Madison School District Small Learning Community Grant Application

136 Page 2.6MB PDF:

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

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

A Smart Parent Criticizes AP

Jay Matthews:

Last week Pomona College president David Oxtoby tried to educate me in this column about what he sees as the flaws of the Advanced Placement program, the college-level courses and tests given in high school of which I am American journalism’s biggest supporter. This column will look at AP from the perspective of a well-informed parent in Anne Arundel County, Md., who thinks the program has fallen prey to the worst aspects of the movement to make public schools accountable through regular testing.
I was pretty aggressive with Oxtoby, since I know him well and figure he is used to being disrespected by self-important reporters. In the discussion below, I am much more polite to Anne E. Levin Garrison, since she is under no obligation to talk to me and has a very personal perspective that even a know-it-all like me has to respect. Part of this column’s role as asource of information on AP, International Baccalaureate and other efforts to improve our high schools is my insistence that it be the most important forum for criticism of AP and IB. So I am thankful to both Oxtoby and Garrison for helping me fulfill that obligation and hope other critics will email me when they have something to say.

Politics, Indoctrination and Education

Michael Levy:

Two stories recently caught my eye, one in the Washington Post that discussed the publication of a new Russian teaching manual, written ”in-part by Kremlin political consultants,” that is very nationalist in outlook and a BBC report that a new Israeli textbook to be used in Israeli-Arab schools provides a more nuanced and balanced view of Israel’s creation in 1948, acknowledging that some Arabs consider it a “catastrophe” and that some Palestinians were expelled and lands confiscated following statehood. (These are but two examples of controversies that regularly arise over history textbooks; for example, Japanese textbooks and their portrayal of that country’s imperial history have always been a lightning rod throughout Asia.)

Rating Our High Schools

Mary Erpanbach:

Art Rainwater didn’t want us to do this.
“I cannot imagine anything more destructive to how hard people in this community are trying to work together,” the city’s school superintendent said when we called to ask him the best way to compare Dane County’s high schools.
And yet.
It’s lost on no one, least of all Rainwater, that education is increasingly a game of numbers, that numerals have practically replaced consonants in our national dialogue on schools.
Take the feds, who are at this moment gathering mountains of data on schools to satisfy the requirements of No Child Left Behind. Add the state, which harvests a bumper crop of test scores and school statistics each year. And throw in the institutions themselves; while they understandably don’t like statistics because numbers can never tell the whole story, high schools still, for example, condense the whole story of every senior into one make-or-break number: the class rank. (And don’t let any school tell you it doesn’t–whether by actual number or by some version of a “grade-distribution” grid, high school guidance counselors routinely document for colleges where a given student ranks scholastically in relation to his or her peers.)
For numbers you need– and can actually use–we turned to experts: parents, counselors, principals, consultants. Does academic achievement matter when it comes to ranking schools? Absolutely, say college admissions advisors and parents. So we included each school’s average score on the state Knowledge and Concepts Exam and on the national ACT test. How about a school’s overall learning environment? Some of the ways to measure that, say the consultants, are to look at graduation rates, student-to-teacher ratios, and the number of courses and advanced-placement courses offered by each school. How about measuring a climate that’s more cultural than academic? Take extracurriculars into account, advise experts. Schools that offer a healthy number of sports programs and academic and social clubs accomplish two things at once: They give students good chances to participate and they enrich the overall fabric of the school.

Rating Our High Schools.

New Manuals Push A Putin’s-Eye View In Russian Schools

Peter Finn:

With two new manuals for high school history and social studies teachers, written in part by Kremlin political consultants, Russian authorities are attempting to imbue classroom debate with a nationalist outlook.
The history guide contains a laudatory review of President Vladimir Putin’s years in power. “We see that practically every significant deed is connected with the name and activity of President V.V. Putin,” declares its last chapter. The social studies guide is marked by intense hostility to the United States.
Both books reflect the themes dominating official political discourse here: that Putin restored Russian strength and built what the Kremlin calls a “sovereign democracy” despite American efforts to isolate the country.
The principal author of the history manual — “The Newest History of Russia, 1945-2006” — is Alexander Fillipov, deputy head of the National Laboratory of Foreign Policy, a research institute affiliated with the Kremlin.

Helping students become ‘responsible citizens’?

Vin Suprynowicz:

John Taylor Gatto, honored on several occasions as New York City and New York state teacher of the year, has made it the second part of his life’s work to determine why our government schools are so ineffective — why he always had to fight the bureaucracy above him in order to empower his young charges (many of them minority kids, given to him as “punishment” because the administrators thought them “hopeless”) to spread their wings and learn.
What Gatto discovered is enough to cause a massive paradigm shift for anyone who reads his books, whether you start with the slim “Dumbing Us Down” or his weightier master work, “The Underground History of American Education.”
America’s schools aren’t failing, Gatto discovered. They’re doing precisely what they were re-designed to do between the 1850s and the early 1900s, when America embarked on our current imperial/mercantilist adventure — that is, to churn out little soldiers and factory workers with mindless obedience drilled in and with the higher critical faculties burned out of them through the process of feeding them learning in small unrelated bits like pre-digested gruel, till they neither know how nor feel any inclination to discern higher patterns, which might lead them to challenge the “party line.”
Who dreamed up such a system?
Thus, if we want to see what our “reverse-engineered” copy of the German school system has in mind for us, it might pay to simply take a look at what’s happening with government-run schooling … in Germany.

History lessons ‘are becoming a thing of the past’

Graeme Paton:

HISTORY is becoming an endangered subject as growing numbers of children drop the subject at 14, according to Ofsted, the education watchdog.
Less than a third of pupils study GCSE history, meaning few learn about important historical themes when they are “mature enough” to do so.
In a critical report published today, inspectors said pupils were being driven away because of overloaded timetables and lessons that were often dumbed down.
Ofsted insisted the curriculum focused on a “relatively small number of issues” with pupils failing to make connections between different periods or answering the “big questions” thrown up by the past.
The report also said the Government’s drive to promote so-called “Britishness” was being undermined by lessons that focus too strongly on England while shunning Scotland, Wales and Ireland.

College Board Tries to Police Use of ‘Advanced Placement’ Label

Tamar Lewin:

When Bruce Poch, the dean of admissions at Pomona College, sees a high school transcript listing courses in AP Philosophy or AP Middle Eastern History, he knows something is wrong. There is no such thing. Neither subject is among the 37 in the College Board’s Advanced Placement program.
“Schools just slap AP on courses to tag them as high-level, even when there’s no Advanced Placement exam in the subject,” Mr. Poch said. “It was getting to be like Kleenex or Xerox.”
But now, for the first time, the College Board is creating a list of classes each school is authorized to call AP and reviewing the syllabuses for those classes. The list, expected in November, is both an effort to protect the College Board brand and an attempt to ensure that Advanced Placement classes cover what college freshmen learn, so colleges can safely award credit to students who do well on AP exams.
“We’ve heard of schools that offered AP Botany, AP Astronomy, AP Ceramics, and one Wyoming school with AP Military History,” said Trevor Packer, director of the board’s Advanced Placement program. “We don’t have those subjects. One of the reasons colleges called for the audit was that they wanted to know better what it means when they see an AP on a transcript.”

Learning, Growth and Socialization: A paper presented to the Association of Teacher Educators Summer Conference, Milwaukee: July 29, 2007

UW-Milwaukee Professor Emeritus Martin Haberman (and create of MMTEP):

I recently examined the four most widely used texts sold to faculty in schools of education to teach “learning” to future teachers. The courses these texts are used in are well known to teacher educators. They carry titles such as “Principles of Learning for Teachers,” or “Introduction to Educational Psychology,” or “Learning in Classrooms.” There is no accredited teacher preparation program in the country that does not require at least one such course. There is no state department of education that does not require such courses before they will accredit a college or university as having an approved program of teacher education. No other academic discipline has any where near such total control and influence over the “knowledge” required of future teachers.
As I scanned these texts I asked myself a simple question. If I were a classroom teacher how would the learning theories being presented in these texts help me to deal with the following subgroups in a class of 25 to 35 students:
1.4-6 students feign helplessness regardless of how much the assignments are watered down and never complete assignments.
2.6-8 students need for attention prevents them from staying on task and interferes with the work of others.
3.1-2 students see themselves as having been hurt by teachers and seek revenge regardless of the task or assignment at hand.
4.3-4 students challenge the teacher for control of the classroom
5.6-8 students come to school everyday and function as observers rather than participants. They devote most of their time to observing the interactions ( i.e. the cold or hot war) between the teacher and each of the four student groups cited above.
Ultimately, this group comprises the majority of school dropouts; these are students with very low achievement who declare they quit school because it was”boring.”
6.4-6 officially labeled special needs students with IEP’s.
It is important to understand that the causes of feigned helplessness, the need for constant attention, assurance, control, revenge, or to observe rather than participate cannot be fully explained by psychological constructs.At least a dozen academic disciplines provide valid theoretic and research based constructs that explain these student behaviors. Thinking of classes in real schools comprised of these six subgroups I found little in the texts that explain either why students take on these roles or what a teacher could do to best teach students assuming these roles. But worst of all, I found no connection anywhere in the four texts between the endless lists of recommended behaviors given to prospective teachers and any theory of learning. In a desperate attempt to convince myself that surely these texts on “learning” would have some relevance to the real world I looked up the terms “classroom management” and “discipline” in their glossaries. Each of these volumes consisted of over 300 pages. In each case I found less that two pages of do’s and don’ts dealing with discipline and no connection of these recipes to any theory of learning.The volumes themselves are endless lists of things teachers should do without any connections whatever between their endless admonitions to any psychological theory. The reason for this is simple. The interminable advocacies are not based on or derived from any psychological theory… none.

Martin Haberman Clusty Search.

“The “White Privilege” Fetish Of Seattle’s Public Schools”

Matt Rosenberg:

On its Web site, the Seattle Public Schools Office of Equity and Race Relations details what it expects of the students from four Seattle high schools who are being sent to the eighth annual White Privilege Conference April 18-21 in Colorado Springs. The SPS white privilege conference “expectations” document states that for student attendees, ensuing goals should include: “educate youth and people who work with youth about issues of privilege;” and, “support and develop youth leadership for social and economic justice.” White privilege, as I discuss in a Seattle Times op-ed today, is about the pernicious cult of individualism and self-determination.

Best And Worst School Districts For The Buck

Via a reader email: Christina Settimi:

More spending doesn’t necessarily buy you better schools. With property taxes rising across the country, we took a look at per-pupil spending in public schools and weighed it against student performance–college entrance exam scores (SAT or ACT, depending on which is more common in the state), exam participation rates and graduation rates.
Winners in this rating system are counties whose schools deliver high performance at low cost. The losers spend a lot of money and have little to show for it.
Marin County, Calif., provides the best bang for the buck. In 2004 Marin spent an average of $9,356 ($6,579 adjusted for the cost of living relative to other metro areas in the U.S.) per pupil, among the lowest education expenditures in the country. But in return Marin delivered results above the national average: 96.8% of its seniors graduated, and 60.4% of them took the SAT college entrance exam and scored a mean 1133 (out of 1600). The others in the top five are Collin, Texas; Hamilton, Ind.; Norfolk, Mass.; and Montgomery, Md.
In Pictures: Best And Worst School Districts For The Buck
On the opposite end of the spectrum, Alexandria City, Va., which sits just six miles outside of our nation’s capital, spent $13,730 ($11,404 adjusted) per pupil, but its high schools registered only a 73% graduation rate, with 65.0% of the seniors participating in the SAT for a mean score of 963. According to John Porter, assistant superintendent, Administrative Services and Public Relations for the Alexandria City Public Schools, their graduation rate is reflective of a large number of foreign-born students who may take longer than the traditional four years to graduate. He also noted that their performance measures are rising, along with their expenditures. Per-pupil spending in Alexandria City is now over $18,000. Others on the bottom of the list include Glynn, Ga.; Washington, D.C.; Ulster, N.Y.; and Beaufort, S.C.
Using research provided by the Tax Foundation, a nonpartisan tax research group based in Washington, D.C., Forbes began with a list of the 775 counties in the country with populations greater than 65,000 that had the highest average property taxes. From this list we isolated the 97 counties where more than 50% of per-pupil spending contributions comes from property taxes. ( Click Here For Full Rankings)
Since it costs more to educate a student in New York than Alabama, we adjusted expenditures for each metropolitan area based on Economy.com’s national cost of living average. We then chose to compare spending to the only performance measures that can be used to compare students equally across the country. With a nod toward recognizing the importance of education, performance was weighted twice against cost. Performance and cost numbers are county averages; individual school districts within a county can vary greatly.

Dane County ranked 63rd (Other Wisconsin Districts in the Top 97 include: Ozaukee – 16, -43 and Walworth – 91).
Daniel de Vise:

Education scholars and school system officials greeted the study as a flawed answer to a fascinating question: Which school districts deliver the best results for the tax dollars citizens invest?
“The value of this kind of analysis is to remind us that simply pouring more [money] into existing school systems is no formula for producing higher achievement out the other end,” Chester E. Finn Jr., president of the Thomas B. Fordham Foundation, said in an e-mail.
But Finn derided this analysis as “just plain dumb” for failing to consider other factors, such as wealth and parent education, that affect test scores and graduation prospects.
The Forbes study takes the unusual approach of rating school systems from a stockbroker’s perspective — or, more specifically, the perspective of a stockbroker raising a family in the D.C. suburbs. Rather than simply rank them by SAT participation or outcome or graduation rate, it considers all three measures and a fourth, dollars spent.
The endeavor is skewed toward affluent and suburban schools, educators said, because of the focus on local property taxes; wealthier jurisdictions tend to pay a greater share of education costs from their own tax coffers. The top three systems in the resulting ranking are all suburban: Marin County, just north of San Francisco; Collin County, near Dallas; and Hamilton County, outside Indianapolis.

The Rush to Take More AP Courses Hurts Students, High Schools, and Colleges

David Oxtoby:

An entering student at Pomona College last fall submitted the results of 14 Advanced Placement tests, all but one with the top score of 5. In all, 20 members of the entering class each reported the results of 10 or more such exams. Obviously, these are highly talented students who will benefit from the broad range of advanced courses that Pomona offers. But it is far from clear that this proliferation of AP courses — along with the accompanying pressures — truly makes for the best high-school education, or, for that matter, prepares students to get the most out of their college years.
When I was a high-school student in the 1960s, students in good schools might have taken several AP courses, all during their senior year. Now, however, in order to accumulate 10 or more AP exams, it is necessary to begin far earlier. At some high schools, a 10th-grade chemistry course (the first chemistry course a student takes) is now designated as “advanced placement” so that introductory as well as college-level material can be compressed into a single year of work. In a few subjects, AP courses are now available as early as ninth grade. Can a ninth grader truly be said to be doing “college level” work in European history?

Jay Matthews:

David Oxtoby is one of the most interesting men in American higher education today. He first strikes you as another brilliant but nerdy scientist, which is how he got started, with a doctorate in chemistry from Berkeley and a splendid record as a professor and researcher. But he also had people skills and became president of Pomona College just as my daughter was arriving in 2003 for the start of her freshman year.
I think he is a terrific person and teacher, which is why I was so upset when I saw he had written a piece for the April 27 edition of the Chronicle of Higher Education titled “The Rush to Take More AP Courses Hurts Students, High Schools and Colleges.”
I think he is wrong, and wrong in a way that reveals the frustrating refusal of some of our best colleges to see what great benefits AP and other college courses are bringing to the vast majority of high schools that rarely, if ever, send students to extremely selective colleges like Pomona.

Texas District Makes Gains With Special Education

Christina Samuels:

When leaders of the North East Independent district realized some students weren’t succeeding, they rolled up their sleeves and went to work. The results were dramatic.
The North East Independent School District, serving part of the city of San Antonio, cherishes its image as a diverse system of high-achieving students bound for college. But two years ago, the 61,000-student district received a jolt when 10 of its 61 schools failed to make adequate yearly progress, or AYP, under the federal No Child Left Behind Act. At each, the performance of students with disabilities tipped the scale downward. Four were considered “academically unacceptable” under state standards, a rating that was successfully appealed but still a blow.
Superintendent Richard A. Middleton, who has led the district for 17 years, said the results were demoralizing: “When we have a school that for the large part is very successful, if a smaller cell of student scores creates a low ranking, there’s an air of disbelief and confusion.”
The plan required both a practical and a philosophical change for district professionals. Principals, in partnership with district-level data-coaching teams, dug deeper into student achievement data than they ever had before. All students, particularly those with disabilities, had to be taught the most rigorous classwork teachers believed they could master. Administrators were asked to internalize a belief that all students could learn—no excuses.
Not every school leader was immediately on board. Linda Skrla, an associate professor at Texas A&M University, in College Station, and a graduate school classmate of Ms. Thomas’, gave a presentation to district administrators the summer after the 2005-06 test administration. Along with James J. Scheurich, Ms. Skrla wrote a book called Leadership for Equity and Excellence, contending that unconscious biases can lead administrators to have low expectations for students. The authors urge administrators to confront those biases and institute reforms.

Bubble Kids Benefit

David J. Hoff
A new study out of Chicago suggests that low-achieving and high-achieving students haven’t benefited from No Child Left Behind.
When comparing changes in Chicago students’ test scores pre- and post-NCLB, researchers Derek Neal and Diane Whitmore Schanzenbach found a “strikingly consistent pattern” in the test scores of students with lowest-achievement test scores. They scored “the same or lower” under NCLB’s accountability system than they did in the 1990s under the Chicago’s accountability measures.
When looking at gifted students, the researchers found “mixed evidence of gains” in the NCLB era.
Kids in the middle–the ones closest to proficiency–performed better under NCLB than they did before.
This study lends credence to common critiques of that law encourages teachers to focus on the so-called bubble kids–the ones that are close to reaching proficiency.

The “Small School Hype”

Diane Ravitch:

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

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

Six Myths About the Financial Impact of Charter Schools

Matthew Arkin and Bryan Hassel [2.33MB PDF]:

School districts across the country are having financial problems, and charter schools are increasingly getting blamed. Charters are accused of taking money from “the public schools,” although they are public schools themselves. Charters are even taking the blame for rising taxes. These assertions certainly paint a clear picture of some district administrators’ feelings about charter schools – but they don’t tell the full story.
In fact, high-quality public charter schools have positive financial impacts for communities that more than offset the obvious and immediate revenue losses to districts. Accurately measuring the financial impact of charters requires looking at not only the revenue shifts for the school district but also these benefits to the broader community.

“The Old Curriculum is Dead, Long Live the New Curriculum”

Mike Baker:

Is it a radical and experimental shift – a real break with the traditional subject-driven timetable – as the curriculum experts argue?
Or is it just a gentle nudge on the tiller, cutting away a certain amount of “waste and duplication” in order to find a little more space for teachers to focus on the basics, as the government wants us to think?
I believe it is the former and that the government has either been hoodwinked by its advisers or, more likely, is too nervous of being accused of going all soft and trendy to be really honest about the radical nature of this change.

10 Ways to Test Facts

Gregory McNamee:

We live in a sea of information, as Britannica’s Web 2.0 Forum has made plain. Sometimes that sea is full of algal blooms. Sometimes there’s raw sewage floating on it. Sometimes that sea is so choppy that it’s dangerous to enter. In a time of educational crisis, when reading and analysis are fading skills, teaching students how to recognize the condition of the waters seems an ever more difficult task. Yet, for all the doomsaying of some observers, including some of my fellow conferees here, I prefer to be optimistic, to think that with a little coaching we all have in us the makings of champion freestyle surfers on that great ocean of data, knowing just where to look for tasty waves and a cool buzz, to quote the immortal Jeff Spicoli, and knowing too just where the riptides are.

Appleton’s Charter Schools have Developed A “Wow Factor”

Kathy Walsh Nufer:

Appleton’s Board of Education hopes to maintain momentum — or what one member calls the “wow factor” — the school district has built in attracting outsiders, especially in an increasingly competitive landscape.
In tight budget times, the district’s financial health and survival depends on it.
John Mielke said the school cannot rest on its laurels.
“I think the charter schools have developed a ‘wow factor,'” Mielke said at the annual school board retreat recently. “We are a leader in the charter school movement and I think people look at what we’ve done with charters and think: ‘Other things must be interesting in that district.’ Our challenge is what’s the next ‘wow factor.’ You can’t exist on just the wow factor of charter schools. What’s the next step up?”
During the June 25-26 retreat, he and other board members learned that while many larger Wisconsin districts are losing students, Appleton, the sixth largest in the state, is an “aberration,” owed in large part to the draw of its charter schools to outsiders.
Last school year 879 students, or 6 percent of the district’s total enrollment of 15,228, open enrolled to Appleton from outside the district. A total of 617, or 70 percent who came into the district attended charter schools.
Charter schools are public schools that are allowed to waive state regulations to deliver their programs. Appleton offered 13 charter schools last school year, offering families choices for students interested in everything from the environment and fine arts to engineering and such approaches as Montessori, Core Knowledge and online virtual education.
By contrast, 160 students open enrolled out of the district.

Preparing STEM Teachers: The Key to Global Competitiveness

Sean Cavanaugh 884K PDF:

The document, produced by the Washington-based American Association of Colleges for Teacher Education, provides descriptions of 50 teacher-education programs around the country. Although the report does not identify any single program or approach as most effective in swelling the ranks of math and science teachers, it says that more institutions are establishing stronger ties between colleges of education, which focus on teacher preparation, and academic programs, which are devoted to training undergraduates in specific academic subjects.
Barriers between those academic departments sometimes prevent talented math and science undergraduates from considering teaching careers, advocates for improved teaching have argued. Those intrauniversity divides also make it more difficult for aspiring teachers to obtain vital content knowl-edge in math and science before entering the classroom, some say.

Jefferson on Public Education: Defying Conventional Wisdom

Tom Shuford:

“If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” Thomas Jefferson
The Fourth of July is fireworks, festivities and images of a gathering of remarkable men determined “to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them.”
For me the Fourth of July is those things and a question: What sort of education produced these men? What schools might produce their like again? There are clues. The author of the Declaration of Independence had much to say about educating the very young.
Thomas Jefferson lobbied the Virginia General Assembly to implement a system of publicly-funded schools. He failed. It would be sixty years before Horace Mann traveled the state of Massachusetts on horseback advocating a system of “common schools” and decades more before most states would follow Massachusetts’ lead.
Jefferson’s vision for public education is, nonetheless, illuminating and provocative. The main source is his Notes on the State of Virginia, first published in 1785. Here are some of the key features of his plan — in the original spelling, where quoted:

Attendance is voluntary. “It is better to tolerate that rare instance of a parent’s refusing to let his child be educated, than to shock the common feelings by a forcible transportation and education of the infant against the will of his father.” (1)
Every child is entitled to three years of instruction in reading, writing, and arithmetic.
The reading for the primary school years is mainly history. “The first stage of this education . . . wherein the great mass of the people will receive their instruction, the principal foundations of future order will be laid here. Instead therefore of putting the Bible and Testament into the hands of the children, at an age when their judgments are not sufficiently matured for religious enquiries, their memories may here be stored with the most useful facts from Grecian, Roman, European, and American history.”
And later in the text, Jefferson writes that “of all the views of this law, none is more important, none more legitimate, than that of rendering the people the safe, as they are the ultimate, guardians of their own liberty. For this purpose the reading in the first stage, where they will receive their whole education, is proposed, as has been said, to be chiefly historical. History by apprising them of the past will enable them to judge of the future; it will avail them of the experience of other times and other nations; it will qualify them as judges of the actions and designs of men; it will enable them to know ambition under every disguise it may assume; and knowing it, to defeat its views.”

The “best genius in the school of those whose parents are too poor to give them further education” is entitled to a fourth and fifth year at a “grammar school.”
Students at grammar schools study “Greek, Latin, geography, and the higher branches of numerical arithmetic.”
After a trial period of one or two years, the best student at each grammar school is selected for six years of further instruction. “By this means . . . the best geniusses will be raked from the rubbish annually, and be instructed, at the public expense, so far as the grammar schools go.”
After the sixth year, the best half of these go to college. “At the end of six years instruction, one half are to be discontinued (from among whom the grammar schools will probably be supplied with future masters); and the other half, who are to be chosen for the superiority of their parts and disposition, are to be sent and continued three years in the study of such sciences as they shall chuse, at William and Mary college.

Jefferson believed in selection by merit from an early age: “By that part of our plan which prescribes the selection of youths of genius from the classes of the poor, we hope to avail the state of those talents which nature has sown as liberally among the poor as the rich, but which perish without use, if not sought and cultivated.”

Related: Jefferson’s last letter, written on the 50th anniversary of the Declaration of Independence.

“No Child Left Behind” in the Crosshairs

Washington Post Editorial:

Nor can some of his arguments about the unintended consequences of No Child Left Behind be denied. For example, the law’s requirement that states test students annually and show progress toward proficiency has caused some states to lower standards and water down assessments. It’s difficult, though, to see how giving states even more flexibility will solve this problem. Wasn’t the trouble caused by letting states decide what’s good enough?
We’ve been unequivocal in our support of standards that have rigor and meaning. It’s encouraging that Sen. Edward M. Kennedy (D-Mass.), a proponent of No Child Left Behind who chairs the education committee, has identified this as one of his priorities. Some promising ideas come from the nonprofit advocacy group Education Trust. One is to encourage states to raise their standards to a “college-and-career-ready level” with the trade-off of getting more time to reach more realistic goals of proficiency. The law’s original goal of 100 percent proficiency by 2014, while laudatory, may be unrealistic.

The New Age of Ignorance

Tim Adams:

Fifty years on, and exponential scientific advance later, it seems unlikely that the response of dinner guests would be much different. I was reminded of Snow’s test when reading the new book by Natalie Angier, science editor of the New York Times. Angier’s book is called The Canon, and subtitled ‘A Whirligig Tour of the Beautiful Basics of Science’. It is not a long book and it contains, as the title suggests, a breathless Baedeker of the fundamental scientific knowledge Angier believes is the minimum requirement of an educated person.
In many places, I found myself cringeing all over again. I’ve read a fair amount of popular science, tried to follow the technical arguments that underpin debates about global warming, say, or bird flu, listened religiously to Melvyn Bragg’s In Our Time, but still I discovered large black holes in my elementary understanding of how our world works. Angier divides her book into basic disciplines – biology, chemistry, geology, physics and so on – and each chapter offers an animated essay on the current established thinking.
The result is the kind of science book you wish someone had placed in front of you at school – full of aphorisms that help everything fall into place. For geology: ‘This is what our world is about: there is heat inside and it wants to get out.’ For physics: ‘Almost everything we’ve come to understand about the universe we have learned by studying light.’ Along the way there are all sorts of facts that stick: ‘You would have to fly on a commercial aircraft every day for 18,000 years before your chances of being in a crash exceeded 50 per cent’, for example; or, if you imagined the history of our planet as a single 75-year human life span: ‘The first ape did not arrive until May or June of the final year… and Neil Armstrong muddied up the Moon at 20 seconds to midnight.’

Excerpt: The Two Cultures by CP Snow.

Montgomery, MD Superintendent Says NCLB is Lowering Standards: “Shooting Way too Low”

Daniel de Vise:

Thanks, Montgomery County School Superintendent Jerry D. Weast said yesterday that the federal No Child Left Behind law has created a culture that has education leaders nationwide “shooting way too low” and that it has spawned a generation of statewide tests that are too easy to pass.
In a meeting with Washington Post editors and reporters, Weast said the federal mandate, with its push for 100 percent proficiency on state tests, has driven states toward lower standards that don’t prepare most students for college or careers.
“I think we’ve got to adjust up,” he said. “Or at least give some flexibility for those who would like to adjust up.”
Although some states, including Maryland, have been praised for holding children to comparatively high standards, Weast said the state curriculum, the statewide Maryland School Assessment and the High School Assessment all measure a minimal level of academic proficiency. The reason, he said, is that Maryland and most other states have leaders who want their kids “to look good” on such assessments.

Blacks in Fairfax, Montgomery Outdo U.S. Peers in AP

Daniel de Vise:

Black students in Montgomery and Fairfax high schools are far more successful in Advanced Placement testing than their peers in nine of the 10 school systems in the nation with the largest black populations, according to a Washington Post analysis.
Participation in the AP program has more than doubled in 10 years. But this surge in college-preparatory testing has not reached most African American students, according to a review of 2006 exam results in 30 school systems with about 5,000 or more black high school students.
Still, black students in both Montgomery and Fairfax counties passed AP tests in spring 2006 at the rate of more than eight tests for every 100 black students enrolled in the high school grades, the analysis found.
That is far greater than the success rate of African Americans nationwide, who produced about one passing AP test for every 100 students. None of the other school systems studied produced successful AP tests at even half the rate of Maryland’s and Virginia’s largest school systems.

Wisconsin “Languishing” on Policies Affecting Teachers

National Council on Teacher Quality: [864K PDF Report]

Area 1 – Meeting NCLB Teacher Quality Objectives: Grade C

Wisconsin has better data policies than many states, which can help it ameliorate inequities in teacher assignments. The state’s subject matter preparation policies for future elementary teachers need improvement. Its requirements for future high school teachers are adequate, but its expectations for middle school teachers are insufficient. The state also needs to define a subject matter major. Wisconsin is phasing out the use of its HOUSSE route.

Area 2 – Teacher Licensure Grade F

Wisconsin’s teaching standards do not clearly refer to the knowledge and skills that new teachers must have before entering the classroom. State policies do not ensure that teachers are prepared in the science of reading instruction. New teachers are allowed to teach for up to two years before passing state licensure tests. The state needs to reduce its obstacles to licensure for out of state teachers. Wisconsin does not recognize distinct levels of academic caliber at the time of initial certification for new teachers.

Area 3 – Teacher Evaluation and Compensation Grade D

While Wisconsin’s minimal teacher evaluation guidelines require subjective observations, they do not ensure that evaluations are based primarily on a preponderance of evidence of classroom effectiveness that includes objective measures. Teacher accountability is further undermined by only requiring evaluations once every three years, by a lack of value-added data, and by not ensuring districts wait five years prior to granting teachers tenure. The state does not burden districts with a minimum salary schedule.

Area 4 – State Approval of Teacher Preparation Programs Grade D

Wisconsin does not do enough to hold its programs accountable for the quality of their preparation. It has failed to address their tendency to require excessive amounts of professional coursework. Wisconsin does require applicants to pass a basic skills test and has a sensible accreditation policy.

Area 5 – Alternate Routes to Certification Grade F

Wisconsin does not currently provide a genuine alternate route into the teaching profession. The alternate routes the state offers have serious structural flaws combined with low and inflexible admissions standards. Wisconsin does not ensure that programs do not require excessive coursework, and it does not ensure adequate support is provided to new teachers. In addition, the state collects little objective performance data from alternate route programs and does not use the data to hold programs accountable for the quality of their teachers. Wisconsin has a restrictive policy regarding licensure reciprocity for teachers from out of state who were prepared in an alternate route program, making it difficult for some teachers to transfer their licenses.

Area 6 – Preparation of Special Education Teachers Grade D

Wisconsin’s standards for special education teachers do not ensure that teachers will be well prepared to teach students with disabilities. The state places no limit on the amount of professional education coursework that its teacher preparation programs can require of special education candidates, resulting in program excesses. While elementary special education teachers are required to pass a subject matter test, this policy does not sufficiently ensure that candidates will have the knowledge relevant to all of the topics they will have to teach. The state’s secondary special education candidates are likely to finish their preparation program highly qualified in at least one subject area, but the state has not developed a streamlined HOUSSE route to help them meet additional subject matter requirements once they are in the classroom.

Wisconsin DPI’s Tony Evers comments via Channel3000.com:

Deputy state superintendent Tony Evers attributes the state’s low marks to a difference in philosophy over teacher education. The state believes in a mixture of subject matter, such as English and science, and courses on how to teach, while the council wants more of an emphasis on content.
Evers also said that the report represented only a superficial view and he took particular issue with a D grade for Wisconsin’s preparation of special education teachers.
He said that teachers in that area are so well-trained that there is a problem with other states recruiting them away.

Challenging the High School “Challenge Index”

Sara Mead and Andrew Rotherham:

Until a few years ago, America’s elementary and secondary schools generally escaped our national obsession with lists. Almost every week another ranking of best communities, most beautiful people or top hospitals is published.
But in 1998 Newsweek, which is owned by The Washington Post, began publishing a list of “The 100 Best High Schools in America.” The ranking is based on “The Challenge Index,” a measure developed by Washington Post education reporter Jay Mathews. The list, published annually the past few years, has become increasingly influential. Other media outlets now cover it like a horserace, and high schools all over the country are reacting to the scrutiny.
Unfortunately, the Challenge Index is a flawed proxy for America’s “best” high schools. Using publicly available student performance data, we have found that many schools in Newsweek’s ranking have high dropout rates or glaring achievement gaps between racial and ethnic groups. At the same time, many schools that fail to make the Newsweek list may be doing a better job educating all of their students.
The Challenge Index is a simple measure: It’s the number of Advanced Placement (AP), International Baccalaureate (IB), and Cambridge tests a high school’s students take, divided by its number of graduating seniors. This simplicity is both its primary virtue and fatal flaw.

Mandarin 2.0: How Skype, podcasts and broadband are transforming language teaching

The Economist Technology & Education:

IT IS early evening in Berkeley, California, and Chrissy Schwinn, a sinophile environmentalist, walks ten feet from her kitchen to her home office for her Chinese lesson. She has already listened to that day’s dialogue, which arrived as a free podcast, on her iPod. She has also printed out the day’s Chinese characters, which arrived along with the podcast. Now her computer’s Skype software—which makes possible free phone calls via the internet—rings and “Vera”, sitting in Shanghai where it is late morning, says Ni hao to begin the lesson.
One might call it “language-learning 2.0,” says Ken Carroll, an Irishman who in 2005 co-founded Praxis, the company that provides Ms Schwinn’s service, after hearing about these “Web 2.0” technologies from his slightly geekier co-founders, Hank Horkoff, a Canadian, and Steve Williams, a Briton. The penny dropped at once.

Praxis Language www sites and rss feeds: Chinese | Spanish.

More city children get extra help for kindergarten

Andy Hall:

Record numbers of Madison children — and their parents — this summer are enrolled in programs aiming to make sure children are ready when they begin kindergarten.
The significant rise in publicly and privately funded kindergarten-readiness efforts is an investment that will pay off, educators and parents say, in students’ higher rates of success in school and as adults.
“My daughter needs to learn lots of things,” said Claudia Diaz, who has signed up for a new privately funded program called KinderReady with her daughter, Michelle Villegas-Diaz, 3.
“And if I learn these, in the future Michelle is going to be a better person.”
While Diaz and her daughter are receiving help at home and at a day-care center, record numbers of incoming kindergartners are heading off to summer school across Madison.

Small Companies That Try to Bring New Technology to Teaching

James Flanigan:

Those three companies along with 27 others are members of the Northwest Education Cluster, a four-year-old organization in the Portland area that holds quarterly meetings at which these entrepreneurial companies can share ideas on directing sales efforts to school districts and teachers’ conventions, or on the intricacies of staffing, finances and other routines of managing a company.
Most Cluster members are relatively small. Vernier Software has $30 million in revenue and 75 employees; Learning.com has under $20 million in revenue and 50 employees; and Saltire has $1 million in revenue and nine employees.
Saltire, which often works on grants from the National Science Foundation, wants to expand use of its geometry program in high schools across the nation. “That’s where the big market for scientific calculators is today,” said Philip Todd, Saltire’s founder.

More on WKCE scores – Missing Students

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

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

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

(more…)

No Child Left Behind setting below-average goals

Mary Wolf-Francis
When Margaret Spellings visited the Southeast Valley this spring, she was asked to respond to the question about the effects of No Child Left Behind on the average and above-average students.
Her response was frightening.
Spellings declared that No Child Left Behind is about the “vast, vast number of young Americans who lack the ability to be successful in our country. That is our prime directive, our highest priority.”
The highest public education official in our country essentially stated that public schools should be dedicated to below-average students. This may be seen as a call for all parents of average to above-average students to run, don’t walk, to their nearest private school.
Spellings takes it a step further by defining the problem as related to race, saying, “We’re only graduating half of our Hispanic and half our African-American students on time.”
Did I hear you say public education is dedicated to underachieving students of color? Political correctness aside, these are not the only students who lack the ability to be successful. Would you be surprised if we told you that many of our best and brightest students fit this category?
As many as 40 percent of all gifted students are underachievers, according to the Davidson Institute for Talent Development, and between 10 and 20 percent of all high school dropouts test in the gifted range.
Consider, then, that many other populations of students are being left behind, especially as funds are diverted into meeting the mandates of this narrow legislation.

Long Reviled, Merit Pay Gains Among Teachers

Sam Dillon:

For years, the unionized teaching profession opposed few ideas more vehemently than merit pay, but those objections appear to be eroding as school districts in dozens of states experiment with plans that compensate teachers partly based on classroom performance.
Here in Minneapolis, for instance, the teachers’ union is cooperating with Minnesota’s Republican governor on a plan in which teachers in some schools work with mentors to improve their instruction and get bonuses for raising student achievement. John Roper-Batker, a science teacher here, said his first reaction was dismay when he heard his school was considering participating in the plan in 2004.
“I wanted to get involved just to make sure it wouldn’t happen,” he said.
But after learning more, Mr. Roper-Batker said, “I became a salesman for it.” He and his colleagues have voted in favor of the plan twice by large margins.

The Madison School Board votes on the proposed Madison Teachers, Inc. agreement this evening.

Madison Superintendent Art Rainwater’s Presentation on the Proposed High School Redesign and Small Learning Community Grant

June 11, 2007

35 Minute Video | MP3 Audio

Background Links:

High School Redesign SIS Search [rss]
Learning from Milwaukee, MPS leads the way on Innovation
MMSD High School Redesign Committee Selected
High School Redesign Notes
Public comments and links.
Important new information about credit for non-mmsd courses
West HS English 9 and 10: Show us the data
Evaluation of the SLC project at West High School (the author of this study, Bruce King, is a member of the current High School Redesign committee.

A few general questions about this initiative:

Does it make sense to spend any time on this now, given that the MMSD will have a new Superintendent in 2008?
If the problem is preparation, then should the focus not be on elementary and middle schools?
The committee’s composition (this link includes quite a bit of discussion) does not inspire much confidence with respect to community, teacher and student involvement.

Two page MMSD “feedback worksheet” 259K PDF.

The Power of Teaching

Kathleen Murphy:

I had a history teacher in high school who thought I should be on a different track. He got together with a couple of other teachers and put me in all advanced-placement classes. As a result, I graduated first in my high school class and was able to graduate from college in three years and save a year’s tuition.
A few years ago, he sent a note through the general e-mail of our company’s Web site. He had seen my name and wanted to know if I was the Kathleen Murphy he had taught 20 years ago. He just wanted to say hello and know how I was doing. He had taken such a personal interest in me. Teachers can change the face of a nation.

Beware a “Broader Definition of Rigor”

Debra Saunders:

WHEN educrats call for “a broader definition of rigor,” beware. What they really want is to broaden the definition of rigor until it includes dumbed-down drivel.
National Education Association President Reg Weaver used those words in March when he spoke to Congress as it sets out to reauthorize President Bush’s No Child Left Behind legislation. The NEA’s idea of rigor, of course, is to make it harder to tell if schools are failing students. How? By going after standardized tests, because Weaver regurgitated, their scores “reflect little more than a student’s ability to regurgitate facts.”
As Don Soifer, education analyst for the Lexington Institute noted, such talk harbors “a worse case scenario for the American public — all of the money for NCLB and none of the accountability.”

Assessment of the Madison School District’s TAG Program in 1992

A look at the MMSD’s TAG program in 1992.
Dr. Susanne Richert (Consultant) [9.5MB PDF]:

I was requested to conduct an evaluation. However, very little quantitative data on student outcomes were available and, given the time-frame, none could be gathered. I, therefore prefer to call this a qualitative criterion-referenced assessment. However, more than sufficient quantitative formative (as opposed to summative) data and extensive qualitative data were gathered. This qualitative criterion-referenced assessment is based on criteria generated by the literature on the education of the gifted. These are included in the appended list of references; most especially, in this order of priority: Richert, Cox, Van Tassel-Baska, Renzulli, Roeper, Kaplan and Tannenbaurn.

Clusty Search: Dr. Susan Richert.

How to Measure Class Gap in Reading?

Carl Bialik:

The potential benefits to citing the questionable numbers are clear: Raise awareness and rally support. The downsides are more subtle. Boiling down research into misleading soundbites risks credibility of the larger argument advocating early reading, and it obscures other indicators that have equal or greater impact on a child’s intellectual development.
Todd Risley, professor emeritus of psychology at the University of Alaska and longtime children’s development researcher, argues that the amount and quality of parents’ talking to their young children is more significant.
“In even the ‘best’ of families, ‘shared reading time’ occupies very little of a child’s time,” he says. And income is a weak predictor of parental-child chatter, he adds, “so any statements about middle class and low income might be a little too glib.”

Accelerated Biology Update: “Lies, Damn Lies and Statistics”?

When last I wrote about the status of Accelerated Biology at West HS, I was waiting to hear back from Assistant Superintendent Pam Nash. I had written to Pam on June 8 about how the promised second section of the course never had a chance, given the statistical procedure they used to admit students for next year.
On June 11, I wrote to Pam again, this time including Superintendent Rainwater. I said to them “I do hope one of you intends to respond to [my previous email]. I hope you appreciate what it looks like out in the community. Either the selection system was deliberately designed to preclude the need for two sections (in which case the promise of two sections was completely disingenuous) or someone’s lack of facility with statistical procedures is showing.” I heard back from Art right away. He said that one of them would respond by the end of the week.
On 6/13, he did, indeed, write:

Laurie,
I finally have time to reply to your concerns. In our meeting I agreed that selecting an arbitrary number of 20 students for accelerated biology was not fair. I agreed to examine this and develop a process that would allow all students who meet a set criteria to be provided the accelerated biology class. I used two sections as an example. Obviously it would be just as wrong to set an arbitrary 2 sections as it would be to set 20 as an arbitrary number. Our intent was to set a cut score on the placement test and allow everyone who met the cut score to be enrolled in the class. After reviewing the previous years test data we selected the mean score of the last student admitted over the past several years. I understand that you believe that is not the way to select. However, I am very comfortable with this approach and approved it as the means of selecting who can be enrolled. Thank you for your continued concern about these issues. Please feel free to bring to my attention any other inequities that you see in our curriculum.
Art

I quickly replied, twice. Here is my first reply (6/13):

Quickly, I have one question, Art (and will likely write more later). Each year, four slots are reserved for additional students to get into the Accel Bio class in the fall. These might be students who are new to the District, who didn’t know about the screening test in the spring, or who want to try again.
Were the screening test scores of students admitted into the class in the fall included in the selection system used on this year’s 8th graders?
Thanks,
Laurie

(SIS readers, the reason why it is important to know if the fall scores were included is that it is highly likely that the scores of the students who enter the class in the fall are lower than the cut score used for selection purposes in the spring. It is simply too hard to believe that four students scoring higher than the cut score would magically appear each fall.)
Art wrote back simply (6/13):

There are two slots remaining.

I wrote back again (6/13):

My question is about the set of scores that were used to determine the cut score for this year. Were the scores of students admitted into the class in the fall over the past several years included in the set of scores used to determine this year’s cut score?

Art, parents would like to see all of the test scores from recent years — that is, we would like to see the frequency distribution of all scores for each year, with the cut score indicated and the scores of the fall entires into the class included.
Laurie

Meanwhile, my second initial email (6/13) consisted of a forward to Art of the email he wrote to me on February 12, with a cover line:

Art, see below. FWIW, there is no ambiguity or equivocation in your email here. –L
Date: Mon, 12 Feb 2007 08:04:40 -0600
From: “Art Rainwater”
To: “Laurie A. Frost”
Subject: Re: West HS follow-up: Accelerated Biology
Laurie
We have followed up with Ed and there will be an additional Advanced Biology class.
Art

After seeing a copy of his own email, Art replied (6/13):

Laurie,
Creating two accelerated biology classes solely for the sake of having 40 students taking the class is no different than having a class for 20 students arbitrarily selected. If you feel that I broke some promise to you based on this email I am sorry. The responsibility for these decisions is mine and I am going to make the one that I feel is in the best interest of the district. I believe this decision is fair and removed the arbitrary nature of the previous class selection.
My decision is final.
Art

I have not yet written back, but here is what I will say: “Art, I do feel you broke your promise to me. I also feel you broke your promise to future West HS students. Selection based on high scores is not “arbitrary.” And 40 is no more or less “arbitrary” a number than 20. “Arbitrary” means “for no particular reason.” But you had a reason. For whatever reason, you (or someone) wanted to make sure there was only one section of the class after all. If you (or that same someone) had wanted there to be two sections of the class, then you (or they) would have come up with selection criteria designed to insure that outcome.”
Meanwhile, I forwarded Art’s emails to the three other West parents who attended the meeting with him in January. To a one, we recall the same thing very clearly, that Art agreed there should be a second section of Accelerated Biology at West due to consistently high interest and demand at the school and in order to create greater access to a particular learning opportunity, the same expanded access there is at the other high schools. My best guess is that Art ran into unanticipated and powerful opposition to a second section in some key places at West and so is now changing his story.
In my mind, I keep going back to how poorly the Accelerated Biology screening test was publicized at Hamilton; how the Hamilton staff were told by the West counselors to “downplay” the opportunity to the students; and how that West staff person responded so carefully, “IF there is need for a second section, then the current teacher has been asked to teacher it.” All that, combined with a selection procedure that so clearly guaranteed only one section’s worth of eligible students (a point that no teacher or administrator seems to understand).
Now I’m hearing that at least some parents of students who did not get into the class are reluctant to say anything because they fear repercussions from the West staff.
Mission accomplished? I guess so, though it depends on what your mission is.
Interestingly, today’s SLC grant focus group at West included a long discussion of the fact that we have no PTSO officers for next year and what sort of parental frustration and dissatisfaction with the school might account for that.

Learning from Milwaukee: MPS Leads the Way on High School Innovation

Marc Eisen:

The much-reviled Milwaukee Public Schools (MPS) could be a surprising role model for the Madison school district as it begins formulating a plan to refashion its high schools for the demands of the 21st century.
MPS, which educates a student body that is overwhelming minority and deeply ensnared in the tentacles of poverty, has a horrid record of academic performance.
But MPS’s very desperation has prompted the state’s largest school district to begin experimenting with small specialty high schools that range from 100 to 400 students. This is an intriguing venture.
The schools’ individualized programs, which promise a shared focus and personalized relationships with staff and families, are startlingly diverse.
How about a high school that uses Montessori instructional methods for an international baccalaureate program? Or one that mixes social justice projects with bilingual instruction? Or how about a four-year heaping of Great Books and Advanced Placement courses? Or a school that stresses visual and performing arts? Or one that couples Maasai-inspired African education with community-service projects? Or another that stresses teaching Chinese and Spanish in the context of international business?

Marc raises many excellent points. Absent changes in the generally monolithic (some might say Frederick Taylor, assembly line) approach taken locally, Milwaukee will certainly have a far richer K-12 environment over the next 20 years than Madison.
Much more on the proposed high school redesign here.
A paradox to the proposed high school redesign scheme is it’s failure to address the preparation issues (pre-k, elementary and middle school).

English Language Instruction Classes

Miriam Jordan:

Yet, already, providers can’t keep up with demand because of a dearth of publicly funded classes. Across the U.S., “the problem is not the unwillingness of immigrants to learn English,” says Chung-Wha Hong, executive director of the New Immigration Coalition, an advocacy group. “The problem is we don’t provide enough classes.” The cost of attending private language centers is out of reach for most new immigrants.
Since the 1960s, programs that teach English-as-a-second-language (ESL) have been funded through the federal government’s adult-education program, as well as money from states and municipalities. Typically, immigrants attend classes at community centers, libraries and nonprofit organizations that compete for public funds each year.

“Nothing has served me better in my long life than continuous learning”

Charlie Munger’s commencement speech at the USC Law School:

Wisdom acquisition is a moral duty. It’s not something you do just to advance in life. As a corollary to that proposition which is very important, it means that you are hooked for lifetime learning. And without lifetime learning, you people are not going to do very well. You are not going to get very far in life based on what you already know. You’re going to advance in life by what you learn after you leave here.
I constantly see people rise in life who are not the smartest, sometimes not even the most diligent, but they are learning machines. They go to bed every night a little wiser than they were when they got up and boy does that help, particularly when you have a long run ahead of you.
…so if civilization can progress only with an advanced method of invention, you can progress only when you learn the method of learning.

Munger is Vice Chairman of Berkshire Hathaway. Clusty search on Charlie.

Open Letter to BOE Re. High School Redesign

Dear BOE,
Hi, everyone. We are writing to share a few thoughts about Monday night’s Special Meeting on the High School Redesign and SLC grant. We are writing to you and copying the Superintendent and Assistant Superintendent — rather than writing to them and copying you — in order to underscore our belief that you, the School Board, are in charge of this process.
It seems clear to us that the SLC grant requirements and application process will be driving the District’s high school re-evaluation and redesign. (So much for the “blank slate” we were promised by the Superintendent last fall. With the SLC grant determining many of the important features of the redesign, obviously some redesign possibilities are already off the table — whether or not we are awarded the grant, we might add.)
Given that cold, hard fact, it seems to us essential — ESSENTIAL — that we understand how our local SLC initiatives have fared before we move forward. That is why Laurie asked on Monday night how the community can access the before-and-after SLC data for Memorial and West.
Memorial and West are, in effect, our “pilot projects.” It seems to us that we need to be thoroughly familiar with the results of our pilot projects in order to write the strongest follow-up grant proposal possible. It further seems to us that we need to know if the SLC restructuring programs we have implemented in two of our high schools are achieving their objectives (or not) before we expand the approach to our other high schools (and before we commit to continuing the approach, unchanged, at the first two schools). Let’s not forget that our highest priority is to educate and support our students (not to get grant money). In order to do that as well as we possibly can, we need to know what’s working for us and what’s not working for us. (We imagine the Department of Education will also want to know how our pilot programs have fared before deciding whether or not to give us additional funding.)
The Superintendent said on Monday night that the High School Redesign Committee had “gathered all of the relevant data from each of the four high schools” as part of their early work. And yet, it did not sound like before-and-after SLC restructuring data was part of that effort. We found that very confusing because what data from Memorial and West could possibly be more relevant to the present moment than whether and how their SLC restructuring programs have worked?
With all that as background, we’d like to ask you, the BOE, to:

compile the before-and-after SLC data for both Memorial and West, as well as all progress and final reports that Memorial and West have been required to submit to their granting agency (presumably the DOE);
make those data and reports widely available to the community;
convene two study sessions — a private one for yourselves and a public one for the community — where the background and empirical results for the Memorial and West SLC initiatives are thoroughly reviewed and discussed.
Based on our reading of the SLC literature, as well as our direct knowledge of the West grant proposal and daily life at West, we think there are a couple of other things we need to know.
We need to know and understand the extent to which the Memorial and West initiatives are consistent with the recommended “best practices” in the SLC literature. Example: the literature recommends a maximum SLC size of 400 students and that students select into their (ideally, content or theme-based) SLC. In contrast to those recommendations, West students are assigned to their (generic, unthemed) SLC based on the first letter of their last name … and there are 500 or more students in each SLC.
We need to know and understand the extent to which Memorial and West are actually doing what they told the DOE they would do in their grants. In general, there is a lot that is promised in the West grant that has never happened. (We are in the process of compiling a detailed list.) Example: a huge and important piece of any successful SLC initiative is communication with and outreach to parents, with the clear goal of increasing parental involvement with the school. At West, responsive communication from the school is so far from the norm, the PTSO leadership had to talk with the principal about the complaints they were receiving. In addition, there has been very little targeted outreach to parents aimed at enhancing involvement. What little there has been (PTSO meetings and other events held off-site, in West attendance area neighborhoods) have had dismal attendance, with no follow-up from the school. Interestingly, we don’t even have PTSO officers for next year!

A final word about Monday night’s meeting —
We found the meeting to be way too structured, to the extent that it prevented open and free-flowing dialogue. Most of what community members were allowed to say had to be in response to things the administration asked, which means the administration controlled the evening’s conversation. There was neither time nor support for audience members to ask what they wanted to ask, or to share their full reactions, concerns and recommendations. Ultimately, it felt like a somewhat shallow gesture of interest in community input, not a genuine desire for real, substantive, collaborative dialogue.
We hope you will make sure that we all have the opportunity to educate ourselves about the details of the Memorial and West SLC initiatives, as well as a chance to have real conversation about the future of our high schools.
As always, thank you.
In partnership,
Laurie Frost and Jeff Henriques
West High School Parents

Rating Education Gains

Jay Matthews:

Achievement Gaps, Advanced Placement Exams, Demographic Shifts and Charter Schools: What Do They Add Up To for Students?
We seem to be doing a bit better educating our most disadvantaged students. But many educators think that is not enough.
The numbers displayed in the graphic smorgasbord known as “The Condition of Education 2007,” from the U.S. Education Department’s National Center for Education Statistics, reveal the struggles of a generation to make schools work for all children.
Enrollment in publicly funded day care increased significantly from 1991 to 2005. The portion of black children using such services rose from 58 percent to 66 percent. For Hispanic children, the figure rose from 39 percent to 43 percent; for non-Hispanic whites, from 54 percent to 59 percent.
More public day care does not necessarily mean more learning is going on, although the quality of such centers appears to be improving as more states increase support for pre-kindergarten classes and in some cases make them available to all who want them. The relatively low number of Hispanic children in such programs might be a problem, as improving their grasp of English is crucial to the educational success of the largest minority group.

No answer on Reading First from Dept. of Ed

The MMSD ballyhooed its effort to be reinstated for eligibilty to apply for Reading First funds, even after the superintendent returned more than $2 million in Reading First funds in 2004.
In reponse to my question about the status of being reinstated, MMSD employee Joe Quick last week said that the MMSD has recieved no substantive response from the Department of Education.

OECD: Improving US Primary and Secondary Education

OECD:

Improving primary and secondary education. US school students are outperformed in international tests by their peers in many other countries. Although the causes of this are unclear, a partial explanation is that decentralised standards, curriculum and examinations are undemanding. Federal legislation that aims at addressing such system weaknesses is in general well conceived. However, it could be strengthened, for instance by extending the legislated framework of standards, assessment and accountability through high school. Responsibility for education lies primarily with the states and local authorities, which have to adopt and implement more challenging standards.

Can D.C. Schools Be Fixed?

After decades of reforms, three out of four students fall below math standards. More money is spent running the schools than on teaching. And urgent repair jobs take more than a year . . .
Dan Keating and V. Dion Haynes:

Yet a detailed assessment of the state of the school system, based on extensive public records, suggests that the challenge is enormous: The system is among the highest-spending and worst-performing in the nation. Kelly Miller is one small example of a breakdown in most of the basic functions that are meant to support classroom learning.
Tests show that in reading and math, the District’s public school students score at the bottom among 11 major city school systems, even when poor children are compared only with other poor children. Thirty-three percent of poor fourth-graders across the nation lacked basic skills in math, but in the District, the figure was 62 percent. It was 74 percent for D.C. eighth-graders, compared with 49 percent nationally.
The District spends $12,979 per pupil each year, ranking it third-highest among the 100 largest districts in the nation. But most of that money does not get to the classroom. D.C. schools rank first in the share of the budget spent on administration, last in spending on teachers and instruction.

Virtual High Schools and Innovation in Public Education

Bill Tucker:

There has been no shortage of solutions for improving the nation’s public schools. School leadership, teacher quality, standards, testing, funding, and a host of other issues have crowded reform agendas. But an important trend in public education has gone largely unnoticed in the cacophony of policy proposals: the rise of a completely new class of public schools—”virtual” schools using the Internet to create online classrooms—that is bringing about reforms that have long eluded traditional public schools.
Virtual schools served 700,000 students in the 2005–06 school year, mostly at the high school level. Although that is only a fraction of the nation’s 48 million elementary and secondary students, it is almost double the estimate of students taking online learning courses just three years earlier, and it’s a number that is likely to continue to rise rapidly. In 2006–07, Missouri, North Carolina, South Carolina, and South Dakota became the latest of the two dozen states to establish state-run virtual high school programs. And in Michigan, the legislature went a step further with a mandate requiring students to complete an online learning experience to graduate from high school.

Accelerated Biology at West HS Stands Still

I have a friend who is fond of saying “never ascribe to maliciousness that which can be accounted for by incompetence.” These words have become a touchstone for me in my dealings with the Madison schools. I work harder than some people might ever believe to remember that every teacher, administrator and staff person I interact with is a human being, with real feelings, probably very stressed out and over-worked. I also do my best to remember to express gratitude and give kudos where they are due and encourage my sons to do the same. But recent events regarding Accelerated Biology at West HS — and how that compares to things I have heard are happening at one of the other high schools in town — have stretched my patience and good will to the limit.

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State School Standards Vary Widely in Study

Tamar Lewin:

What students must learn to be deemed academically proficient varies drastically from state to state, the United States Department of Education said today in a report that, for the first time, showed the specific extent of the differences.
The report supports critics who say the political compromise of the federal No Child Left Behind law, President Bush’s signature education initiative, has led to a patchwork of educational inequities around the country, with no common yardstick to determine whether schoolchildren are learning enough.
The law requires that all students be brought to proficiency by 2014, but lets each state set its own proficiency standards and choose its own tests to measure achievement.

Mapping 2005 State Proficiency Standards Onto the NAEP Scales: 433K PDF File:

Under the No Child Left Behind Act (NCLB), states are required to report the percentages of students achieving proficiency in reading and mathematics for grades 3 through 8. For each subject and grade combination, the percentages vary widely across states. For grades 4 and 8, these percentages can be compared to the estimated percentages of students achieving proficiency with respect to the standard established by the National Assessment of Educational Progress (NAEP). Again, large discrepancies are observed. This variation could derive from differences in both content standards and student academic achievement from state to state, as well as from differences in the stringency of the standards adopted by the states. Unfortunately, there is no way to directly compare state proficiency standards because states are free to select the tests they employ and to establish their own performance standards.

More here.

Mission Creep: How Large School Districts Lose Sight of the Objective — Student Learning

Mike Antonucci:

The growth of education bureaucracy constitutes what former Education Secretary William Bennett once called “the education ‘blob.’”
A 1998 study by the Alexis de Tocqueville Institution defines “the blob” as nearly 40 Washington-based organizations, with more than 3,000 employees and combined budgets of more than $700 million. They have inter-locking directors, share staffs that move between groups and in and out of the revolving door of government, and generally stand united on every major education issue.
But while this national education establishment is often the subject of critical commentary, left undiscussed is the growth of smaller “mini-blobs” at the local, district level. With class size reduction and school size reduction on the public’s mind, educators are coming to the realization that bigger is not always better – but school district size has not yet made it onto the education policy agenda.
In 1937, there were 119,001 school districts. By 1970, that number had dropped to 17,995. In 1996, there were only 14,841. For decades, Americans have accepted the premise that a large city requires one mammoth school district. But evidence suggests that the larger a school district gets, the more resources it devotes to secondary or even non-essential activities. Schools provide transportation, counseling, meals, child care, health services, security, and soon these “support” functions require support of their own.
In sum, large school districts engage in “mission creep,” building support activities which rapidly lose any connection to the original goal of educating children.

Harvard, Stanford on an iPod near you

Evelyn Shih:

ver want to attend a world-class university like Stanford or Harvard but don’t have the time, opportunity or grades? Now, thanks to the magic of podcasts, all you need is a portable audio player and an Internet connection to enjoy the growing body of online lecture courses provided for free by top colleges.
As the podcast snowball continues rolling – podcast users accounted for 12 percent of the Net’s population in 2006 – universities are beginning to jump on the bandwagon. Now, everyday folks around the world can listen to lectures like “Geography of World Cultures,” “The Historical Jesus” or “European Civilization From the Renaissance to the Present” during a jog or a long commute.

West HS English 10: Time to Show Us the Data

According to the November, 2005, report by SLC Evaluator Bruce King, the overriding motivation for the implementation of West’s English 10 core curriculum (indeed, the overriding motivation for the implementation of the entire 9th and 10th grade core curriculum) was to reduce the achievement gap. As described in the report, some groups of West students were performing more poorly in English than were other groups of West students. Poor performance was defined as:

not electing to take the more rigorous English electives offered at West during 11th and 12th grade and
failing one or more English classes.

The current West 10th graders — the first class to take English 10 — has almost finished two semesters of the new course. As well, they registered for their 11th grade courses several weeks ago. Seems to me it’s about time to take a look at the early data.
I would like to know what English courses the current 500 or so West sophomores signed up for for next year and if the distribution of their course selections — broken down by student groups — looks significantly different from that of previous 10th grade classes? When final grades come out later this month, I would also like to know what the impact of the first two semesters of English 10 has been on the achievement gap as defined by the “grade earned” criterion.
Thinking about the need to evaluate the impact of English 10 brings to mind the absence of data on English 9 that became so glaringly apparent last year. [English 9 — like English 10, a core curriculum delivered in completely heterogeneous classes — has been in place at West for several years. And yet, according to Mr. King’s report, it is not clear if English 9 has done anything to reduce the achievement gap in English among West students. (More precisely, according to email with Mr. King and others after the SLC report was made public, it is not clear that the impact of English 9 on the achievement gap at West has even been empirically evaluated. Readers may recall that some of us tried valiantly to get the English 10 initiative put off, so that the effect of English 9 could be thoroughly evaluated. Unfortunately, we failed.)] I would like to know what has been done this year to evaluate the impact of English 9 on the gap in achievement between different groups of West HS students.
Bruce (King), Heather (Lott), Ed (Holmes) and Art (Rainwater), I do hope you will soon “show us the data,” as they say, for West’s English 9 and English 10. And BOE, I do hope you will insist on seeing these data asap.
While we’re at it, what do the before-and-after data look like for Memorial’s 9th grade core curriculum? (In contrast to West, Memorial implemented only a 9th grade core curriculum. TAG and Honors classes still begin in 10th grade, as does access to Memorial’s 17 AP classes.)
With the District in the process of applying for a federal grant that may well result in the spread of the West model to the other three comprehensive high schools, we should all be interested in these data.
So should officials in the Department of Education.

MMSD Paid Math Consultant on Math Task Force

Click to view MMSD Accounting Details.

A number of questions have been raised over the past few years regarding the Madison School District’s math curriculum:

West High Math Teachers:

Moreover, parents of future West High students should take notice: As you read this, our department is under pressure from the administration and the math coordinator’s office to phase out our “accelerated” course offerings beginning next year. Rather than addressing the problems of equity and closing the gap by identifying minority math talent earlier, and fostering minority participation in the accelerated programs, our administration wants to take the cheaper way out by forcing all kids into a one-size-fits-all curriculum.
Dick Askey:

Madison and Wisconsin 8th Grade Math Data
Math Forum Video, Notes and Links.

The Madison School Board’s most recent Superintendent evaluation process included the requirement (board minutes) that a math task force be formed to review the District’s curriculum. Details. The Board discussed this requirement on April 16, 2007 (Video and links) (Minutes)
The Task force includes David Griffeath, who, according to this document, provided by a reader, has been a paid math consultant for the Madison School District.

35 members of the UW-Madison Math Department sent an open letter to Madison School Board and Superintendent regarding the District’s math coordinator position.
Related: Take the Math Homework Survey – via Joanne

Agenda for June 7, 2007 BOE Meeting on High School Redesign Update & Possible Grant

6:30pm – Special BOE Meeting – Workshop, Wright Middle, 1717 Fish Hatchery Rd [map], Gym

Progress on MMSD High School Redesign
Smaller Learning Communities Grant Opportunity

2007 National Condition of Education Report Released

US Department of Education:

This website is an integrated collection of the indicators and analyses published in The Condition of Education 2000–2007. Some indicators may have been updated since they appeared in print.

Chad Aldeman:

CES released their annual report this morning on the condition of education in the U.S. They took the opportunity to highlight high school coursetaking trends. More states are requiring more coursework for graduation, and overall, the average number of course credits completed by graduates increased from 21.7 in 1982 to 25.8 in 2004. More students are taking more math, science, and English courses with no declines in art or social studies, but to the detriment of study halls, vocational education, and career training. They’re taking more advanced courses as well. The number of students taking at least one AP exam doubled between 1997 and 2005.
Great news. Bust open the bubbly. Surely additional credit hours in the basics translates to higher test scores, right? That is the assumption behind the drive for the basics, no? Actually, the data suggests there was minor, incremental, or even no change. On NAEP in 1971 in reading, 17 year olds averaged a scale score of 285. On NAEP in 2004 in reading, 17 year olds averaged a scale score of 285. That’s not a typo. During the same time frame, math scores increased from 300 to 307, a 2.3% increase over 33 years. For some comparability, the coursetaking trend discussed above is a 19% increase since 1982. The numbers don’t quite compute.
When asked about this conundrum, Grover J. (Russ) Whitehurst, Director of the Institute of Education Sciences, admitted there was a “legitimate concern” that courses had been watered down. He labeled it a top priority to analyze what exactly these courses are teaching, and said data including course syllabi and the textbooks used in the classes exists, but has yet to be fully analyzed. That’s why I left “the condition of education 2007” feeling like I had been bombarded with statistics without much context.

Standardizing the Standards

Ann Hulbert:

“I know you’re restless today, but I need to see you sitting at your desks. Angel, that means you, too!” In the second-grade classroom at the Washington school where I volunteer, the teacher turned to me and said with a sigh, “It’s testing week.” In fact, her class wasn’t suffering through the standardized ordeal, just tiptoeing around while others did. The “adequate yearly progress” (A.Y.P.) assessments mandated by the No Child Left Behind legislation, which was enacted in 2002 with high hopes of closing the achievement gap for minorities, don’t kick in until third grade. But when it comes to tests, N.C.L.B. is fulfilling its inclusive mission all too well: nobody — not even kids too young to be filling in the bubbles yet — escapes the atmosphere of exam-induced edginess.
The president’s signature domestic initiative, now due for its five-year reauthorization, was supposed to be a model of the hardheaded rigor it aims to instill in America’s schools. “No ‘accountability proposals’ without accountability,” a Bush education adviser declared early on. So one of the most glaring legacies of No Child Left Behind is surprising: it has made a muddle of meaningful assessment. Testing has never been more important; inadequate annual progress toward “proficiency” triggers sanctions on schools. Yet testing has never been more suspect, either. The very zeal for accountability is confusing the quest for consistent academic expectations across the country.

On Good Writing

John Leo:

At my local recycling center, the first bin is labeled “commingled containers.” Whoever dreamed up this term could have taken the easy way out and just written “cans and bottles.” But no, the author opted for a term out of the bureaucrat’s style book. He chose the raised pinky elegance of a phrase distant from normal English. He also added poor spelling (“comingled is spelled two different ways), and pointless redundancy (the concept of “co” is already embedded in the word “mingled”). How did they pack so many writing errors into two words of modern environmental prose?
George Orwell, at the beginning of his essay, “Politics and the English Language,” made clear that he thought the language had become disheveled and decadent. That was in 1946. Intending shock, Orwell offered five examples of sub-literate prose by known writers. But these examples don’t look as ghastly to us as they did to Orwell, because language is so much worse today. If you doubt this, I offer a few examples.

Law lacks direction for gifted students

Amy Hetzner:

What the law doesn’t mandate is how students such as Adam will be educated – even though state legislators have identified programming for students with gifts and talents as one of 20 essential components of public education. The result? A mixed bag of approaches for how Wisconsin students identified as gifted are educated. Some are taught in regular classes with alternative activities to help speed them through lessons. Others are pulled out of class for about an hour a week of special instruction. Some may find a spot in a magnet program with other gifted students. And others get no special instruction at all.
These inconsistencies have led parents and others to sound alarms about the state of gifted education, invoking some of the same civil-rights arguments that spurred landmark legislation in the 1970s for students with disabilities.
They say gifted kids need special attention and programs, too.

Racine Jefferson Lighthouse School’s Gifted Programs:

Jefferson Lighthouse School has the largest pupil-teacher ratio of any public elementary school in Racine.
Parts of its building are more than 100 years old. Its technology is nearly non-existent. Its librarian works half time.
And every year, parents of about 10 times as many children as the school plans to admit in the fall line up in the hallway, hoping for a chance at enrollment.
“It’s like a lottery ticket to get in here,” said Principal Soren Gajewski.
What makes Jefferson Lighthouse desirable to so many parents living in Racine, those connected to it say, is its commitment to teaching students with intellectual gifts and the perception that it has few behavioral problems.
The school is able to meet the needs of many of the district’s gifted students, as well as siblings and others lucky enough to get in on the lottery, without added expense. In fact, given that the school has the second-lowest per-pupil costs of the Racine Unified School District, parents say such a program is a cost-effective way to ensure that gifted pupils get needed attention while the school remains open to educating non-gifted students as well.

Core Classes Not Enough, Report Warns

Jay Matthews:

It’s no secret to most high school students that taking the required courses, getting good grades and receiving a diploma don’t take much work. The average U.S. high school senior donning a cap and gown this spring will have spent an hour a day on homework and at least three hours a day watching TV, playing video games and pursuing other diversions.
This is sometimes a surprise to adults, particularly state legislators and school board members who thought that by requiring a number of courses in English, math, science and social studies they had ensured that students would dig in and learn what they need to succeed in college.
Guess again, says a new study, “Rigor at Risk: Reaffirming Quality in the High School Core Curriculum [350K PDF Report],” by the Iowa City-based testing company ACT Inc. “Students today do not have a reasonable chance of becoming ready for college unless they take a number of additional higher-level” courses beyond the minimum, the report said. Even those who do, it concluded, “are not always likely to be ready for college either.”

More here.

The Case Against Homework

Book: The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It:

Does assigning fifty math problems accomplish any more than assigning five? Is memorizing word lists the best way to increase vocabulary—especially when it takes away from reading time? And what is the real purpose behind those devilish dioramas?
The time our children spend doing homework has skyrocketed in recent years. Parents spend countless hours cajoling their kids to complete such assignments—often without considering whether or not they serve any worthwhile purpose. Even many teachers are in the dark: Only one of the hundreds the authors interviewed and surveyed had ever taken a course specifically on homework during training.
The truth, according to Sara Bennett and Nancy Kalish, is that there is almost no evidence that homework helps elementary school students achieve academic success and little evidence that it helps older students. Yet the nightly burden is taking a serious toll on America’s families. It robs children of the sleep, play, and exercise time they need for proper physical, emotional, and neurological development. And it is a hidden cause of the childhood obesity epidemic, creating a nation of “homework potatoes.”
In The Case Against Homework, Bennett and Kalish draw on academic research, interviews with educators, parents, and kids, and their own experience as parents and successful homework reformers to offer detailed advice to frustrated parents. You’ll find out which assignments advance learning and which are time-wasters, how to set priorities when your child comes home with an overstuffed backpack, how to talk and write to teachers and school administrators in persuasive, nonconfrontational ways, and how to rally other parents to help restore balance in your children’s lives.

Bennetts’s website. Via Cory Doctorow.

Chinese See Piano as Key to Children’s Success

Robert Turnbull:

Shanghai — NO one paying attention to recent musical trends in Asia can have failed to notice it: The Chinese are crazy about piano playing. Among city dwellers, there’s been nothing like this enthusiasm since the ’80s, when an embrace of the Japanese-originated Suzuki teaching method created a national army of child violinists. According to some estimates, as many as 15 million hopefuls in China — most of them young — are toiling to gain proficiency in this highly competitive skill, and the number is growing. Those unable to make it through the tough entrance exams of the country’s nine overflowing conservatories opt for one of hundreds of private piano schools sprouting all over.
The sheer availability of pianos — one company alone, Pearl River, claims to turn out 280 every day — seems also to have focused many middle-class parents’ aspirations, especially in a country that still enforces a single-child policy. For these people, the incentive to see their kids seated at a keyboard is less about artistry or copying the West than about producing offspring of demonstrable excellence.

iRobot Create Challenge

iRobot:

Enter the iRobot Create Challenge and Earn Your Rightful Title as Creator Extroidinaire plus Win a $5,000 Cash Prize! Use the iRobot® Create™ Programmable Robot platform to develop your own innovative, useful, entertaining, fun or simply amazing robot and you could win $5,000. Visit http://www.tomshardware.com/irobot for details about the contest and entry instructions.

2006 MMSD WKCE Scores: A Closer Look

Test scores from the November 2006 Wisconsin Knowledge and Concepts Examination (WKCE) and companion Wisconsin Alternate Assessment (WAA) were released by the state Department of Public Instruction this week. The MMSD press release on Madison students’ scores (“Despite changes and cuts, Madison students test well”) reports the following “notable achievements”:

that reading scores have remained steady and math scores have gone up;
that non-low income MMSD students score better than their non-low income peers statewide;
that a higher percentage of MMSD African-American students perform at the highest proficiency level than do other African-American students across the state as a whole; and
that a consistently higher percentage of MMSD students perform at the highest proficiency level than do students across the state as a whole.

Let’s take a closer look at the PR and the data:

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Local high school students graduate from Information Technology Academy

On Saturday, June 2, 14 area high school students will receive Certificates of Graduation for completing an intensive information technology training program through the University of Wisconsin-Madison called the Information Technology Academy (ITA).
ITA is a four-year precollege program that provides hands-on training and access to technology for talented students of color and economically disadvantaged students attending Madison public schools. During their four-year ITA experience, the students meet biweekly during the academic year to learn Web design, animation, graphic design and other technology skills. They also participate in two-week technology training camps in the summer, hone their technical skills in short-term internships and strengthen their leadership skills through community service projects. Their learning and development is further enhanced through matches with mentors, who help guide and support students during their involvement with the program.

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Special BOE Meeting to Discuss HS Redesign and SLC Grant

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

Math Task Force & High School Redesign

Can someone post an update on the math task force and high school redesign? Thanks.

Can the Milwaukee Public Schools Close the Achievement Gap?

Alan Borsuk:

Three years ago, the gap between white and black high school sophomores in Milwaukee Public Schools in reading proficiency was 33 percentage points. This year, it was 35 points.
In math, the gap was 36 points three years ago and 42 this year, according to the data released Tuesday by the state Department of Public Instruction and MPS.
Two years ago, 37% of black sophomores in MPS were rated proficient or advanced in reading, based on their performance on the statewide standardized tests. This year, it was 31%. In math, the figure is 18%, down from 20% in each of the prior two years.
That means the results for 10th grade, the most advanced point in which standardized tests are given in Wisconsin, are important.
That means it matters in the big picture that at Custer High School, only 27% of 10th-graders who had been in the school for a full year were proficient or better in reading. In recent years, that figure has gone up and down a bit. What was it four years ago? 27%.
It matters that at Genesis, a small high school in the building that was formerly North Division High, only 14% of sophomores were proficient in reading and 4% in math.

Why AP and IB Schools Soar

Jay Matthews:

By the late 1990s, California voters and the University of California regents had banned admission preferences for minorities in the UC system, and several members of the faculty at the University of California-San Diego were not happy about it. Scholars like Cecil Lytle, Bud Mehan and Peter Gourevitch thought public universities had been created to break down the old barriers of race, privilege and class and give the state’s most disadvantaged students the life-changing advantages of a higher education. What could they do?
It seemed obvious to them. If the university was not allowed to admit low-income students who could not compete academically with advantaged middle class applicants, then the only alternative was to create public schools that would give those low-income and minority students the encouragement, good teaching and extra time they needed to make them just as ready for college as students from the better neighborhoods.

Wisconsin State Student Test Scores Released

Andy Hall:

Wisconsin students’ performances improved in math and held steady in reading, language arts, science and social studies, according to annual test data released today.
Dane County students generally matched or exceeded state averages and paralleled the state’s rising math scores, although test results in Madison slipped slightly on some measures of reading, language arts and science.
Madison educators touted the overall performance of their students, noting that the portion of students scoring proficient or advanced — the two highest of four grading levels — has grown or held steady over the past seven years on reading and math exams even as the district’s populations of students with limited English skills and low-income backgrounds have increased.
Limited English proficiency and poverty are two of the strongest predictors of poor academic performance in Madison and schools across the nation.

Alan Borsuk and Amy Hetzner:

Improved scores in math led state and local school officials to put generally positive faces on the picture painted by student test results being made public today by the Wisconsin Department of Public Instruction.
Higher percentages of students in every grade from third through eighth were rated as “proficient” or “advanced” in math in this year’s round of statewide testing than in the previous year. The 10th-grade figure remained the same.
In reading, the statewide percentage of proficient or better students was steady or slightly improved at every grade level.
“We are on the right track,” Elizabeth Burmaster, state superintendent of public instruction, said in a statement. “Despite increased poverty in Wisconsin, we saw gains at nearly every grade level in mathematics and rising or stable scores for reading.”
Overall, better than 4 out of 5 fourth-graders in Wisconsin were proficient or advanced in reading, and about 3 out of 4 met those standards in math. For 10th-graders, 3 out of 4 were proficient in reading, and 7 out of 10 in math.

Susan Troller:

Madison schools’ improved math scores might seem to defy some of the laws of logic or probability.
The Madison district, like its counterparts across the state, saw a generally positive trend on math scores, according to data released today regarding scores from the Wisconsin Knowledge and Concepts Examinations that students took last November.
“Our students continue to perform well despite a number of challenges that would normally predict falling scores. We’re pleased, of course, but not surprised that has not been the case here,” Superintendent Art Rainwater noted in an interview this morning.
Rainwater said that changing demographics that include increasing numbers of children from low-income families and those who have limited proficiency in English generally go hand-in-hand with falling scores, but that has not been true in Madison, where test results in reading generally have been holding steady, or in mathematics, where almost all grade levels have improved.

MMSD: Despite Changes and Cuts, Madison Students Test Well.
Wisconsin’s “Broad interpretation of how NCLB progress can be “met” through the WKCE”
Alan Borsuk’s followup article, including DPI comments.
UW Math Professor Dick Askey’s comments on “Madison and Wisconsin Math Data, 8th Grade”.
Fordham Foundation: Wisconsin DPI Academic Standards = D-
Sandy Cullen: State Test Scores Adjusted to Match Last Year: State Officials Realized They Had Made The Test Too Hard And Lowered Passing Scores.
A discussion of NAEP (National Assessment of Academic Progress) scores in Wisconsin and Minnesota along with school finance issues.

2007 Challenge Index: Ranking America’s High Schools

Memorial is the only Madison High School in the top 1200 (1084), while Verona ranked 738th.
Washington Post:

The Washington Post Challenge Index measures a public high school’s effort to challenge its students. The formula is simple: Divide the number of Advanced Placement, International Baccalaureate or Cambridge tests a school gave by the number of seniors who graduated in June. Tests taken by all students, not just seniors, are counted. Magnet or charter schools with SAT combined verbal and math averages higher than 1300, or ACT average scores above 27, are not included, since they do not have enough average students who need a challenge.
The rating is not a measurement of the overall quality of the school but illuminates one factor that many educators consider important.

Milwaukee’s Rufus King is Ranked 259th. Marshfield High is ranked 348th. Whitefish Bay is ranked 514th, Shorewood 520th. New Berlin West 604th. Brookfield Central is 616th. Hartland Arrowhead is 706th. Nicolet is 723rd. Verona is 738th. Grafton 810th. Nathan Hale (West Allis) is 854th. Brookfield East is 865th. Greendale is 959th. Riverside University School (Milwaukee) is 959th. Madison Memorial is ranked 1084th. Salem’s Westosha Central is 1113rd. West Bend West is 1172nd while West Bend East is 1184th.
Jay Matthews:

The Challenge Index list of America’s best high schools, this year with a record 1,258 names, began as a tale of just two schools. They were Garfield High School, full of children of Hispanic immigrants in East Los Angeles, and Mamaroneck High School, a much smaller campus serving very affluent families in Westchester County, N.Y. I had written a book about Garfield, and the success of its teachers like Jaime Escalante in giving low-income students the encouragement and extra time they needed to master college-level Advanced Placement courses and tests.
I was finishing a book about Mamaroneck, and was stunned to find it was barring from AP many middle-class students who were much better prepared for those classes than the impoverished students who were welcomed into AP at Garfield. That turns out to be the rule in most U.S. schools — average students are considered not ready for, or not deserving of, AP, even though many studies show that they need the challenge and that success in AP can lead to success in college.
Nearly everyone I met in New York thought Mamaroneck was a terrific school because its parents were rich and its state scores high, even though its building was in bad shape and its policy of reserving AP only for students with top grades made no sense. Nearly everyone I met in Los Angeles thought Garfield was a terrible school because its parents were poor and its state scores low, even though it was doing much more to prepare average and below-average students for college than any other school I knew. It was like rating restaurants not by the quality of their food, but by the bank accounts of their customers.
I was covering Wall Street for The Washington Post at that time, and not liking the job much. My life was ruled by indexes¿the Dow Jones, the Standard & Poor’s. I decided to create my own index to measure something I thought was more important –which schools were giving their students the most value. This would help me show why Garfield, in a neighborhood full of auto-body shops and fast-food joints, was at least as good a school as Mamaroneck, in a town of mansions and country clubs.

Matthews participated in an online chat regarding the Challenge Index. A transcript is available here.
Related: MMSD High School Redesign Committee and West’s English 10 and Bruce King’s Report on West’s SLC (Small Learning Community) Project. Joanne Jacobs on Palo Alto High School’s non-participation.

16 Year Old Platteville Student Wins Top Intel Prize

Barry Adams:

Philip Streich’s science project may be difficult to comprehend.
But the awards for his work on nanotubes are clear.
Streich, a 16-year-old who is home-schooled in Belmont and takes classes at UW-Platteville, was one of three students out of 1,500 to take home top honors last week at the Intel International Science and Engineering Fair in Albuquerque, N.M.
“This is huge. This is Stanley Cup. This is the Super Bowl of science and Philip has just done an amazing job,” said James Hamilton, a chemistry professor at UW-Platteville and Streich’s mentor. “Working with him is like working with a Ph.D in the field of chemistry and physics.”
Streich’s prizes included a $50,000 scholarship, about $20,000 in cash and savings bonds for winning other categories at the competition and a trip to China’s Adolescent Science and Technology Innovation Contest in August.

In Low-Income Schools, Parents Want Teachers Who Teach: In affluent schools, other things matter

Brian Jacob & Lars Lefgren:

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education. A prime example is the federal No Child Left Behind law, which requires schools to bring all of their students to “proficient” levels on math and reading tests by 2014. Many state accountability plans judge schools on the basis of these tests alone, and some states and school districts are considering tying teachers’ compensation to student test results. Yet education historically has served a variety of functions (e.g., socialization, civic training), and public support for music and art in school suggests that parents value things beyond high test scores.
Are test scores the educational outcomes that parents value most? We tackle this question by examining the types of teachers that parents request for their elementary school children. We find that, on average, parents strongly prefer teachers whom principals describe as best able to promote student satisfaction, though parents also value teacher ability to improve student academics. These aggregate effects, however, mask striking differences across schools. Parents in high-poverty schools strongly value a teacher’s ability to raise student achievement and appear indifferent to student satisfaction. In wealthier schools the results are reversed: parents most value a teacher’s ability to keep students happy.

More here and here.

Students Gain Only Marginally on U.S. History Test

Sam Dillon:

Federal officials reported yesterday that students in 4th, 8th and 12th grades had scored modestly higher on an American history test than five years earlier, although more than half of high school seniors still showed poor command of basic facts like the effect of the cotton gin on the slave economy or the causes of the Korean War.
Federal officials said they considered the results encouraging because at each level tested, student performance had improved since the last time the exam was administered, in 2001.
“In U.S. history there were higher scores in 2006 for all three grades,” said Mark Schneider, commissioner of the National Center for Education Statistics, which administers the test, at a Boston news conference that the Education Department carried by Webcast.
The results were less encouraging on a national civics test, on which only fourth graders made any progress.

Why Is Income Inequality in America So Pronounced? Consider Education

Tyler Cowen:

The most commonly cited culprits for the income inequality in America — outsourcing, immigration and the gains of the super-rich — are diversions from the main issue. Instead, the problem is largely one of (a lack of) education.
The extent of outsourcing, for instance, is not yet high enough to have much effect on American wages. Even if a call center is set up in India, this helps American business expand at home. Most generally, the net flow of investment is into the United States, not away from it. It appears that more American jobs are “in-sourced” than outsourced.
Nor should we be distracted by the gains of the top 1 percent. The goal should be to elevate the poor, not knock down the tall poppies. Microsoft has created cheap software and many jobs, and its co-founder, Bill Gates, is giving away most of his fortune.

With Simplified Code, Programming Becomes Child’s Play

Carolyn Johnson:

After school lets out on Fridays at the Jonas Clarke Middle School , two dozen boisterous students descend on the computer lab to fiddle with the computer code that powers their projects, from a “Star Wars” lightsaber duel to a flying hippo animation.
The school has been beta-testing Scratch, a new programming language being released today by the Lifelong Kindergarten Group at the MIT Media Lab. The program, named after the technique hip-hop DJs use to mix music, gives novices the ability to create dynamic programs without wading through a manual, teaching computer programming concepts while encouraging students to play.
The goal: turn a daunting subject usually taught in college and considered the domain of geeks into an integral part of education for the grade-school set. MIT researchers hope the program will promote a broader cultural shift, giving a generation already comfortable using computers to consume content online a set of new, easy-to-use tools to change the online landscape itself.

Check out Scratch here (Mac and Windows versions).

The Sting of the Bee

Valerie Strauss:

Spelling bees are hot.
Broadway plays host to one nearly every night with an award-winning musical about six overachieving spellers in “The 25th Annual Putnam County Spelling Bee.” Hollywood has embraced them too: “Akeelah” would be nothing without her “Bee,” not to mention “Bee Season.” And the Scripps National Spelling Bee, set for May 30 and 31, is popular enough for the finals to be televised in prime time for a second year.
Still, don’t expect to find a spelling bee in Sue Ann Gleason’s first-grade classroom at Cedar Grove Elementary School in Loudoun County. She doesn’t think much of them.
“They honor the children who already know how to spell, but they do little to support those who need explicit instruction,” she said.

Microsoft Unveils Math 3.0 and Latest ACT Report: Rigor at Risk….

PRNewswire:

According to an independent survey commissioned by Microsoft Corp., 77 percent of teachers and 73 percent of parents claim math and science are the most difficult homework subjects for students, yet only 36 percent of parents feel capable to help their children. While parents and teachers struggle to find the time or knowledge to provide their kids with adequate assistance in math and science, students can grow frustrated by the lack of resources and the amount time it may take to find relevant guidance in these difficult subjects. To address these issues, Microsoft has developed a low-cost, comprehensive resource for middle school, high school and entry-level college students.
Today Microsoft releases Microsoft® Math 3.0, a new software solution designed to help students complete their math and science homework more quickly and easily while teaching important fundamental concepts. Microsoft Math 3.0 features an extensive collection of capabilities to help students tackle complicated problems in pre-algebra, algebra, trigonometry, calculus, physics and chemistry, and puts them all in one convenient place on the home PC. Similar to a hired tutor, Microsoft Math 3.0 is designed to help deepen students’ overall understanding of these subjects by invoking a full-featured graphing calculator and step-by-step instructions on how to solve difficult problems.

Related, maybe? Karen Arenson:

Only one-quarter of high school students who take a full set of college-preparatory courses — four years of English and three each of mathematics, science and social studies — are well prepared for college, according to a new study of last year’s high school graduates released today by ACT, the Iowa testing organization.
The report analyzed approximately 1.2 million students who took the ACT college admissions test and graduated from high school last June. The study predicted whether the students had a good chance of scoring C or better in introductory college courses, based on their test scores and the success rates of past test takers.
The study concluded that only 26 percent were ready for college-level work in all four core areas, while 19 percent were not adequately prepared in any of them.

ACT Report: Rigor at Risk: 350K PDF

An Update

The Studio School Charter School:
In a couple of years I hope to take another try at leading a charter school initiative. I continue to read so much educational research and literature that strongly supports The Studio School concepts. As you know, we spent some time looking into ways to create TSS as a private school but just couldn’t see how it could be affordable to everyone and be sustainable. Even as a sliding-scale-tuition cooperative, there would have to be some tuition paid and that leaves out so many children. It still looks as though a charter school is the best alternative. So maybe there will be some changes in our school district and administrators/ board members will become more actively supportive of charter schools, innovation, and the Studio School concept. Am I overly optimistic?
Programs in my home:
Currently, I’m working with some people to piece together a rather eclectic “menu” of educational programs (art, Spanish, yoga, tutoring, early childhood, etc.) in my home that is licensed for child care for ages 4 – 17. The programs being offered are philosophically aligned with the Reggio Approach – experiential, child-centered, multi-modal learning. I don’t have a final name for this yet but the concept is that of a “learning studio” that offers a variety of enriching programs that will provide children with a variety of “languages” for learning and expressing their ideas. (This summer I am offering an Art & Architecture program for 5-8 year old children on Wednesday mornings and we will be working with recycled materials.) If the “eclectic” studio concept is successful, the plan is to move the program out of my house into a public space in the next year or so. I recently met with someone involved in the Hilldale Mall redevelopment project and a location there might be a possibility down the road. And/or it could be offered through community centers or other neighborhood organizations. It’s also my hope that if I could somehow provide real life examples of the Reggio Approach to teaching and learning, people might be better able to envision the amazing positive impact it could have in an elementary school.
Community Partnerships:
I intend to continue meeting with people who are interested in new educational initiatives and who might want to work together to create programs and schools that include the arts & technology for all Madison children. So I want to keep reaching out to neighborhood groups and community members. Please let me know if you run into any folks who might be interested in talking with me about this and I will be happy to contact them. Thanks
Nancy Donahue
ndonahue@tds.net

Denver’s Attempt to Address Their “Enrollment Gap”

Superintendent Michael Bennet and the Denver School Board:

The Rocky Mountain News series, “Leaving to Learn [Denver Public Schools Enrollment Gap],” tells a painful and accurate story about the state of our school district. It is hard to admit, but it is abundantly clear that we will fail the vast majority of children in Denver if we try to run our schools the same old way. The evidence in Denver and from big-city school districts across the country is undeniable. Operating an urban school district in the 21st century based on a century-old configuration will result in failure for too many children. It is long past time to admit this. As a district and a community, we must gather strength and have the courage to make change, knowing that the changes we face are much, much less perilous than the status quo.
Many believe that our system is intractable and impossible to fix. They look at our high dropout rate, our low achievement rate, and decades of failed reform efforts in Denver and around this country, and conclude it cannot be done.
This answer is obviously intolerable for the 72,000 children in our school district, and for the tens of thousands of children who will receive a public education in Denver over the next decade. We must refuse to accept that this is the best we can do for the next generation, or, worse, that this is all we can expect of them.
In view of the current discussions in Denver about whether to close schools after years of declining enrollment and shifting demographics, now is the time to re-examine how our system works. No matter how compelling the arguments for school consolidation, school closures create pain and upset expectations about daily life. In the shadow of this potential dislocation, we are obligated to reconsider the way we do business to ensure that our schools and our students will succeed. In the coming months and years, we must renew and rejuvenate the educational opportunities available to all of Denver’s children.
Cities all across the country face dramatic change sooner or later. For a variety of reasons, we think Denver is in a position to create the first 21st century urban school district in the United States. Not the least of these reasons is our tremendous faith in the committed people who work for DPS and in the citizens of Denver. We must not make the easy, but terrible mistake of confusing a lack of confidence in the system with a lack of confidence in ourselves or our children.

Related; Barb Schrank’s “Where have all the Students Gone?“. Joanne Jacobs has more.

New Graduation Rate Resource

Edweek:

The Editorial Projects in Education Research Center is proud to announce the Beta version of a powerful new online mapping tool to help the public, policymakers, and educational leaders combat the graduation crisis.
The EPE Research Center calculated graduation rates for each district, as well as every state and the nation as a whole, using data from a single federal data set. The Cumulative Promotion Index, developed by Research Center director Christopher Swanson, estimates the probability that a student in the 9th grade will complete high school on time with a regular diploma.

Schools Reconsider Laptops as Educational Tools

Talk of the Nation:

Educators and politicians have pushed the goal of a laptop for every student. But a number of early adapting schools say the laptops aren’t helping, and critics argue that the computers are simply a distraction.

Grade School Goes Corporate

Businesses want to build better employees, but will that really mean a better education for your child?
Elizabeth Weiss Green:

It took less than a year for Algene Patrick to learn all she needed to know about William H. Brazier Elementary School: rock-bottom test scores, spoiled milk in the cafeteria, and teachers who logged more absences than their students. These were the lessons her granddaughter, Lawrenesha Williams, brought home from kindergarten. When Patrick, who is Lawrenesha’s custodial guardian, asked the principal about the 50 absences Lawrenesha’s teacher had logged, he just cited the teacher’s personal problems. The grandmother decided enough was enough, and she put Lawrenesha in parochial school.
For Trinity Gardens, a poor neighborhood in Mobile County, Ala., that sends children to Brazier Elementary, the neglect wasn’t a huge surprise. In 1965, a nearby Air Force base closed-taking away 10,000 jobs-and a series of paper mills shut down in the 1990s, stealing at least 3,000 more. Most of the Gardens’ residents live below the poverty line, holding two jobs to get by. Who had time to care how many fifth graders passed a state writing test? (In 2003, only 7 percent.)
But in 2004, Brazier Elementary suddenly began to change. In just one year, workers cleaned up the halls, new teachers poured in, and test scores shot up. Noting the change, parents like Patrick sent their kids back to Brazier. Patrick thanks Brazier’s new principal, Merrier Jackson, for the turnaround, calling her “a godsend.” But it was actually a less heavenly group that sent Jackson to Trinity Gardens: CEOs.

Teach kids to live within their means

Michelle Singletary:

In the book of Proverbs we are told: “Train up a child in the way he should go: and when he is old, he will not depart from it.”
Somehow that lesson gets lost for many families when it comes to teaching children about money — even though there are a number of government agencies, nonprofit organizations and private companies promoting financial literacy.
As parents, we know it’s imperative to teach our kids to say no to drugs and alcohol. But can we honestly say we’re doing enough to help them fend off consumerism and credit dealers? I’m doing my best, but I could do better.
Most important, are you training your children to live off an average salary as young adults? Or are they now living so large based on your income that they will be incapable of managing their finances on a modest starting salary once they get into the real world?

Still separate after all these years

The Economist:

LARRY BISIG grew up in Louisville, Kentucky, where he went to Catholic school and where he now runs a local marketing firm. He has seen his local school district’s history from several angles. In 1975, when a court-ordered desegregation drive began, his public-school friends started waking up at five o’clock to be bussed to new schools across town. His Catholic school made reassuring intercom announcements, saying that the public-school buses had arrived safely—despite the violent protests and threats. And he remembers the sudden influx of new students into his own school, as white Protestant families chose a Catholic education for their children rather than sending them to public school with blacks.
By the 1990s, however, the Jefferson County school district, which includes Louisville, was far more racially integrated (see chart). Its public schools had also become much more attractive to the white families who had stayed in the district, and Catholic schools had such a hard time keeping students that Mr Bisig’s marketing firm began working with some of them to handle the stiffer competition. These days, Jefferson County is eager to keep the racially integrated school system it has created. But that integration—which began with a federal court order driven by Supreme Court precedents—is now under threat from the Supreme Court itself.

Schools and community: Inseparable

Schools in metro Milwaukee must adapt to a knowledge-based economy, which is demanding that they perform better than they ever have. Their mission requires hard work, creativity and fiscal reforms.

Milwaukee Journal-Sentinel Editorial:

At one time, men and women could get ahead in life without much by way of a formal education. Now, a high school diploma, and the learning it implies, is a prerequisite for success.
Schools must better adapt to their more demanding mission. They must continue to change their orientation from adults to children and to search for new ways to reach the kids they are not now reaching. They must also engage the community.
The state must help solve the fiscal crisis that grips many school districts. The community must recognize that all schools – public and private, secular and religious – serve an important public purpose. And other institutions must do their duty with respect to children; for instance, families must raise children right, and businesses must give them hope by spreading around jobs.

Milwaukee Public Schools’ Draft Strategic Plan

Alan Borsuk:

Much higher test scores and graduation rates, greatly improved attendance, reduced discipline problems and stronger parent involvement – the draft version of a grand plan for Milwaukee Public Schools sets specific, ambitious goals for major improvements over the next several years.
The strategic plan is the product of extensive work by administrators, School Board members and teachers union members. The process of creating the plan, which included more than 40 meetings across the city in recent months, is being paid for by the Greater Milwaukee Committee, a private group of civic leaders.
“We cannot achieve different results without doing things differently,” an opening message signed by MPS and union leaders says. “We are at a crucial turning point.”
The plan is short on specifics for how to achieve many of its goals, but it does give a detailed version of what the characteristics of a higher-functioning school system would be, including what to expect of a successful principal, how a school community should function and what the role of the central office should be. It calls for continuing the current MPS strategy of focusing on improving the teaching and curriculum in a specific list of low-performing schools and reducing the size of that list year by year.

Vang Pao Elementary School and The American Experience

Some years ago, while reading a book on Sherman’s March to the sea, a distant relative (who lives in the south) pointed out that the book was “one perspective”. Madison has a middle school named “Sherman“. Which sort of proves the point. A reader pointed out that Sherman middle school was named for “Roger Sherman”, signer of the Declaration of Independence.
Indeed, it was one perspective.
Vang Pao elementary school offers us an opportunity to discuss the American experience in Southeast Asia with our children:

(more…)

More Alabama Schools Implement International Baccalaureate (IB) Curriculum

Rena Havner & Josh Bean:

Also for the first time, some Alabama elementary and middle schools, including Mobile’s Council Traditional, that can feed into IB high schools will within the next few years begin offering IB programs for younger students.
“This is a great thing for the whole area,” said Mobile County Public School System Superintendent Harold Dodge. “It sort of ratchets up our expectations one more level.”
The three local high schools are on track to allow their current ninth-graders to take IB classes beginning their junior year in fall 2008, officials said.
By taking IB’s rigorous courses, students will be able to earn up to a year’s worth of college credit before they graduate from high school. They’ll also be more attractive candidates for scholarship money.
The three schools are in the application process and still must meet some requirements before receiving official approval from the Geneva, Switzerland-based agency that oversees International Baccalaureate.

Two protests over school closings

1. Kennedy Heights Community Center with the support of many other individuals and groups is organizing a walk from Kennedy Heights Community Center to Gompers Elementary School to raise awareness about the potential closings of Lindbergh Elementary School and Black Hawk middle school. Neighborhood Schools are a community resource for the children and families in Kennedy Heights and the northside; closing the schools would negatively impact our neighborhood, our community center, and the families that live here. Please come and walk with us to keep northside schools open.
The walk will start at the Kennedy Heights Community Center at 4:00 PM on Monday April 23rd – we will walk together from Kennedy Heights to Gompers Elementary school about 1.3 miles. At Gompers their will be a brief discussion and Popsicles for kids. All are welcome please distribute widely.
PS I know that school board members have a meeting at 5:00 PM, but I hope you can join us
for the beginning of our walk.
2. Join a grassoots rally: “An Hour For Marquette” – On Friday, April 27, from 1:30 – 2:30 come to Marquette and pull your Marquette student from class to protest the proposed consolidation (All concerned parents, students, and other community members are welcome to join in). We will rally at the school. Bring a sign that expresses your feeling about Marquette. We will be working to get press coverage and a visit from the Mayor. If you are interested in attending the rally e-mail Dea Larsen Converse at dealarsen@yahoo.com or Maria Moreno at mcmoreno@tds.net so we can give a head count to the papers.
(Note that this is not a PTG sponsored event)
It’s not over yet! Let’s keep the pressure on!

Merge lobbying & PR to save teaching positions

The MMSD could save one or more teaching positions by combining two positions – public relations and government relations.
The government relations position seems unnecessary given the excellent work of Arlene Silviera and the Wisconsin Alliance for Excellent Schools. They have done more in a few short months than the MMSD has ever done to raise awareness about inadequate state funding.
Additionally, most district do not employ a lobbyist, but rely on the Wisconsin Association of School Boards, Wisconsin Association of School Business Officials, Wisconsin Association of School District Administrators, Wisconsin Council for Administrators of Special Services, and other organizations lobbying in the state Capitol
The PR position doesn’t seem necessary because the press seems to want to talk to the superintendent, not the PR guy.
Put the two positions together and the MMSD loses nothing and saves services delivered directly to students.

Open Source K-12 Curricula

Curriki:

Curriki is more than your average Website; we’re a community of educators, learners and committed education experts who are working together to create quality materials that will benefit teachers and students around the world.
Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them. Our name is a play on the combination of ‘curriculum’ and ‘wiki’ which is the technology we’re using to make education universally accessible.

Thinkfinity:

Verizon Thinkfinity offers the highest quality, standards-based, K-12 lesson plans, student materials, interactive tools and Web sites in seven academic disciplines. A companion professional development program prepares educators to effectively utilize these exceptional resources to support student learning and achievement. Follow the links below to learn about Thinkfinity resources for K-12 Education.

Emerson verse to air on radio

Susan Troller writes:
But when you ask the kids why they like poetry, they don’t talk about history or literature. They just say it’s fun.

More deck-chair shuffling

From the MMSD:

For immediate release
Thursday, April 19, 2007
Six elementary schools to have different principals
Six elementary schools will have different principals next year in a series of transfers and changes within the Madison School District. The principals who are transferring have been at their current schools from four to ten years.
The list of new assignments, by principal, with current school and length of service:
Deborah Hoffman to Lincoln from Franklin (10 yrs.)
Beth Lehman to Hawthorne from Lincoln (6 yrs.)
Catherine McMillan to Franklin from Hawthorne (10 yrs.)
Michael Hertting to Lapham from a leave of absence
Kristi Kloos to Lake View from Lapham (4 yrs.)
Joy Larson to Allis from Marquette (4 yrs.)
Allis Principal Chris Hodge and Gompers Principal Sherrill Wagner will retire this summer, and Lake View Principal Linda Sweeney will take a leave of absence for career exploration. Hertting will come off a similar leave; previously he led Orchard Ridge for five years. Vacancies will be filled within the next few months.
“We believe these assignment changes are good for the students, the staff, the principals and the district,” said Superintendent Art Rainwater. “Last year, we shifted six other elementary principals after stays of similar length.”
Parents at each of the schools were notified yesterday. The changes will take place over the summer in time for the Tuesday, September 4 start of the new school year. Each of the principals will assist her successor in the transition to make it more effective and efficient.

Constant shuffling of principals damages the effectivenss of the MMSD. All the rhetoric about building relationships amounts to nothing but words, when these actions speak louder.
The superintendent named no principal at Marquette. Apparently, he plans to “consolidate” Lapham and Marquette regardless of whether the board votes for it or not.
With the uncertainty and stress about staff cuts and school closings, the changes could not come at a worse time.
Is the superintendent hell-bent on destroying the MMSD?

Report Cards: Waukesha group suggests changes in grading

Amy Hetzner:

After more than two years of study, a group of Waukesha educators has drafted a set of guidelines that challenge some traditional notions of grading.
Among the recommendations:

Removing evaluations of student participation, effort, attendance and behavior from academic results.
Ending the use of zeros for late or unfinished work, a “potentially damaging practice in a 100 point scale,” in favor of other methods that motivate students to complete their assignments.
Allowing homework used for practice or preparation to account for no more than 10% of a grade, with project work getting more weight.
Replacing averages, which allow single grades to skew final class assessments, with medians, which more accurately reflect a student’s overall class performance, in final grades.

School District officials stress that the guidelines, which are in the midst of being distributed to principals and teachers and go before a School Board committee today, are just that – guidelines. They insist the district is not interested in mandating universal changes to how teachers assign grades, often considered among a teacher’s most personal tasks.

I’ve heard from local parents again concerned about the lack of data in some Madison elementary school report cards. Several 2006 posts addressed this issue: Can We Talk 3: 3rd Quarter Report Cards; Mary Kay Battaglia, an Elvejhem Parent via Ruth Robarts and Thoreau parents.

Scholarships available to wind energy conference

The American Wind Energy Association (AWEA) is pleased to announce the launch of the AWEA Educational Scholarship Fund. In cooperation with the generous support of Suzlon Wind Energy and Vestas Americas, this new scholarship program was created to provide complimentary conference registration for individuals interested in enhancing their knowledge of the wind industry, including full-time students, faculty and staff of K-12 institutions among others who want to attend those interested in attending the WINDPOWER 2007 Conference and Exhibition in Los Angeles, June 3-6, 2007.
The deadline for submitting an application for WINDPOWER 2007 Conference and Exhibition is April 28, 2007.
More details and application here.

Computer Science Takes Steps to Bring Women to the Fold

Cornelia Dean:

For decades, undergraduate women have been moving in ever greater numbers into science and engineering departments at American universities. Yet even as they approach or exceed enrollment parity in mathematics, biology and other fields, there is one area in which their presence relative to men is static or even shrinking: computer science.

MMSD Math Review Task Force Introduction and Discussion

The Madison School District’s Math Task Force was introduced to the School Board last night. Watch the video or listen to the mp3 audio.
Background Links:

Madison School Board Discusses Independent Math Review: Audio / Video.
Math Forum Audio / Video
UW Math Professor Dick Askey on the MMSD’s math scores; related: State test scores adjusted to match last year
Isthmus Take Home Test on Curriculum
Connected Math in Olympia, WA
Lee Sensenbrenner on Connected Math
The Politics of K-12 Math and Academic Rigor
New Math Curriculum Draws Complaints

6th Grade Textbooks: Connected (left) and Singapore Math.
UPDATE: A reader emailed this:

I noticed that there were 10 student books in the 6th grade pile for CMP. That was surprising since there are only 8 in publication. Then I looked at the teacher editions and noticed there were 10 as well. There are two copies of both How Likely is It? and Covering and Surrounding.
The statement, “A quick look at the size of the Connected Math textbooks compared to the equivalent Singapore Math course materials illustrates the publisher and author interests in selling these large volumes irrespective of curriculum quality and rigor (not to mention the much larger potential for errors or the lost trees….)” is following the picture in one of the discussions. Taking a look at the Singapore Math website It appears that in addition to the 2 textbooks pictured and student workbooks pictured, there are Intensive Practice books, Extra Practice Books, and Challenging Word Problems books, as well as other resources. Also, the white book on the bottom of the pile appears to be an answer key. There are also teacher guides for 6A and 6B that are not in the picture.
I’m not suggesting the statement above is false, I would just like to point out that the picture being used is not an accurate comparison. I hope you find this information valuable.

“Milwaukee Offers a Wide Array of Specialized High Schools”

Alan Borsuk:

Where there once were 15 large high schools in the Milwaukee Public Schools system, there will be about 50 high schools of all different sizes under the MPS umbrella this fall, and many have untraditional names.
The options outside MPS used to be primarily a handful of large Catholic and Lutheran high schools. Many of those schools still are thriving, but the array of non-MPS options is growing, thanks to the private school voucher program for low-income families and to charter schools authorized by the University of Wisconsin-Milwaukee and Milwaukee’s City Hall. New schools in those ranks are also set to open in the fall.
A fresh wave of MPS charter high schools is almost certain to get approval from the School Board on Thursday night. Each of the proposals was approved by a board committee last week and was given preliminary approval by the board months ago.
Here’s a snapshot of new schools coming before the board this week:

Finding the Best High Schools

Jay Matthews:

Part Four: Rationing AP:

William Lichten, the distinguished Yale professor emeritus of physics, is at it again, trying to keep U.S. high schools from giving so many Advanced Placement courses and tests to racial minorities and low income students. Too many of those people fail the tests, he says. They should be given something easier to do.
Most of the AP teachers I know think Lichten is out of his depth on this issue. I agree with them. He is a brilliant man who knows the dynamics of the forces of nature, but he does not understand the dynamics of American public high schools. What he sees as harmful failure on AP college-level tests is actually beneficial exercise of flabby academic muscles. Interviews with many students, and some major studies, indicate that struggling with hard courses in high school helps prepare students for the academic demands they will face in college.
Part Five: Grade Grubbing in Scarsdale:

High school teachers often try not to think about the true sources of irritation in their lives. The perfidy of principals and the selfishness of parents can sometimes be too much to bear and are best ignored. Such denial has its virtues. But maybe the faculty of Scarsdale High School has taken it too far. They have decided that the best way to recover the love of learning at their famously competitive campus is to get rid of the Advanced Placement program.
The Scarsdale faculty make their case in their “Proposal for Advanced Topics Implementation,” a plan to create a set of courses deeper, more challenging and less prone to grade grubbing than AP. Their proposal is worth considering. It will appeal to teachers across the country. It also will help destroy the myth that Advanced Placement and International Baccalaureate courses and tests are the major cause of student anxiety in our most affluent neighborhoods because anyone who knows Scarsdale can see that AP is not their biggest problem.

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