe. The branches at Egleston Square and Uphams Corner could lose 30 and 28 percent of their collections, respectively.

All but one of the city’s two dozen branch libraries will lose books, the exception being the newly opened East Boston library.

Some patrons, as well as current and former library employees, find the exodus of books troubling.

“You have students in the branches—high school students, junior high students—who are coming in to do reports. You’ve got to have a certain number of books, a certain number of hard-copy sources,” said Metro Voloshin, a former librarian at the Fields Corner branch who has served as curator of music for the library system.

It cuts into the branches’ core mission, critics say, eroding a service that can’t be duplicated by digital media. Even books that have not been checked out recently can still serve an essential purpose to the community, they said.

The plan, instituted in February, targets books that have not been checked out in varying periods: three years for small branches, four for medium-sized ones, and five for large libraries like Dudley. The volumes are to be sold at book fairs, listed on sites such as Amazon.com, digitally archived, or, in some cases, recycled.

Officials at the central library say the whittling of collections is intended to update the system’s database of more than 23 million items and further establish branches as a communal space where people go to make use of computers, study rooms, and general meeting spaces.

“It’s a changing landscape in terms of libraries,” said Amy Ryan, president of the Boston Public Library. “This is just a transition time as we’re getting the collection to the right size.”

Ryan acknowledged that more than a hundred thousand books may eventually be removed, but said some items filed for removal may be missing or duplicates. The library system continues to add 132,000 volumes to its overall collection each year, she said.

Ryan, who took the helm of the library system in 2008, said a 21st-century library should be modeled after the East Boston branch. Opened in November 2013, it carries the system’s smallest supply of books — with a capacity for 20,000 items — but has dedicated communal spaces for children, teenagers, and adults. The building has free Wi-Fi and 54 computers available for public use.

“People talk and laugh, which is our goal,” Ryan said. “It’s about helping close the achievement gap, it’s about doing our part in the digital divide, and then it’s just a friendly wonderful space too. And there’s books.”

Branch librarians who spoke to the Globe on the condition of anonymity said staffers have been working constantly to meet the monthly targets for the reductions. That goal is 75 percent of their quota every month, allowing staff to retain items they believe are essential to their collection.

At the Dudley branch, visitors can find a large selection of books on the slave trade, the Underground Railroad, the Harlem Renaissance, and the Civil Rights Movement. Visitors flip through many of these books, an employee said, but never check them out.

“What we’re losing is things pertaining to minorities particularly,” the librarian said. “There’s a book about [blacks’] contribution to literature, which is an old book. The slave narratives are going to wind up being weeded, a lot of them.”

Advocates of the community libraries said books should remain at the heart of libraries’ mission, not simply as a part of it.

“I can’t begin to imagine what their thinking is in this wholesale removal of books,” said Jane Matheson, a member of Friends of Fields Corner Branch Library in Dorchester, which is being asked to cull up to 25 percent of its collection. “If you want books you’ve got to go look for them. . . . A whole lot of poor people are not running around with an iPad in one hand.”

In addition to books, branch libraries offer e-books, CDs and DVDs, and computer tablets and e-readers that may be borrowed.

At the Dudley branch, which is undergoing exterior renovations and is being considered for further improvements, a new, colorful mosaic outside the entrance greets visitors.

One student browsing shelves for summer reading materials Thursday was told that none of the five books were available on site. Ryan said some materials may have been shifted or moved to the system’s floating collection due to the ongoing work.

Another patron, Michele Ewing of Mattapan, said she has noticed the dwindling presence of old books. She has recently had to begin probing libraries around the city to find the works of her favorite authors: Harlan Coben and Robert Parker, a hunt she attributed to the book reductions at the branches.

“I find it kind of unproductive for readers,” said Ewing, 60. “It’s like they’re forcing readers to buy them.”

===============
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Academic Coaches [2014]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog

Namrata Joshi:

We arrive at Madrassa Anwarul-Islam Salfia at 12.45 pm, a little before namaaz. As the students gather around the row of taps to wash their hands and feet and line up for prayers, this modest building in the dusty, narrow bylanes of Chauri in Jalalpur, in eastern UP’s Jaunpur district, looks exactly how we expect a madrassa to be: a place for rigorous study of Islam, Urdu, Arabic.

What we encounter instead is a complete contradiction.

“It’s ironical that madrassas should be nursing Sanskrit when it’s vanishing elsewhere,” says Salfia’s R.K. Mishra.

The bare, red brick walls of the Standard 7 classroom are yet to be plastered, the window frames still to be fitted. Here, 12-year-old Nadima Bano and Hishamuddin are reciting, their pronunciation perfect and elocution chaste, this ode to India, “Yasyottarasyamdishibhati bhumao Himalayah parvatraj eshah…” It’s a sloka in Sanskrit that translated means ‘the land shielded by the Himalayas in the north’. “Sanskrit padhne se zubaan saaf ho jaati hai (the diction becomes clear by learning Sanskrit),” Hishamuddin tells us. “Sanskrit is considered the mother of all languages,” says their teacher Rabindra Kumar Mishra. “It’s ironical that institutions like this madrassa should be nursing it while it’s vanishing elsewhere.”

Anjana Ahuja:

It was called the “Ten-Martini Problem”, a notorious mathematical conundrum considered so hard that its originator promised 10 cocktails to whoever solved it. Artur Avila was the little-known Brazilian wunderkind who conjured up the required algebra nine years ago, leaving Ivy League professors shaken and stirred, and announcing his arrival as one of the world’s most gifted mathematicians.

Now just 35, Mr Avila is one of four academics named on Tuesday as recipients of the Fields Medal, the highest honour in the rarefied world of mathematics. The announcement was a pleasing series of firsts: Mr Avila became the first Latin American winner (he now works in both France and Brazil, and has dual citizenship), and 37-year-old Maryam Mirzakhani, an Iranian professor at Stanford University, the first woman. The other winners are Martin Hairer, 38, an Austrian based at Warwick university, a colleague of whom once joked that his work was so incredible that it must have been downloaded into his brain by aliens; and Manjul Bhargava, a tabla-playing 40-year-old Canadian-American number theorist at Princeton, cited as having the Midas touch.

The attached purse is insignificant when compared to the Nobels, at just C$15,000 ($13,700), but the kudos is just as substantial. The gold medals are awarded by a secret committee of the International Mathematical Union, only once every four years, to between two and four scholars who must be aged 40 or under in the year in which the awards are dished out. Other brilliant names have been felled by this brutal age requirement, notably Andrew Wiles, the British mathematician who finally solved Fermat’s last theorem in 1995 aged 42. The mean age of Nobel laureates is 59.

Caroline Porter & Stephanie Armour:

When the federal government implemented new school-meal regulations in 2012, a majority of elementary-school students complained about the healthier lunches, but by the end of the school year most found the food agreeable, according to survey results released Monday.

The peer-reviewed study comes amid concerns that the regulations led schools to throw away more uneaten food and prompted some students to drop out of meal programs.

Researchers at the University of Illinois at Chicago surveyed administrators at more than 500 primary schools about student reaction to the new meals in the 2012-2013 school year. They found that 70% agreed or strongly agreed that students, by the end of the school year, generally liked the new lunches, which feature more whole grains, vegetables and fruits, and lower fat levels.

Matthew Richmond (PDF), via several kind readers:

Why do American public schools spend more of their operating budgets on non-teachers than almost every other country in the world, including nations that are as prosperous and humane as ours? We can’t be certain. But we do know this:
» The number of non-teachers on U.S. school payrolls has soared over the past fifty years, far more rapidly than the rise in teacher numbers. And the amount of money in district budgets consumed by their salaries and benefits has grown apace for at least the last twenty years.

Underneath the averages and totals, states and districts vary enormously in how many non-teachers they employ. Why do Illinois taxpayers pay for forty staff per thousand pupils while Connecticut pays for eighty-nine? Why does Orange County, Florida (Orlando) employ eleven teacher aides per thousand students when Miami-Dade gets by with seven?

What accounts for such growth—and such differences? We don’t know nearly as much as we’d like on this topic, but it’s not a total mystery. The advent and expansion of special education, for example, obviously gave rise to substantial demand for classroom aides and specialists to address
the needs of youngsters with disabilities. The widening of school duties to include more food service, health care, and sundry other responsibilities accounts for more.

But such additions to the obligations of schools are not peculiar to the United States and they certainly cannot explain big staffing differences from place to place within our country.

Retired Ripon Superintendent Richard Zimman’s 2009 speech to the Madison Rotary Club:

“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).

Beth Baker:

Non-tenure-track—also known as adjunct or contingent—faculty members now make up more than 70 percent of those who teach in higher education. The trend—which shows little sign of abating—threatens national goals of maintaining global preeminence in science and technology, including biology, say education experts.

According to 2011 data from the National Center for Education Statistics (the most recent available), just under 30 percent of higher-education faculty members today are tenured or on the tenure track. In contrast, in 1969, 78 percent of faculty members were tenured or tenure track, and less than 22 percent were not. The majority of today’s non-tenure-track faculty members are low-paid part-timers, whose working conditions often adversely affect learning outcomes for students.

“In the biology department at Rowan University, it is possible for a freshman biology major to go their entire 4 years for a bachelor’s of science without taking a course taught by a tenure-track professor,” says Nathan Ruhl, an adjunct professor at the Glassboro, New Jersey–based school.

yes2counselors:

We’ve been asked to provide a list of resources for those who are interested in learning more about the impact of having police in schools. Below is a partial list of reports and articles that we have found very useful to our work.

Criminalizing the Classroom: The Over-Policing of New York City Schools by the NYCLU (2007)

The Dangers of Putting More Armed Guards in Schools by Aviva Sen, Think Progress, Jan 17, 2013.

Education on Lockdown: The Schoolhouse-to-Jailhouse Track by the Advancement Project (2005)

Bob Samuels:

In looking at recent employment trends in at the university, we find that the there has been a significant increase in the number of highly compensated individuals. In fact, in 2004, there were 1,890 employees making over $200,000 a year, and eight years later, there were 5,461. This tripling of highly compensated individuals occurred during a period of reduced state funding and a financial crisis that resulted in layoffs, a salary furlough, massive tuition increases, and system-wide budget cuts. Furthermore, in 2012, the university employed, 262,415 people for a total payroll of $11.2 billion, and the people making over $200,000 represented just 2% of the employees, but they earned 14% of the income. In contrast, during 2004, the people earning over $200,000 represented less than 1% of the workers, and they took in 7% of the income. Just like the rest of the American economy, the trend thus has been to concentrate income at the top.

If we look at who the high earners are in the UC system, we discover that they are medical faculty, administrators, athletic coaches, law professors, business professors, and graduate faculty. Almost none of the employees have anything to do with undergraduate education and none of them are unionized. In contrast to this group of highly compensated individuals, we find the majority of teachers and workers who receive moderate incomes and are mostly unionized. One thing then to learn from this example is that unionization is clearly not driving tuition increases, and in the case of undergraduate instruction, wages have remained stable, but they have not kept up with the huge increases of the top earners.

Kelly Rogers and Simon Furse

We have both just been suspended from the University of Birmingham for nine months because of our part in an occupation that took place last November.

This year the university has collectively had us arrested three times, taken out an injunction banning us from occupational protest for a year, put us through a stressful nine-month-long disciplinary process, suspended us for two months, reinstated us briefly just to suspend us again only one month away from graduation.

Another student, Hattie Craig, has been given a six-month suspended sentence, meaning that if she breaks any university regulation between now and when she graduates she will immediately be suspended for six months. Publicly stating opposition to the actions of the University of Birmingham could end up with her being suspended on the basis that she brought the university into disrepute.

The University of Birmingham is trying to hide behind the quasi-legal process that it uses to conduct disciplinary actions. We were denied access to legal representation, despite us submitting multiple requests. The hearings were not held to any of the same evidential standards that would be required in a court: decisions were made on the balance of probabilities, and the outcomes shielded from scrutiny because the university does not allow recordings or take full notes.

Tunette Powell:

I received a call from my sons’ school in March telling me that my oldest needed to be picked up early. He had been given a one-day suspension because he had thrown a chair. He did not hit anyone, but he could have, the school officials told me.

JJ was 4 at the time.

I agreed his behavior was inappropriate, but I was shocked that it resulted in a suspension.

For weeks, it seemed as if JJ was on the chopping block. He was suspended two more times, once for throwing another chair and then for spitting on a student who was bothering him at breakfast. Again, these are behaviors I found inappropriate, but I did not agree with suspension.

Still, I kept quiet. I knew my history. I was the bad preschooler.

Greg Lukianoff:

I’ve rarely heard that argument made so directly. Essentially, just to summarize it, the way I’ve heard it made in the past is essentially that what we’re really saying is that 18- to 22-year-olds are children. And they must be therefore treated the same way as K through 12 are. They can’t handle the real world. They can’t handle the duties of citizenship. It’s an argument that I’ve definitely heard.

And if you’re saying that basically we should—that maybe below-graduate-level study should be ruled the same way high school students should be — I would disagree with you.

But that’s definitely an argument that people should make that straight out, but you run into a couple moral and philosophical problems with that.

One of them is the moral and philosophical underpinnings of the 26th Amendment. Essentially, we have decided in this country that 18-year-olds … that is considered the age for majority.

Karen Herzog:

At 18, Robyn Shemwell’s heart was set on attending Loyola University in Chicago to study social work.

“I was ready to take out $40,000 each year in student loans because at 18 years old, I had no reference point for that amount of money,” Shemwell, now 23, recalls. “I simply thought that all colleges would cost this amount and that this was a normal amount for students to take out in loans each year.”

She feels bad when she remembers the tears in her parents’ eyes as they told her they wouldn’t cosign a private loan.

“My hardworking, middle-class parents were upset with themselves for not being able to provide me with a ludicrous amount of tuition money so that I could go to my dream school,” Shemwell says.

After graduating from Madison West High School, Shemwell reluctantly went to a less expensive state school. She quickly grew to love it. Now an associate recruiter for ManpowerGroup RPO in Milwaukee, she has two bachelor’s degrees, a certificate and student loan debt from the University of Wisconsin-Milwaukee totaling less than one year’s tuition at Loyola.

Jennifer Kabbany

t’s a cleverly written and eye-opening report on how out-of-control, unsupervised, misguided, bloated, biased, abusive, corrupt and downright ugly student governments and the projects and groups they fund have become.

If I were to whittle down the article, I’d say this: With little supervision and scant accountability, student governments manage multi-million dollar budgets larger than many municipalities’ coffers, and direct that funding largely toward a slew of inappropriate and non-academic left-wing efforts and groups, several of which serve as breeding grounds and funding tools for Democratic politicians and liberal causes.

Yeah, yeah – we know this already, you say.

Leslie Brody:

The New York City Department of Education said Thursday it would pay $1.8 million in buyout packages for 115 teachers and other staff who had stayed on the payroll even though they had no permanent jobs.

The move aims to reduce an oft-criticized pool of tenured teachers called the Absent Teacher Reserve who lingered in limbo, often for years, after school closures or disciplinary proceedings made it hard for them to get lasting assignments. Many bounce around as substitutes.

The department said employees leaving the pool earned about $93,000 a year, on average, and would get an average of nine weeks’ pay. It said the group departing would have cost $15 million in the coming year, including benefits.

The new United Federation of Teachers contract, ratified in June, enabled such buyouts. A city analysis last summer said the pool of nearly 1,200 teachers cost at least $105 million in the 2012-13 school year in salaries and benefits—after counting the savings from not hiring regular substitutes.

Jessica Williams

Louisiana students who are pursuing career and technical educations instead of college preparation may soon gain credentials in more than 20 fields, state officials announced Thursday. The Jump Start career-education program provides high school graduates with certifications in fields such as welding, construction and plumbing.

The program launches in the 2014-15 academic year. It’s part of what Education Superintendent John White says is an effort to “dignify career education.” Only 1 percent of Louisiana’s high school graduates earn a career diploma, according to the Education Department.

Three regional teams in New Orleans, Baton Rouge and the Acadiana areas are the first to develop what are called graduation pathways, or multiple courses leading to credentials in a certain field. Students take nine course credits, at minimum, in a pathway. These may include high school courses, dual-enrollment college courses, internships and industry training. Thus far, 23 pathways have been crafted. More are expected from other regional teams in the coming months.

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

Madison School District 1.3MB PDF Presentation:

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

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

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

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

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

There is significant lack of course syllabi across schools.

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

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

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

Create Clear Personalized Student Pathways

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

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

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

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

Encourage Innovation in Projects and Assessments

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

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

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

AP courses available at all four comprehensive high schools:

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

Select AP courses not available at all high schools:

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

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

Background links: English 10

Small Learning Communities

High School “Redesign”

William Major:

I. Close the Business Schools

Ask anyone professing the humanities today and you come to understand that a medieval dimness looms. If this is the end-times for the ice sheets at our poles — and it is — many of us also understand that the melt can be found closer to home, in the elimination of language and classics departments, for instance, and in the philistinism represented by governors such as Rick Scott of Florida and Patrick McCrory of North Carolina, who apparently see in the humanities a waste of time and taxpayer subsidies. In the name of efficiency and job creation, according to their logic, taxpayers can no longer afford to support bleary-eyed poets, Latin history radicals, and brie-nibbling Francophiles.

That there is a general and widespread acceptance in the United States that what is good for corporate America is good for the country is perhaps inarguable, and this is why men like Governors Scott and McCrory are dangerous. They merely invoke a longstanding and not-so-ugly stereotype: the pointy-headed humanist whose work, if you can call it that, is irrelevant. Among the many easy targets, English departments and their ilk are convenient and mostly defenseless. Few will rise to rush the barricades with us, least of all the hard-headed realists who understand the difficulties of running a business, which is what the university is, anyway.

Lawrence Wittner:

Americans committed to better living for bosses can take heart at the fact that college and university administrators — unlike their faculty (increasingly reduced to rootless adjuncts) and students (saddled with ever more debt) — are thriving.

In 2011, the last year for which figures are available, 42 private college and university presidents received more than a million dollars each for their work. Robert Zimmer (University of Chicago) was the best-paid, at $3,358,723. At public colleges and universities, nine top administrators garnered more than $1 million each in 2012-2013, with the best-paid, E. Gordon Gee (Ohio State University), receiving $6,057,615.

Since then, it’s likely that the number of millionaire campus presidents has increased, for their numbers have been growing rapidly. Indeed, in 2012-13, the number of public university presidents receiving at least $1 million for their services more than doubled over the previous year.

In addition to their formal compensation, college and university presidents receive some very lavish perks. These at times include not only free luxury cars and country club memberships, but free university housing. James Milliken, the chancellor of the City University of New York, attended by some of the nation’s most impoverished students, lives rent-free in an $18,000-a-month luxury apartment on Manhattan’s posh Upper East Side. From 2000 to 2007, when Gordon Gee was chancellor at Vanderbilt University, he benefited from a $6 million renovation of the university mansion in which he and his wife resided. According to a New York Times article, after Gee moved on to his multi-million dollar job at Ohio State, he was known for “the lavish lifestyle his job supports, including a rent-free mansion with an elevator, a pool and a tennis court and flights on private jets.”

Economic inequality in the United States has been receiving a lot of attention. But it’s not merely an issue of the rich getting richer. The typical American household has been getting poorer, too.

The inflation-adjusted net worth for the typical household was $87,992 in 2003. Ten years later, it was only $56,335, or a 36 percent decline, according to a study financed by the Russell Sage Foundation. Those are the figures for a household at the median point in the wealth distribution — the level at which there are an equal number of households whose worth is higher and lower. But during the same period, the net worth of wealthy households increased substantially.

The Russell Sage study also examined net worth at the 95th percentile. (For households at that level, 95 percent of the population had less wealth.) It found that for this well-do-do slice of the population, household net worth increased 14 percent over the same 10 years. Other research, by economists like Edward Wolff at New York University, has shown even greater gains in wealth for the richest 1 percent of households.

Caroline Porter

On a recent weekday here, a steady stream of people dropped by one central location for food stamps, family counseling and job ideas—their local school.

While instruction has ended for the summer, these classrooms remain open as part of a wider trend around the country of “community schools,” where public and private groups bring services closer to students and residents year round and, in some cases, help boost student performance.

With backing at local, state and federal levels, the decades-old idea for improving schools and neighborhoods is gaining ground despite some funding uncertainties and doubts about community schools’ success.

The largest coordinator of such programs, Communities in Schools, saw a 6% increase in its reach in the 2012-13 school year, covering schools with a total of more than 1.3 million students in 26 states.

Alan Borsuk:

Gregory Thornton, the former superintendent of Milwaukee Public Schools, was good at talking about the positive things underway for the schools. He’d get revved up as he rattled off initiatives and data. At the start of school a year ago, he did in a conversation with me.

Then he abruptly changed tone.

“I’ve got 15 or 20 schools that just need a lot of help,” he said.

They just needed to start over. He said he was going to propose seeking ideas for anyone who had them on how to turn around those schools. Could that include independent charter school operators? Yes, he said. Whoever had a good plan for getting better success.

It’s almost a year later, and MPS is launching a program to improve low-performing schools. Is it the shake-things-up, turn-around vision Thornton held out? For better or worse, no. This is Milwaukee. This is MPS.

I hope the tastes-milder, maybe-more-filling version of revving up low-performing schools is successful. Fourteen schools have been designated as “commitment schools” based on proposals the staff of each one made.

In broad terms, each of the proposals includes fresh ideas on what the schools will offer and how they’ll offer it, and, I’m assured by MPS leaders, fresh willingness by staff members to work together on better outcomes.

Seven of the 14 schools are large high schools with reputations for being, shall we say, challenging: Bradley Tech, James Madison, North Division, Pulaski, South Division, Vincent, and Washington. An eighth is Barack Obama School of Career and Technical Education, a new kindergarten through 12th-grade school combining two faltering schools in the former Custer High School building.

Pat Schneider:

As Madison teachers prepare to head back to school, big changes they’re facing include a new teacher evaluation system mandated by the state and a new discipline policy adopted by the Madison School Board, according to Madison Teachers Inc. president Mike Lipp.

“There’s a lot of confusion and some apprehension” about the new teacher evaluation system, Lipp said. And of the district’s new Behavior Education Plan, designed to cut the number of suspensions, Lipp said he is “100 percent for keeping kids in class. There’s a cost, though.”

“I’m hoping these things work, I really do,” said Lipp, athletic director at West High School, where he formerly taught science.

The teacher evaluation and student behavior initiatives will be the focus of professional development sessions for teachers on Aug. 27 and 28. Students begin returning to school on Sept. 2, the day after Labor Day, with staggered start days according to grade.

Teachers have long been evaluated and sections of the union contract have called for evaluation, Lipp said. But Wisconsin school districts are required under state law to implement one of two codified systems this coming school year.

Molly Hensley-Clancy:

Five years ago, Arizona State University (ASU), like many other giant public universities, was lagging in the field of online education, with just 1,200 students enrolled in its degree programs. Today, that enrollment has swelled to 10,000, and by next year, when an influx of Starbucks baristas enroll in online programs through a highly publicized partnership announced last month, it is expected to have more than twice as many online students. But for ASU, 25,000 students is hardly enough. The school has set its sights on growing online enrollment to at least 100,000 students in the next five years — more than tripling a 2011 goal of 30,000 students by 2020.

“If the University of Phoenix can have 400,000 students, most of them online, why can’t a real university like Arizona State grow to a similar size?” Phil Regier, the dean of ASU’s online programs, asked rhetorically in an interview with BuzzFeed.

The goal, Regier said, is to make ASU into an online giant, but one that doesn’t fall into the familiar traps of the University of Phoenix and other for-profit universities. For-profits like Phoenix were the original pioneers in online education but have struggled in recent years with low completion, high student loan default rates, and allegations of poor quality and misleading marketing practices.

Michael Crow, ASU’s dynamic president of 12 years, has trumpeted the expansion of ASU Online as a mission of increased access and educational innovation. But some critics say that its rapid growth is something else: a pursuit of profit that has already taken the university too far in the direction of corporatization, leading it to operate more as a business concerned with generating revenue than as a public university. The deal with Starbucks, they say, is a prime example of a blurring line between for-profit companies and public universities’ online programs.

Sam Levin:

In an effort to establish better working conditions and increased job security, 78 percent of adjunct faculty at Mills voted in May to join SEIU Local 1021, the union that represents more than 50,000 public sector and nonprofit workers in Northern California. That means that non-tenured professors at the college now have basic union protections and representation. And last week, professors, union representatives, and administrators began the process of negotiating the college’s first-ever union contract for adjuncts. Mills was the first private, nonprofit college in the Bay Area to have its adjuncts unionize and a number of other local schools are now following suit.

While activists celebrate this milestone, Mills administrators have, according to a number of adjuncts and labor activists, responded with a series of retaliatory actions. SEIU 1021 has already filed four unfair labor practice charges against Mills, alleging that the college has implemented policy changes without giving the union proper notice or an opportunity to bargain — and has retaliated and discriminated against two faculty members for union organizing. Critics say the administration’s actions reflect an ongoing failure to support adjuncts and a level of resistance to unionization that contrad

kcrw.com

Faced with a cash crunch, UC campuses are cutting back on new students from California. Out-of-state newcomers have to pay more, so they’re on the increase. The “Crown Jewel of the Golden State” now depends on tuition — and California parents are organizing against what they call a “betrayal.” We’ll hear from one of them and get the University’s explanation.

Janesville Gazette:

Is it good policy? Perhaps Act 10 was an overreach with its union-busting provisions, but it addressed a fiscal need in Wisconsin and the school districts and municipalities that receive state aid.

Public employee benefits had become overly generous and burdensome on employers, and Act 10 addressed that by requiring employees to contribute their fair shares. The result has saved the state and local governments millions of dollars. Those savings have helped those local governments address state aid cuts and ongoing budget challenges.

Now that the legal questions surrounding Act 10 are resolved, let’s move forward with a clear understanding that the law is here to stay and that public employers and employees still must work together to ensure that quality workers continue to provide quality services.

Sly Podcasts – Madison Teachers, Inc. Executive Director John Matthews.

Alan Borsuk:

With freedom comes responsibility.

This is one of the important lessons most parents hope their children learn, especially teenagers. OK, you got a driver’s license. You’re hot about all the things you can do. But there are an awful lot of things you shouldn’t do, and won’t do if you’re smart.

So what will teens learn from school leaders all across Wisconsin in the next few years? I’m hoping they’ll learn that with freedom comes responsibility, and I’m even somewhat optimistic that, overall, they will. That won’t be universally true. There are always the kids who just can’t resist flooring it when the light turns green.

But in most school districts, the freedom school boards and administrators were given in 2011, when Gov. Scott Walker and Republicans in the legislative majorities won the battle of Act 10, has been used with restraint and good judgment. A lot of superintendents and principals, and even teachers, are seeing pluses to life without the many provisions of union contracts.

I don’t want to overstate that — there are also a large number of teachers still feeling wounded from the hostility toward educators that was amped up by the polarizing events of 2011. Many teachers are anxious about how the greater freedoms their bosses now have to judge, punish and reward will be used. There also remain serious reasons to worry about who is leaving teaching and whether the best possible newcomers are being attracted to classrooms.

David Blaska:

More mystifying is why The Capital Times would do a story focusing solely and entirely on that minority dissent. (“Act 10 is ‘textbook’ example of unconstitutionality.”) Can’t expose its tender readers to the majority opinion, apparently.

Local government here in the Emerald City has done its best to evade the law, extending union contracts into 2016. County Exec Joe Parisi likes to say the union has saved the county money. At the very least, AFSME costs its members dues. There is nothing to prevent county managers from working cooperatively with employees to determine best practices. That is Management 101.

Ditto the teachers union, plaintiff in the just-decided Supreme Court case. The teachers union — as we argued in “Hold your meetings where there is beer” — runs the County Board. Now Mary Burke’s complicity with succoring MTI — she’s got their endorsement — becomes the lead issue in the governor’s race.

If you are a Madison public school teacher who doesn’t want to make fair share payments, let me know. We’ll bring suit. Post a private message on Facebook.

Much more on Act 10, here.

Pew Charitable Trusts:

Medicaid is the largest health insurance program in the United States, covering both acute and long-term care services for over 66 million low-income Americans—children and their parents, as well as elderly and disabled individuals.1 This report focuses on the impact of Medicaid on the states, including trends in spending and enrollment, and the anticipated effects of the Affordable Care Act.

Luke Johnson:

My favourite subject at school was chemistry but I never imagined that one particular biochemical reaction would dominate my career. Yet so it has proved. And that almost magical natural event is called fermentation. It shows how what we learn in the classroom can play an unexpected role in adult life.

This fantastic process underlies the production of not just alcohol, but bread too – and indeed pizza. Under anaerobic conditions, certain single-cell fungi called yeast will convert carbohydrates into a variety of products. For bread the dough is leavened with baker’s yeast, then allowed to rise (or proofed). This step releases carbon dioxide into the dough, as well as a complex mix of other compounds such as ketones, alcohols, aldehydes and esters. Many of these are evaporated by subsequent baking. Others impart particular flavours and consistency to the crust and crumb of the bread.

There is something transcendent in seeing flour transformed via fermentation and baking into a delicious loaf, be it a ciabatta, baguette or bloomer. Bakers at both my companies Patisserie Valerie and Gail’s take simple ingredients and transform them into delicacies produced via fermentation, ranging from croissants to muffins to cupcakes. And I have been involved with countless restaurants, from PizzaExpress to Rocket, that take flour, water, yeast, salt, cheese and tomato and transmute them into enticing pizza.

Patti Waldmeir::

It is summer in the land of the midnight Tiger Mum, the gruelling Chinese school year has finally drawn to a close, and mainland children are recovering from late-night homework projects by doing what? Attending summer school.

According to a recent survey by the Shanghai Education Commission, one-third of the city’s students wish they had less homework over the summer holiday. It is a remarkable testament to the mainland’s culture of education that the other two-thirds did not immediately agree: half just said they wanted homework that was less boring.

Of course summer schools are in full swing throughout the northern hemisphere now, not just in study-crazy China. Pre-school grads around the world are sweating it out in summer school because someone told their tiger parents that it would give them a jump on kindergarten.

Knowledge @ Wharton:

In a new research paper, Christian Terwiesch, professor of operations and information management at Wharton, and Karl Ulrich, vice dean of innovation at the school, examine the impact that massive open online courses (MOOCs) will have on business schools and MBA programs. In their study — titled, “Will Video Kill the Classroom Star? The Threat and Opportunity of MOOCs for Full-time MBA Programs” — they identify three possible scenarios that business schools face not just as a result of MOOCs, but also because of the technology embedded in them. In an intereview with Knowledge@Wharton, Terwiesch and Ulrich discuss their findings.

An edited transcript of the interview appears below.

Knowledge@Wharton: Christian, perhaps you could start us off by describing the main findings or takeaways from your research?

Terwiesch: Let me preface what we’re going to discuss about business schools by saying that Karl and I have been in the business school world for many, many years. We love this institution, and we really want to make sure that we find a sustainable path forward for business schools.

Business schools in the world of these massive online courses are somewhat threatened, and a lot of that has to do with our cost structure. We are very expensive organizations. There are two main reasons for that. We do two things. We teach and we do research, but only the teaching part comes with revenues, and so often, the research work that we do, all this great research work that is funded for us, is funded by our students. The second thing is, honestly, like most non-profits, we don’t always have an eye on efficiency. If you and I were running an airline together and we were to fly our planes half empty, very quickly, bad things might start to happen. Yet that culture of efficiency and productivity is something that we haven’t had in the business schools. As these MOOCs come along, the cost pressure on our institutions is going to change because suddenly, there’s a very serious alternative to coming to a two-year degree program at Wharton.

The Wall Street Journal:

Labor unions like to promote their generous defined-benefit pensions. Yet when these benefits prove unsustainable, workers can lose their jobs and retirement savings. The kicker is that taxpayers may soon be tapped to perpetuate this double fraud.

That’s the main take-away from a new report by the Pension Benefit Guaranty Corporation (PBGC), which insures multi-employer pension plans for 10.4 million workers and retirees. The federal agency projects that its deficit for multi-employer plans will balloon to $49.6 billion by 2023 from $8.3 billion. Last year the PBGC forecasted a deficit of $26.2 billion in 2022, and its upward revision reflects the increasing likelihood that more plans will become insolvent and sooner.

Multi-employer plans are prevalent in industries like mining, manufacturing and construction where workers often shift among employers. Because unions collectively bargain benefits across multiple employers, workers don’t lose pension benefits when they change jobs. While unions cite portability as a selling point, it’s also a fatal design flaw because the plans require multiple businesses for support.

Barney Jopson and Robin Harding:

The issue is high on the US political agenda ahead of November’s midterm elections and Mr Trumka – a mustachioed former coal miner and scourge of America’s wealthiest “1 per cent” – is using it to bring new life and new allies to his organisation. “The public is in front of the policy. They’ve been talking about this before [Thomas] Piketty’s book came out,” he says, referring to the unexpected bestseller on inequality.

Stagnant wages have contributed to rising wealth disparity and Mr Trumka, who became AFL-CIO president in 2009, has underscored that its mission is fighting for higher pay. “Every place I go, that’s all people talk about,” he says. “They really don’t talk about the deficit or the Federal Reserve. They talk about wages, and how they’re stretched, and how they’re losing ground all the time, and how their kids’ college loans are eating them alive.”
Beyond the minimum wage itself, Mr Trumka lobbies President Barack Obama and Congress on a range of issues – including trade, immigration and criminal justice – with policies that he says would lift private sector pay, or at least stop corporate executives from forcing it down.

Don Troop:

On the heels of a similarly downcast assessment by Standard & Poor’s, Moody’s Investors Service has issued a negative outlook for the higher-education sector in the United States. The credit-rating agency also issued individual reports on median benchmarks for the finances of public and nonprofit private colleges, noting significant tuition-revenue declines at both types of institutions.

While American higher education faces limited growth prospects over the next 12 to 18 months, Moody’s says, positive trends like strong long-term demand for higher education and reduced household debt could help create conditions for colleges to stabilize over the next year. But Moody’s cautions that the institutions will face continued financial pressures in the near term.

Alex Pollock:

Looking at the rapid growth of student loans and the escalating price of college from a financial perspective, we see a typical interaction of credit expansion and price, quite similar to what happens in a housing bubble or any other bubble. Pushing credit at a sector makes its prices rise. The rising prices, in the cases of both housing and higher education, lead to cries that since the prices are now unaffordable, there has to be more credit. More (and more heavily subsidized) credit the politicians often enough deliver, and the escalation goes on.

This self-reinforcing dynamic is intensified when there are important parties who get cash from the loans for themselves, but have no risk at all when the loans default. In the most recent housing bubble such parties included lenders who promoted and originated but then sold their mortgage loans. In education, the most important risk-free beneficiaries are the colleges themselves, which keep raising their prices, promote the loans, get the cash from the loans, and don’t have to worry about what happens when the loans they promoted subsequently default.

Interacting credit-price expansions inevitably come to face growing defaults. In a recent paper*, the Federal Reserve Bank of New York observes that “the measured delinquency rate on student debt is the highest of any consumer debt product.” This measured rate of student loans 90 days or more past due is 17%–indeed very high delinquency. But, the New York Fed goes on to say, the real or “effective delinquency rate,” which they calculate by comparing 90 day past dues specifically to those student loans where borrowers are being asked to repay, is over 30%!

Q: You began your career at a time when barriers began to come down in public education. What was that like?

A: I saw the integration of schools. I saw it in the area of race, and I saw it in special education. Many kids who couldn’t attend school before suddenly had access to school.

[Before 1978], there were kids who were mentally fine and cognitively fine, but because they happened to be in a wheelchair they were given homebound instruction. That was supposed to be equal to coming to school every day, but we all knew it wasn’t.

I’m sure it was [an answer to the prayers] of so many parents. It was also eye-opening to me as an educator because I got a chance to work with people who specialized in individualized instruction.

Madison School District 600K PDF:

July 1 Equalization Aid estimate was $4.8 million less than budget. Before any cost cutting, the November 2014 tax levy estimate would change from a 1.99% increase to a 3.86% increase.

However, the November 2014 tax base estimate has also changed from a 0.0% increase to a 3.5% increase. This was based on the City of Madison assessed data released in April 2014

The tax rate, which estimates the tax impact on the average value home, was presented in the Budget Proposal as increasing from $11.86 (per $1,000) to $12.11 (per $1,000) or an estimated $57.88 increase on the property tax bill of an average value home.

The tax rate estimate has been revised to $11.91 (per $1,000), or an estimated $11.55 increase on the property tax bill of an average value home.

Tap for a larger version.

Might Low income student distribution be addressed?

Madison has long supported a wide variation in school demographics. The chart above, created from 2013-2014 Madison School District middle school demographic data, illustrates the present reality, with the largest middle school – near west side Hamilton – also featuring the smallest percentage low income population.

Much more on Madison’s 2014-2015 402M budget, here.

Alex Clark:

HOW DO YOU SPOT a chess prodigy? Is there a moment—perhaps when he makes a boldly brilliant move out of nowhere or plasters his bedroom with pinups of Bobby Fischer and Garry Kasparov—when it all becomes clear?

Well, that wasn’t quite how it happened for Henrik Carlsen and Sigrun Øen, parents of 23-year-old Magnus Carlsen, the Norwegian who became a grandmaster at 13 and the youngest-ever world No. 1 at 19, and whose peak World Chess Federation rating (2,882) is the highest in history. Last November, Carlsen defeated Viswanathan Anand to become the World Chess Champion, a title he will defend against Anand later this year in a yet-to-be-decided location—possibly Norway.

Elaine Weiss and Emma García

Growing up black or Hispanic in the United States today means high odds of living in concentrated poverty: in neighborhoods in which at least 40 percent of the residents are poor. This connection between minority status and being surrounded by poor peers is true, as well, in the school setting. Not only do most U.S. kids begin school in classrooms that are heavily segregated—white kids in heavily white classrooms, minority kids in heavily black and Hispanic classrooms—black and Hispanic kindergartners are also disproportionately surrounded by poor peers.

Nationwide, 25 percent of kindergartners are from low-income households. If schools reflected this makeup regardless of the racial composition of classrooms, students would be in classes in which about one in four of their peers were low-income. Yet most white students (three in five) are in classrooms in which just a little more than one in ten of their classmates are poor. Only 11 percent of Hispanic and only 7 percent of black students enter school into such low-poverty classrooms.

Jay Mathews:

My worst memory of homework was the Tootsie Roll log cabin project our daughter did for what otherwise seemed a well-run elementary school in Scarsdale, N.Y. All parents have had such moments. They reappear in nightmares long after the kid has gotten a job and a health plan and doesn’t need our help with anything anymore.

Mel Riddile knows this and wants to prevent such occurrences. Riddile is a former national high school principal of the year. He led both J.E.B. Stuart High School in Fairfax County and T.C. Williams High School in Alexandria and has much to say about the homework complaints that pour into me from readers.

“I had a particular pet peeve regarding poster board projects, which I referred to as more work for middle-class moms,” Riddile said. “Working in a high-poverty school, it was easy to see how students, who either could not afford or could not get parental help to construct elaborate poster board projects, were penalized both emotionally and academically for what amounted to glorified busywork.”

Drew Henshaw:

An elderly Muslim met his end under a hail of rocks hurled from a Christian mob during a flare-up of religious hatred here in February. The first stone flew from a 13-year-old Boy Scout.

Children are being drawn into violence in new ways in several parts of Africa—including this country, Nigeria, and Somalia—as religious strife changes the face of conflict. The young have long occupied the front lines of civil wars on the continent, but most of those have ended.

Now, nations here confront a changing, more asymmetrical kind of conflict, featuring Islamic terrorists who use children as martyrs, or Christian lynch mobs who kill Muslims with help from neighborhood teenagers. That puts governments and aid workers up against boys like Anicet N’gueretoum, who aren’t quite child soldiers, but also not innocent kids anymore.

Wisconsin Reading Coalition, via a kind email:

The National Council on Teacher Quality has released its second annual report on teacher preparation programs, including a numeric ranking of programs for the first time. Results show an uphill climb ahead for Wisconsin.
No Wisconsin program earned the national “Top-Ranked” status, a distinction awarded to 107 programs in the nation.

Wisconsin is one of 17 states and the District of Columbia that had no Top-Ranked programs.

UW-Eau Claire has the highest ranked elementary program in Wisconsin.
22 programs in Wisconsin were in the bottom half of the national sample, and therefore were not ranked.

14 programs (9 elementary and 5 secondary) were in the top half and received a ranking.
Only 1 in 4 programs prepared teachers in effective scientifically-based reading instruction.

Alverno College, Edgewood College, Lakeland College, Lawrence University, Maranatha Baptist Bible College, St. Norbert College, Viterbo University, and Wisconsin Lutheran College did not cooperate in the review.

Read the report specifics here.

Report questions quality of UW System education schools.

Richard Seymour:

University reform in the UK can be understood in light of the following dilemma: the system must expand if it is to meet the demand for skill in the labour market, but the more it expands the less it fulfills its other major function of reproducing social division.

This is crucial because the transformation of higher education being implemented under the rubric of austerity indicates that austerity is not in the first instance about cutting spending. The evidence of past austerity projects demonstrates that cuts are a means rather than the primary objective, which is social engineering. In the case of higher education, a coalition government has cut state funding for universities while raising fees, on the pretext of debt consolidation. However, the major effects will be firstly to reorganise the system along market lines, re-pivoting the relationship between the student and the institution as a consumer-enterprise one, and secondly to reproduce social divisions on a new basis.

The coalition’s policies are based on a report by Lord Browne, a former chief executive of BP with no experience in higher education. The practice of hiring businessmen to reorganise the public sector runs deep in the neoliberal DNA. Since it is assumed that everything should be run like a competitive enterprise, who could know more about this than businessmen?

Choire Sicha:

Do you see where that says “based on households with people between 20 to 40 years old with at least some education debt”? That’s actually quite a bit of a fudge!

What’s the deal with these numbers? GLAD YOU ASKED. It’s not what it sounds like!

Those aren’t households with people between 20 and 40; those are households headed by people between 20 and 40. Which is to say, this data excludes all people living in households headed by, say, their parents, or other adults. The way Brookings put this is: “households led by adults between the ages of 20 and 40.” Just another way to say it excludes all households led by anyone over 40! (Those households might be identical in student debt to “young” households! Or they might not? WHO KNOWS!)

One effect of this age spread sample is that it includes college graduates from up to almost 20 years ago. This is literally not at all a study of college graduates of the last five years, or even ten years. We’re talking about people up to the age of 40, well into Gen X.

Also, in this survey, when there are multiple people in the household, the Brookings Institution simply divided the amount of college debt by number of people in the household. So one person’s $20,000 college debt becomes two people’s $10,000 college debt. This works out mathematically, of course, but not structurally.

Aram Mendoza and N. Finch in collaboration with Dewey teachers

Displacement of longtime low-income residents due to gentrification has been an all too common story in the Bay Area recently. Now the same insidious process is targeting some of the most “at-risk” students in Oakland.

Over the past two weeks, in the end of school rush, the Oakland Unified School District’s administration revealed they have been in close discussions with gentrifying developers that puts Dewey Academy, one of the public continuation high schools in the OUSD, in the cross-hairs of real estate agents and developers. The developers are already planning a 24-story luxury condo building overshadowing Dewey and now want to add Dewey and the old OUSD headquarters to the project.

What follows is an overview of the situation, why it’s problematic, how it’s situated in the context of gentrification in the Bay Area, and what those of us opposed to the displacement of Dewey and the gentrification of Oakland can do about it.

Wisconsin Reading Coalition, via a kind email:

Teachers, tutors, or anyone who is responsible for teaching children to read will be interested in an excellent and free online self-study course from Reading Rockets. It was funded by the U.S. Department of Education, Office of Special Education Programs, The Morris and Gwendolyn Cafritz Foundation, and The Overbrook Foundation.

Although it is titled “First Year Teacher Self-Study Course,” it can provide valuable professional development for even veteran teachers of grades K-3; it could easily be incorporated into a Professional Learning Community or an individual Professional Development Plan.

The course is divided into 10 self-paced learning modules: print awareness, sounds of speech, phonemic awareness, phonics, fluency, vocabulary, spelling, comprehension, writing, and assessment. In addition to in-depth information, the course offers pre- and post-assessments, practical application in the classroom, articles and video demonstrations, assignments, and a curated list of online resources.

S.E. Smith

When Andrea Chandler, a disabled Navy veteran, used her GI bill funds to go to college, she expected to graduate with a BA that would allow her to build a career and establish a new life for herself. Instead, she never completed the requirements that would have allowed her to transfer to a four-year college, joining the ranks of the many disabled students who are unable to attain a four year degree—despite the rising number of disabled students entering academia.

Today, an estimated 60% of disabled young adults make it to college after high school, yet nearly two thirds are unable to complete their degrees within six years. Is this the fault of their disabilities, or is something more complex at play? The testimony of disabled students suggests that the problem lies not with their disabilities, per se, but with the numerous barriers they encounter in higher education, from failing to provide blind students with readers, to the refusal to accommodate wheelchair users in otherwise accessible classrooms.

In Chandler’s case, going to college after leaving the Navy seemed like the logical next step, but she knew she would need help navigating campus with her wheelchair or service dog, depending on the pain levels caused by her fibromyalgia. She contacted her community college to request accommodations for her service dog, a German Shepherd named Sid, and was ordered to provide information above and beyond Department of Education requirements:

Professor Michael F. Shaughnessy

1) Will, you have been editing The Concord Review for ages. When did you begin, and what are you trying to accomplish?

Since 1987, when I got started, the goals have been to: (1) find and celebrate exemplary history research papers by secondary students from the English-speaking world, and (2) to distribute their work as widely as possible to challenge and inspire their peers to read more history and to work on serious history term papers of their own.

2) Currently, very few high school students who want substantial robust feedback about their writing are able to procure it. How are you attempting to address this problem?

In 2002, The Concord Review commissioned a national study of term papers assigned in public high schools. The principal finding was that serious term papers (like the IB Extended Essay) are not being assigned. Our National Writing Board has, since 1998, been providing a unique assessment service for high school history papers, but we now feel that a more direct kind of help can be offered through The Concord Review Tutoring Services, which we are just getting set up.

3) It seems to me that a published author should be able to provide some assistance to a high school student. What is your current plan?

The Concord Review Tutoring Services will connect former authors (293 have gone to Harvard, Princeton or Yale, and 51 to Stanford) published in The Concord Review with high school students who want to work hard on a serious history research paper. Through Skype, it will be possible to provide more personal tutoring and feedback to guide diligent students through their work on a paper that most would not be asked to do in their school. In this way, they will be better prepared for college nonfiction reading and writing tasks. Of course they will be free to submit their papers to The Concord Review, but as we publish only 5% of the ones we get, there is no guarantee of a place.

4) It seems that the focus in high schools across America is sports rather than scholarly research. Any thoughts as to why this is so?

There are untold millions of dollars regularly spent here to provide high school (and younger) athletes with special coaches, summer programs, mentoring and other services to help them compete at the next level. In addition there are untold millions of dollars for athletic scholarships to colleges (including for cheerleading). This kind of support is simply tiny or absent for students who are as serious about their academic work as the athletes are about their sports. If there are any college scholarships available, for example, for the exemplary work in history done by authors published in The Concord Review over the past 27 years, I have not heard about them.

5) I would think that this would be a mutually beneficial experience. Paul Torrance used to talk about the importance of mentoring others. Is this part of your plan?

The old story is that the mentor/teacher learns a great deal in guiding a student through an academic task, and I have no doubt that will be true for Tutors working with The Concord Review Tutoring Services. But high school students with a chance to work online one-on-one with a published Ivy League history student should not only learn to write better, but also it is likely that their knowledge of history and their confidence as new scholars will be strengthened as well.

6) Will, The Concord Review just publishes an amazing number of first quality high school students’ history papers on a wide variety of topics. I would think The Concord Review would be a great addition to any high school library—Is this possible?

Bless all high school librarians, but they want to obtain what the teachers ask for, and too many teachers are just as happy for their students not to be exposed to the 8,000- and 12,000-word history research papers we publish in the journal. They may not want their students to start asking for the opportunity to do such challenging assignments themselves. More and more of our best papers are coming in as Independent Study efforts, because the schools do not ask students to do their best work in history, so some students who see the work of our authors just decide, as many of them have, to set higher academic standards for their own work.

7) As they say—the world has gone on-line—Is The Concord Review available online?

I am happy to report that our website (www.tcr.org) has just passed 927,000 visitors from across the United States and from more than 100 other countries, with a couple of million page views. All of the 1,110 history essays I have published so far are available in pdf for students who express an interest in seeing them. In addition, in our bookstore online (www.tcr.org/bookstore) there is a good selection of recent issues and there are a number of one-essay “Singles” available for purchase by anyone who wants to read such exemplary work by high school students of history.

8) Where can people get more information or make a donation to The Concord Review?

My favorite question! Because we are interested in the most diligent and successful high school students and those who aspire to be more like them, we have been near the bottom of the list of those thought worthy of support over the last 27 years. But we have been a nonprofit Massachusetts corporation since 1987 and we got our 501(c)(3) designation in June 1988. There is a “Donate” button on the website at www.tcr.org and we also accept checks at The Concord Review, 730 Boston Post Road, Suite 24, Sudbury, Massachusetts 01776 USA. I also welcome questions and comments at fitzhugh@tcr.org.

9) What have I neglected to ask?

I hope that we may all start to ask why we are so reluctant to support, encourage, challenge and inspire our most serious high school students, while at the same time nearly overwhelming our young athletes with scholarships and many other kinds of special help and attention? Of course sports are very important. But can’t we at least ask why the exemplary academic work of our most serious and diligent high school students should be so widely ignored? But our trademark is Varsity Academics®—so we are making an effort!

————————-
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog

Tamar Jacoby:

Dakota Blazier had made a big decision. Friendly and fresh-faced, from a small town north of Indianapolis, he’d made up his mind: He wasn’t going to college.

“I discovered a long time ago,” he explained, “I’m not book smart. I don’t like sitting still, and I learn better when the problem is practical.” But he didn’t feel this limited his options—to the contrary. And he was executing a plan as purposeful as that of any of his high-school peers.

It started in his junior year with release time from high school to take a course in basic construction skills at a craft training center run by the Associated Builders and Contractors. The next step was an internship with a local contractor, Gaylor Electric.

This summer, he’s at Gaylor full time, earning $10 an hour plus credits he can apply at the ABC training center, where he intends to return this fall for a four-year apprenticeship. Mr. Blazier, 18, beamed as he explained his plan. This was no fallback, no desperate Hail Mary pass. It was a thoughtful choice—and he was as proud and excited as if he were heading off to the Ivy League.

“Decisions about what content is to be taught,’ they insist, ‘are made at the state and local levels.’ At the same time, we read that Common Core’s “educational standards are the learning goals for what students should know.” Is what students should know different from content?” [That is the question. WHF]

Andrew Ferguson:

The logic of education reform always points to more education reform. With experts having shown they didn’t really know how to improve education on a broad scale, and with state school officials having proved themselves in many cases to be cheats and bunco artists, the solution was clear to every educationist: State school officials should get together with experts to come up with a new reform. Except this time it would work.

At least since the heady days of “A Nation at Risk,” the world of education reform has been a cozy fraternity. Foundation directors sit on one another’s boards, think tankers beehive with other think tankers in the lounges of convention hotels, academics peer-review the work of academics who will soon peer-review their reviewers’ work. One foundation will give a grant to another foundation to study the work of the first foundation. In the last decade the fraternity has increasingly become a creature of the fabulously wealthy Bill & Melinda Gates Foundation. Gates has spent more than a billion dollars studying primary and secondary education. Few institutions dedicated to education reform have escaped Gates funding. Recipients range from trade groups like the American Federation of Teachers (more than $10 million since 2010) and Council of Chief State School Officers (nearly $5 million last year alone) to think tanks of the left (Center for American Progress) and the right (Thomas B. Fordham Institute).

The Gates Foundation has tunneled into the federal bureaucracy, too, at levels low and high. Several Gates officials and recipients worked in the Education Department under the second Bush, back when NCLB was the thing. Now, under President Obama, they are clustered at the top. Lyndsey Layton of the Washington Post, one of the few beat reporters who brings a gimlet eye to the work of educationists, points out that Obama’s secretary of education, Arne Duncan, oversaw a $20 million Gates grant when he was CEO of Chicago Public Schools. Duncan’s chief of staff is a Gates protégé, as are the officials who designed the administration’s “Race to the Top” funding initiative in 2009. As we’ll see, the initiative was indispensable to enlisting states into Common Core.

THROUGH THE NARROW GATES

The foundation’s generosity seems indiscriminate, reflecting the milky centrism of its founder. Evidently Bill Gates doesn’t have a political bone in his body. His intellectual loyalty lies instead with the ideology of expertise. His faith is technocratic and materialist: In the end he believes the ability of highly credentialed observers to identify and solve problems through the social sciences is theoretically limitless. “Studies” and “research” unlock the human secret. This is the animating faith of most educationists, too. All human interactions can be dispassionately observed and their separate parts identified, isolated, analyzed, and quantified according to some version of the scientific method. The resulting data will yield reliable information about how and why we behave as we do, and from this process can be derived formulas that will be universally applicable and repeatable.

“One size fits all” may be a term of mockery used by people who disdain the top-down solutions of centralized power; in the technocratic vision, “one size fits all” describes the ideal.

A good illustration of the Gates technocratic approach to education reform is an initiative called “Measures of Effective Teaching” or MET. (DUH.) The effectiveness of a truly gifted teacher was once considered mysterious or ineffable, a personal transaction rooted in intuition, concern, intelligence, wisdom, knowledge, and professional ardor, combined in a way that defies precise description or replication. Such an old-fashioned notion is an affront to the technocratic mind, which assumes no human phenomenon can be, at bottom, mysterious; nothing is resistant to reduction and measurement. “Eff the Ineffable” is the technocrat’s motto.

To demystify teaching, MET researchers designed experiments involving more than 3,000 teachers, easily recruited after a layering of Gates money. They were monitored, either in person or by video, by highly trained observers who coded their every move according to one of five “instruments” of measurement that were also designed by highly trained professionals—the Classroom Assessment Scoring System, the Mathematical Quality of Instruction, and so on. So far, MET has cost Gates $335 million, spent on statisticians and psychologists from education schools, teachers’ unions, and not-for-profit companies with names like “Teachscape” and “Empirical Education.”

So what’s the answer? How do you build a good teacher? The findings produced by MET experts are choked with charts, graphs, and algorithms—intimidating to the layman, consoling to the educationist. Their research has uncovered the 22 components, or “competencies,” that are exhibited to one degree or another by effective teachers everywhere. Non-educationists will find some of these components frivolous or predictably trendy (“attention to access, equity, and diversity”). Others are banal (“teacher knowledge and fluency,” “intellectual engagement in key ideas”). Still others are redundant, and many more are simply too poorly defined to qualify as distinct human traits. Yet the Gates reformers believe that their method—rigorous, empirical, scientific—can instill competencies in America’s teachers if the same MET process of observation and evaluation is duplicated in local classrooms. “The goal,” says Gates, “is for them to become standard practice.”

Whether this is even possible is a question that doesn’t take up much room in the MET literature; technocrats are seldom preoccupied with bridging the theoretical and the actual. Yet the researchers themselves give off occasional hints that the process they’ve invented won’t travel very far. The observers used in the MET experiments had undergone training far too elaborate, time-consuming, and expensive for any but the richest school districts to afford. The observers were usually strangers to the teachers they evaluated in the experiments; in actual practice, in real schools, observers and teachers would be acquainted with each other, with the social and personal complications any such relationship entails. No consequences were attached to the ratings the observers came up with—no raises or job security influenced the experimental evaluations, as they would in real life. And even then, researchers found, evaluations of the same teacher often differed radically from one observer to the next, and depending on which “instrument” was used.

Exciting as it undoubtedly is for the educationist, MET research tells us nothing about how to improve the world that students and teachers inhabit. It is an exercise by educationists for educationists to ponder and argue over. Three hundred and thirty five million dollars can keep a lot of them busy.

CCSSO + NGA + CCSS = SMDH

The Common Core State Standards are a product of the same intellectual ecosystem that gave us MET: the same earnest good will, the same cult of expertise, the same tendency to overthink, the same bottomless pot of money. Common Core would not exist without the Gates Foundation.

When it became clear that NCLB wasn’t working, a Gates-funded trade group called Council of Chief State School Officers (yes: CCSSO) summoned a conclave of educationists, including officials from 48 states. They agreed that the embarrassing muddle of test results delivered by the varied state tests under NCLB should be cleaned up. The way to do it was through a single set of standards that would explicitly list the things a properly educated American child should know and be able to do as he rose from one grade level to the next, no matter what state he lived in. Even Tennessee.

Here the sequence of events in the story of Common Core grows murky. Official histories say only that “committees of educators” and “subject matter experts” were deputized by the National Governors Association (NGA, ahem) to develop the Standards. The Gates Foundation was generous as always. It kicked up a whirlwind of working groups, feedback committees, workshops, forums, advisory groups, development teams, and expert panels—a Full Employment Act for educationists. But how the experts who wrote the Standards were chosen, and which expert wrote what standard and why, are questions that are hard to get answers to. More than 10,000 educators commented on the Standards after they were developed, according to Common Core’s publicists. But the attention of the general public or press was never aroused, and the impression of a mysterious elite gathering secretly to impose a New Educational Order has been hard to shake.

The committees worked fast. In less than a year, in June 2010, their handiwork was unveiled at a little-noticed event in Suwanee, Georgia. Kentucky agreed to the Standards days before they were made public. Five months later, 41 states had agreed to “fully implement” the Standards by the end of 2014. More states signed on within another year, bringing the total to 46. (Alaska, Texas, Virginia, and Nebraska were the holdouts.)

All of this activity at the state level has allowed advocates to say, correctly, that the federal Department of Education did not produce the Standards. Our nation’s educationists, working together, produced the Standards. But it is a distinction without much difference. When the Ed Department found itself flush with cash from the 2009 Obama stimulus, it came up with “Race to the Top,” a $4.35 billion program that allocated federal money to states based in part on how closely they embraced “common standards” for “college and career readiness.” Department officials, especially Secretary Duncan, have been tireless in promoting the cause, and the revolving door of the Gates Foundation has made it hard to tell the difference between state and federal, public and private.

Once the states fell into line, the department paid another $330 million for two state consortiums to hire educationists to devise Common Core tests. These will measure how well students are rising to the Standards, and those results, in turn, will be used to evaluate how well individual teachers are teaching them. The new tests will replace tests that each state had to develop over the last few years in response to NCLB. Those tests cost a lot of money too—money down the drain. In fact, many school districts were still introducing the NCLB tests when word came down that Common Core would require new tests to replace the old tests. Educationists are always on the go.

ABSTRACTING PERSON C

Only half the Common Core states say they will have the program up and running by the 2015 deadline. The Standards, with thousands of pages of experimental research to support them, are proving difficult to put in practice. If you read them, you get hints why. I’ve spent many hours pinching myself awake as I read through the hundreds of thousands of words that make up the Standards for Language Arts and Social Studies. Their length is intimately involved in their ambition. “The Standards,” reads a preamble, “lay out a vision for what it means to be a literate person in the twenty-first century.” Students who meet the Standards are “engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying. .  .  . They use relevant evidence .  .  . making their reasoning clear .  .  . and they constructively evaluate others’ use of evidence.”

This is a lofty notion of a high school senior, and rare even among accomplished adults—I can think of several columnists for the New York Times who would fail to qualify. It is also notably abstract. The Standards are this way from necessity. The experts who wrote them had to insist on a distinction between a national curriculum, which the federal government is forbidden by statute to enact, and national standards, which any state or local curriculum must meet. Advocates try to draw a bright line between these two, curriculum and standards, without much success. According to the authors, the Standards “do not—indeed cannot—enumerate all or even most of the content that students should learn.”

“Decisions about what content is to be taught,” they insist, “are made at the state and local levels.” At the same time, we read that Common Core’s “educational standards are the learning goals for what students should know.” Is what students should know different from content?

This distinction between content and learning—between what a student is supposed to learn and how he is supposed to learn it—has been a premise of educationist philosophy for a generation or more. Before schools fell under the sway of modern educational theory, it was assumed that a student would learn how to weigh and judge knowledge in the act of acquiring it; the best way to get a kid thinking, in other words, was to make him learn something. The educationist bisects the process. The act of learning is somehow to be separated from what’s being learned and then taught independently of it. The what of learning is much less important than the how. This is why such airy concepts as “critical thinking” and “problem solving” and “higher-order thinking skills” are the linchpins of modern education. As one disgruntled teacher put it: Rather than learning something in particular, students learn nothing in general.

Teacher training has developed accordingly. In the schools of education where most primary and secondary teachers learn the trade, the method is not to train teachers in the subjects they’ll teach but to train them in theories about teaching. The adage that those who can, do, and those who can’t, teach has been topped off: Those who can’t teach, teach teachers. The technocrats in social sciences produce a limitless supply of theories to study and argue over—enough to amuse education majors and keep an entire academic discipline busy. Education schools are now understood to be the easy mark of higher education: Anyone can get an education degree. The paradoxical effect is that some college students are drawn to become teachers precisely because they don’t have to know much to be one.

In the confusion between content and learning, the Standards often show the telltale verbal inflation that educationists use to make a simple idea complicated. The Standards for Reading offer a typical example. They come in groups of three—making a wonderful, if suspicious, symmetry. Unfortunately, many of the triplets are essentially identical. According to the rubric Key Ideas and Details, a student should “read closely to determine what the text says explicitly.” Where one standard says the student must be able to “analyze the development of central ideas,” the next standard says the student should be able to “analyze” “how ideas develop.” One “key detail” is to “learn details.” Under Craft and Structure, the student should be able to “analyze” how “portions of text” “relate to each other or the whole.” Another says he “should cite specific textual evidence” and still another that he should “summarize the key supporting details.” All of this collapses into a single unwritten standard: “Learn to read with care and to explain what you’ve read.” But no educationist would be so simple-minded.

There are standards only an educationist could love, or understand. It took me a while to realize that “scaffolding” is an ed-school term for “help.” Associate is another recurring term of art with a flexible meaning, from spell to match, as when third graders are expected to “associate the long and short sounds with the common spellings (graphemes) for the five major vowels.” This seems like students are being asked to spell vowels, but that can’t be right, can it? And when state and local teachers have to embody such confusing standards in classroom exercises, you’re likely to wind up with more confusion. In a teacher’s guide to the Standards from Kentucky, I found this problem for tenth graders, who will be asked to decide “which person demonstrates more admirable qualities”:

“Aristotle describes three different types of people. He points out that Person A gets pleasure from doing good things. Other people get pleasure from doing bad things. Of these people, Aristotle mentions two types.” [So there are four types?]

“Person B eats too much food because he gets pleasure from it. Person C would also get pleasure from eating too much food. However, this person controls himself and eats the right amount of food even though he would prefer to eat more.” [Then Person C is doing a good thing?]

“In Aristotle’s system, both Person A and Person B eat the right amount of food. [Don’t you mean Person C?] Person A eats the right amount of food by nature. Person B eats the right amount of food by choice.” [Wait. He does?]

By the end Person C has vanished altogether apparently, leaving many unhappy tenth graders in his wake.

THE RISE OF THE RIGHT

Most of the criticism of the Standards has come from the populist right, and the revolt of conservative parents against the pet project of a national educationist elite is genuine, spontaneous, and probably inevitable. But if you move beyond the clouds of jargon, and the compulsory gestures toward “critical thinking” and “metacognitive skills,” you will begin to spy something more interesting. There’s much in the Standards to reassure an educational traditionalist—a vein of subversion. At several points, Common Core is clearly intended as a stay against the runaway enthusiasms of educationist dogma.

The Standards insist schools’ (unspecified) curriculums be “content-rich”—meaning that they should teach something rather than nothing. They even go so far as to require students to read Shakespeare, the Preamble and First Amendment to the U.S. Constitution, and works of Greek mythology. Phonics is the chief means of teaching reading in Common Core, rejecting the notorious “whole language” method first taken up in the 1970s and—research shows!—a likely culprit in the decline in reading scores. The Standards discourage the use of calculators, particularly in early grades where it has become a popular substitute for acquiring basic math. The Standards require memorization of multiplication tables as an important step in learning arithmetic, striking a blow against “fuzzy math.” Faddish notions like “visual literacy” are nowhere to be found.

Perhaps most impressively, at least in language arts, the Standards require students to read and write ever larger amounts of nonfiction as they move toward their high school diploma. Anyone familiar with the soupy “young adult” novels fed to middle- and high-school students should be delighted. Writing assignments, in tandem with more rigorous reading, move away from mere self-expression—commonly the focus of writing all the way through high school—to the accumulation of evidence and detail in the service of arguments. The architect of the Language Arts Standards, an educationist called David Coleman, explained this shift in a speech in 2011. He lamented that the most common form of writing in high school these days is “personal writing.”

“It is either the exposition of a personal opinion or it is the presentation of a personal matter. The only problem, forgive me for saying this so bluntly, the only problem with those two forms of writing is as you grow up in this world you realize people really don’t give a shit about what you feel or what you think.”

Now, it is hard to imagine a more traditionalist sentiment than that. Yet conservative Common Core activists single out Coleman as a particularly sinister adversary, perhaps for his potty mouth. The populist campaign against the Standards has been scattershot: Sometimes they are criticized for being unrealistically demanding, at other times for being too soft. Even Common Core’s insistence on making the Constitution part of any sound curriculum has been attacked as insidious. Recall that students will be required to read only the Preamble and the First Amendment. That is, they will stop reading before they reach the Second Amendment and the guarantee of gun rights.

Coincidence? Many activists think not.

The conservative case, as seen in videos and blogs posted on countless websites, relies heavily on misinformation—tall tales and urban legends advanced by people who should know better. Revulsion at the educationist project predates Common Core by many decades. It is grounded in countless genuine examples of faddish textbooks and politicized curriculums. For the last few years, however, Common Core has been blamed for all of them. Textbook marketers and lesson-plan designers are happy to help. Their market, after all, isn’t parents but fellow educationists on state and local school boards that control purchasing budgets. Once Common Core was established as the future (for now) of education, the marketers knew the phrase was catnip. Every educational product imaginable now bears the label “common core,” whether it’s inspired by the Standards or not. A search of books for sale on Amazon.com shows more than 12,000 bearing the words “common core” in their titles. Many were produced long before the Standards were even a twinkle in an educationist’s eye.

And so, from a popular conservative blog, we get lists of horribles like this, attributed to Common Core:

“Would you be okay with your 4th grader learning how to masturbate from his school textbook? Would you think it’s a good idea to teach kids that the correct answer to 72 + 81 is 150, not 153? What about cutting Tom Sawyer from the curriculum, and replacing it with articles about the imminent dangers of man-made global warming?”

All these were evidently drawn from textbooks that sell themselves to educationists as being “aligned” with the Standards. Of course, if you live in the kind of school district that buys a textbook that teaches your fourth grader how to masturbate, that’s most likely the kind of textbook you’ll get. But Common Core has nothing to do with it. The Standards are agnostic on the onanism question at every grade level. Activist literature commonly confuses the Standards with the National Sexuality Educational Standards, a fringe concoction of left-wing “sexuality educators” that apes the Common Core but has no official or unofficial relation to it. The fact that the Common Core Standards can be plausibly linked to such enterprises is a testament to the neutrality of their content—their intentional blandness. Indeed, it might be an argument for making the Standards more demanding rather than for doing away with them altogether.

Conservative hostility to the Common Core is also entangled with hostility to President Obama and his administration. Joy Pullman, an editor and writer who is perhaps the most eloquent and responsible public critic of Common Core, wrote recently in thefederalist.com: “I wager that 90 percent of the debate over Common Core would instantly dissipate if states adopted the top-rated standards from, say, Massachusetts or Indiana and dropped the Obama administration tests.”

While the personal hostility to Obama might be overwrought, the administration’s campaign on behalf of the Standards has borne all the marks of the president’s other efforts at national persuasion. There is the hysterical overstatement—Secretary Duncan calls Common Core “the single greatest thing to happen to public education in America since Brown v. Board of Education.” (Has he forgotten Goals 2000?) There are the same sly elisions, the buried assumptions and question-begging, the drawing of Jesuitical distinctions. Here are Secretary Duncan’s remarks last year to a group of newspaper editors: “The federal government didn’t write [the Standards], didn’t approve them, and doesn’t mandate them, and we never will. Anyone who says otherwise is either misinformed or willfully misleading.”

This is willfully misleading. The federal government doesn’t mandate Common Core, but when Duncan and his department made lots of federal funds contingent on a state’s embrace of “common standards,” the Common Core was no longer “voluntary” for most revenue-hungry state officials. At the same time, for all practical purposes, the department assumed oversight of the program. Only a federal bureaucrat can say when a state has satisfied its obligation to produce materials appropriate to the Standards. And as implementation of Common Core begins in earnest, with confusion about which tests comply with which standards, the federal role will only grow.

Common Core does not impose a national curriculum, Duncan often insists, correctly; such an explicit move would not only be illegal but would face insurmountable resistance. Yet, in other venues where it is helpful to do so, he speaks of the program as if it had all the conveniences of a national curriculum: “Literally for the first time in American history .  .  . a fourth grade teacher in New Mexico can develop a lesson plan at night and, the very next day, a fourth grade teacher in New York can use it and share it with others if she wants to.” This assertion isn’t willfully misleading. To the extent it concerns the Common Core, it is nakedly untrue.

THUNDER ON THE LEFT

The administration’s bullying and dishonesty might be reason enough to reject the Standards. The campaign has even begun to worry its natural allies, who are losing trust in assurances that the Common Core is an advance for progressive education. Educationists on the leftward edge point to its insistence that teachers be judged on how much their students learn. This bears an unappealing resemblance to NCLB requirements, and they worry it will inject high-pressure competition into the collegial environment that most educationists prefer. Worse, it could be a Trojan horse for a reactionary agenda, a return to the long-ago era when students really had to, you know, learn stuff.

“The purpose of education,” says Paul Horton, a Common Core critic at the University of Chicago Laboratory School, “is for a person .  .  . to discover who they are, to grow as an individual. .  .  . I think current policymakers unfortunately see the purpose of education as being training people to acquire the minimum level of skills that are required to work in a technical workplace.”

The nation’s two largest teachers’ unions, the National Education Association and the American Federation of Teachers, supported Common Core in its earliest stages, and were happy to accept very large grants to assist Gates and other pro-Standards institutions in their work. But as the deadline for implementation in 2015 approaches, the support among teachers shows signs of softening. Last month a group of nearly 200 local teachers marched on the Gates Foundation headquarters in Seattle protesting its role in Common Core. Gates’s attitude, one protester told the local public radio station, “is, ‘It’s the teachers that need to change, and it’s the standards and the testing that really will improve [schools].’ .  .  . Really, the issue is class size, support for teachers, and poverty.”

In May, one of the AFT’s largest subsidiaries, the Chicago Teachers Union, passed a resolution condemning Common Core. “Common Core eliminates creativity in the classroom and impedes collaboration,” said a spokesman. “We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.”

Already last year, the president of the AFT called for a delay of at least two years in using Common Core-related tests for teacher evaluations; states would test students, in other words, but teachers would not be judged on the students’ scores. The Gates Foundation has agreed, and several states have already announced a moratorium on teacher evaluations. In perhaps the most dramatic development of all, Politico reported, the AFT’s Innovation Fund announced it would no longer accept its annual $1 million grant from the Gates Foundation. The “level of distrust” of Gates among its members was too great. Of course, distrust has its limits. The union itself will continue to accept Gates money for its general fund. And AFT leadership holds out the possibility that even the Innovation Fund will once again accept Gates money in the future, according to a union spokesman. “We don’t want to say never, never, ever, ever.”

THE UNREALITY CHECK

The delays and distancing suggest a cloudy future for the Common Core. Even its advocates say that the best possible outcome for now involves a great deal more unpleasantness: The tests will be given to many students beginning next spring, and the results will demonstrate the catastrophic state of learning in American schools. Of course, we knew that, but still. “Maybe this will be a reality check,” one booster told me the other day. “People will take a look at the results and say, ‘Aha! So this is what they’ve been talking about!’ It will send a very strong signal.”

It would indeed, but a signal to do what? Educationists don’t like unpleasantness; it’s not what they signed up for when they became reformers. We already know what happened when NCLB state tests exposed the reality of American public schools. It was time for a new reform.

In that case, Common Core would survive, but only as NCLB survives—as a velleity, a whiff of a hint of a memory of a gesture toward an aspiration for excellence. And the educationists will grow restless. Someone somewhere will come up with a new reform program, a whole new approach—one with teeth, and high-stakes consequences for stakeholders. Bill Gates will get wind of it. He will be intrigued. His researchers will design experiments to make sure the program is scientifically sound. Data will be released at seminars, and union leadership will lend tentative support. The president will declare a crisis and make reform a national priority. She will want to be called an education president too.

April Bo Wang:

It’s one of those summer afternoons in Helena, Arkansas, where the sun is bright enough to wipe everything out in a glare of white. Even the breeze feels like a hairdryer on my neck.

I am sweating on top of Battery C. The last time I was here, I’d picked my way up an overgrown trail and had only a couple of ornery goats for company. Now, the goats have been supplanted by metal statues of Union soldiers aiming muskets down the kudzu-covered hill. Behind me, a concrete walkway leads to a pristine parking lot where a car is just pulling in. The development of Battery C is a good thing. It’s indicative of a small manufacturing town’s struggle toward economic recovery. But I just miss the damn goats.

The inequity and challenges facing my students were very real. There was nothing beautiful about their poverty.

“This land, this land … this Delta!” Even Faulkner was reduced to sentence fragments when he wrote about this place. Many great writers have tried, but it is just one of those places too immense for words. When I arrived in Helena after college for a job with Teach for America, my head was filled with romantic notions. My modest goal was to simultaneously teach 11th grade English, pocket some life experience, and write a novel. I relished the knowledge that I was living in Richard Wright’s boyhood town, on the banks of Twain’s mighty Mississippi, and 15 minutes down the road from Moon Lake, where Tennessee Williams drank himself into a stupor and wrote Blanche’s fiancé into a watery suicide.

Jonah Newman

As usual, the U.S. Department of Education is a bit behind when it comes to data.

Published tuition and fees increased by about 4 percent at public and private nonprofit four-year colleges and by nearly 5 percent at public two-year colleges from 2011-12 to 2013-14, when adjusted for inflation, according to a new release from the National Center for Education Statistics.

The preliminary data were collected from about 7,400 postsecondary institutions in the fall of 2013 through the Integrated Postsecondary Education System, known as Ipeds.

On-campus room and board rose at about the same rate as tuition, while off-campus room and board rose by less than 1 percent at public and private nonprofit four-year colleges and fell by about 1 percent at public two-year colleges.

But we knew all of that already: The College Board released data in October for tuition, fees, room, and board in 2013-14 that showed roughly the same trends in the cost of attendance, or COA.

The Economist:

GÖRLITZER PARK, a patch of grass and concrete, has a seedy air. Its tall walls are covered in graffiti. Near the entrances, young African men stand around hassling bystanders, asking if they want to buy some “kiffen”. Yet in many respects, the “drug park” (as locals in Kreuzberg, a trendy district of Berlin, often call it) does not live up to its ugly reputation. On a Saturday afternoon, it is mostly full of 20-somethings sitting around on the grass in groups sipping coffees and beers. Young parents pass by with pushchairs. University students on picnic blankets peer into their textbooks. Over the course of an hour or so, not a single one of the drug dealers in view seems to make a deal. For most of the locals, they are a hassle—not a service.

Few European cities do youth culture and hedonism better than Berlin. Young people flock—or, if truly cool, just drift—here from all over the world. The nightlife runs until dawn, techno beats flood its streets. Yet as with Görlitzer Park, the wild appearance belies reality. The city’s middle-aged artists and musicians complain that its young hipsters are taking the edge out of its nightlife by trying to make money out of it. Their entrepreneurialism is driving up rents. “The city of heroin addicts, David Bowie and Iggy Pop has disappeared,” says a Berliner who was not yet born when the Thin White Duke came to stay. In its place is a town where people come to study, work and boost their creative careers, not just party.

Berlin is still an unusual city; the temperance of its youth is not. In 2002 just 13% of German teenagers had never had an alcoholic drink; by 2012, that figure had risen to 30%. Among 18- to 25-year-olds, the proportion drinking at least once a week has fallen by a third since the early 1990s. Cannabis use has dropped, too, and the number of deaths attributed to the use of illegal drugs has fallen by half since 2000. Similar trends are seen across the Western world.

Student Union of Michigan

In November 2013, the University of Michigan launched its new capital campaign, “Victors for Michigan,” which aims to raise $4 billion from private sources primarily to be deposited in the endowment. If successful, it will be the largest in the history of public higher education, topping U-M’s previous campaign which raised $3.2 billion between 2004-2008. On the surface, big donations and a fat endowment seem great. However, the growing importance of the endowment and the university’s dependence on wealthy donors and Wall Street firms are among the factors transforming the contemporary university from a place of learning and knowledge production to something that looks more and more like a corporation—or, in this case, a global hedge fund.

The endowment is a collection of about 7,800 pools of money that are invested around the world.[1] The returns on these investments are then either reinvested or disbursed to different parts of the university, with each individual fund carrying certain restrictions regarding how it can be spent. These restrictions come from the individual donors, who unilaterally dictate that their money be used to fund a particular kind of scientific research, renovate a particular campus building, endow a specific professorship, and so on. A small percentage of the endowment’s returns (4.5%) is applied each year to university operations. Over the past five years, U-M’s $8 billion endowment has contributed an average of less than $300 million a year to operating expenses like professors’ salaries. The administration likes to talk up how 20% of this contribution goes toward financial aid, but $60 million is a drop in the bucket when you consider that tuition adds up to over $1 billion a year (and much of that aid is based on “merit” instead of financial need).