The SEED School of Wisconsin said Tuesday that the Elizabeth A. Brinn Foundation is pledging $2 million towards SEED’s campaign to bring a public, urban boarding school to the state.
The boarding school is being proposed by a local coalition of leaders, cooperating with The SEED Foundation, a Washington, D.C.-based nonprofit that operates boarding schools in Washington, D.C. and Baltimore. Both schools are publicly funded and educate children who start, on average, with skills two to three years behind grade level. More than 98 percent of SEED school graduates have been accepted at a four-year college, according to The SEED Foundation.
“The children of Milwaukee and other challenged communities around the state will benefit from the Brinn Foundation’s gracious gift,” said Robert Sowinski, president of The SEED School of Wisconsin’s board of directors.
“Rice Paddies and Math Tests”
Malcolm Gladwell, Outliers
New York: Little, Brown, 2008, pp. 247-249
“Rice Paddies and Math Tests”
Every four years, an international group of educators administers a comprehensive mathematics and science test to elementary and junior high students around the world. It’s the TIMSS…and the point of the TIMSS is to compare the educational achievement of one country with another’s.
When students sit down to take the TIMSS exam, they also have to fill out a questionnaire. It asks them all kinds of questions, such as what their parents’ level of education is, and what their views about math are, and what their friends are like. It’s not a trivial exercise. It’s about 120 questions long. In fact, it is so tedious and demanding that many students leave as many as ten or twenty questions blank.
Now, here’s the interesting part. As it turns out, the average number of items answered on that questionnaire varies from country to country. It is possible, in fact, to rank all the participating countries according to how many items their students answer on the questionnaire. Now, what do you think happens if you compare the questionnaire rankings with the math rankings on the TIMSS? They are exactly the same. In other words, countries whose students are willing to concentrate and sit still long enough to focus on answering every single question in an endless questionnaire are the same countries whose students do the best job of solving math problems.
The person who discovered this fact is an educational researcher at the University of Pennsylvania named Erling Boe, and he stumbled across it by accident. “It came out of the blue,” he says. Boe hasn’t even been able to publish his findings in a scientific journal, because, he says, it’s just a bit too weird. Remember, he’s not saying that the ability to finish the questionnaire and the ability to excel on the math test are related. He’s saying that they are the same: if you compare the two rankings, they are identical.
Think about this another way. Imagine that every year, there was a Math Olympics in some fabulous city in the world. And every country in the world sent its own team of one thousand eighth graders. Boe’s point is that we could predict precisely the order in which every country would finish in the Math Olympics without asking a single math question. All we would have to do is give them some task measuring how hard they were willing to work. In fact, we wouldn’t even have to give them a task. We should be able to predict which countries are best at math simply by looking at which national cultures place the highest emphasis on effort and hard work.
So, which places are at the top of both lists? The answer shouldn’t surprise you: Singapore, South Korea, China (Taiwan), Hong Kong, and Japan. [Mainland China doesn’t yet take part in the TIMSS study.] What those five have in common, of course, is that they are all cultures shaped by the tradition of wet-rice agriculture and meaningful work. They are the kind of places where, for hundreds of years, penniless peasants, slaving away in the rice paddies three thousand hours a year, said things to one another like “No one who can rise before dawn three hundred and sixty days a year fails to make his family rich.”
Corcoran builds a ‘Bridge to Literacy’
John Corcoran made a splash in the 1990s with his memoir, The Teacher Who Couldn’t Read. A vivid account of his nearly five-decade struggle to conceal his illiteracy — and of his first successful attempts to read, at age 48 — the book thrust Corcoran into the national spotlight.
He appeared on 20/20, Oprah and Larry King Live, was profiled in Esquire and became the only “adult learner” to serve on the advisory board of the National Institute for Literacy.
Now 70 and president of a charitable foundation bearing his name, Corcoran has a new book, The Bridge to Literacy (Kaplan Publishing, $24.95), which lays out his vision for eliminating illiteracy in the USA.
Corcoran has dubbed the book a “call to action” for literacy efforts and says reading programs need “a bigger, broader and more universal vision.” He says K-12 schools and universities must train principals and teachers — especially new teachers — in the most up-to-date, research-based reading instruction.
Testing Students Abroad
Poor behavioral effects on gifted students due to them sitting bored and stagnant in classes
What Do They See in Me That I Don’t See in Myself?:
Jesse wished he could run away, far away. Someplace where no one knew him. A place where everything wasn’t his fault and nothing was beyond his reach… Jesse Hardaway is used to things being his fault. It’s just him and his mom at home, and she’s always yelling at him. School is like home, only about ten times worse! He’s in fifth grade special education and has to battle ADHD and an anger/behavior disorder every day. If he isn’t in trouble, he’s getting into it. The only thing Jesse is sure of is that the world is against him, and he is ready to give up.
One good thing Jesse has in his life is his best friend Davess, who never stops trying to look out for him. At school, Mrs. Abogar and Ms. Dubose try to look out for him too, though Jesse doesn’t know why and wishes they would stop.
Here it comes, Jesse thought, the thing that drives me nuts. That irritating thing that they are so known for. That thing that makes you wonder whether you should hug them or yell at them. The famous Punishment-with-a-Smile. I hate it… But very soon he is about to discover that these two women not only understand him, for some reason they actually care about him.
via a Nikki Callahan email.
Media Bombardment Is Linked To Ill Effects During Childhood
In a detailed look at nearly 30 years of research on how television, music, movies and other media affect the lives of children and adolescents, a new study released today found an array of negative health effects linked to greater use.
The report found strong connections between media exposure and problems of childhood obesity and tobacco use. Nearly as strong was the link to early sexual behavior.
Researchers from the National Institutes of Health and Yale University said they were surprised that so many studies pointed in the same direction. In all, 173 research efforts, going back to 1980, were analyzed, rated and brought together in what the researchers said was the first comprehensive view of the topic. About 80 percent of the studies showed a link between a negative health outcome and media hours or content.
“We need to factor that in as we consider our social policies and as parents think about how they raise their kids,” said lead researcher Ezekiel J. Emanuel, director of the Department of Bioethics at the National Institutes of Health, which took on the project with the nonprofit organization Common Sense Media. “We tend not to think of this as a health issue, and it is a health issue.”
The average modern child spends nearly 45 hours a week with television, movies, magazines, music, the Internet, cellphones and video games, the study reported. By comparison, children spend 17 hours a week with their parents on average and 30 hours a week in school, the study said.
“Our kids are sponges, and we really need to remember they learn from their environment,” said coauthor Cary P. Gross, professor at Yale School of Medicine. He said researchers found it notable how much content mattered; it was not only the sheer number of hours of screen time. Children “pick up character traits and behaviors” from those they watch or hear, he said.
It’s 3 p.m. – do you know where your kids are?
As a child, 9:59 p.m. was a crucial time for me.
The local television news was about to begin. My dad was asleep in his easy chair in the living room. If he woke up, the first words he’d say would be “up to bed,” and then I’d never know what happened in the world outside my Iowa farm. To delay the inevitable I crept over to the TV set (we didn’t have remotes back then) and turned the volume down so the news program’s theme song wouldn’t disturb him.
Standing inches from the television, I heard this public service announcement every night: “It’s 10 p.m.: Do you know where your children are?”
I didn’t understand that. Where else would I be, but home? Even as a teenager I was in my room most nights giving my parents little reason to wonder or worry about my location. They had it too easy.
Many parents today aren’t so lucky.
More moms and dads are working outside the home and their jobs demand more hours than ever before. They’d love to be home when their kids finish school in the afternoon or during winter and summer breaks from school, but many can’t be there.
Continue reading here.
The “Secret to Raising Smart Kids”
Hint: Don’t tell your kids that they are. More than three decades of research shows that a focus on effort–not on intelligence or ability–is key to success in school and in life.
A brilliant student, Jonathan sailed through grade school. He completed his assignments easily and routinely earned As. Jonathan puzzled over why some of his classmates struggled, and his parents told him he had a special gift. In the seventh grade, however, Jonathan suddenly lost interest in school, refusing to do homework or study for tests. As a consequence, his grades plummeted. His parents tried to boost their son’s confidence by assuring him that he was very smart. But their attempts failed to motivate Jonathan (who is a composite drawn from several children). Schoolwork, their son maintained, was boring and pointless.
Our society worships talent, and many people assume that possessing superior intelligence or ability–along with confidence in that ability–is a recipe for success. In fact, however, more than 30 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted. Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart. This belief also makes them see challenges, mistakes and even the need to exert effort as threats to their ego rather than as opportunities to improve. And it causes them to lose confidence and motivation when the work is no longer easy for them.
Praising children’s innate abilities, as Jonathan’s parents did, reinforces this mind-set, which can also prevent young athletes or people in the workforce and even marriages from living up to their potential. On the other hand, our studies show that teaching people to have a “growth mind-set,” which encourages a focus on effort rather than on intelligence or talent, helps make them into high achievers in school and in life.
Wisconsin School Finance Climate: State Budget Director & WISTAX President at Odds over Deficit
State budget director Dave Schmiedicke and Wisconsin Taxpayer Alliance President Todd Berry have a fundamental difference over the state’s budget deficit.
Schmiedicke says the bulk of the projected $5.4 billion budget shortfall is the result of crashing state revenues. Berry, a former assistant Revenue secretary, says the administration is “double counting” and the deficit is not nearly that large.
Schmiedicke said the difference between a revenue forecast done in June and this month is $3.5 billion. The balance of the $1.9 billion that makes up the rest of the deficit is the result of population growth in state institutions, caseload increases for state services like Medicaid and funding for pay increases already implemented for some state agencies, like the University of Wisconsin System.
“Everything we see is the result of the economy,” he said.
But Berry says the numbers assume an 8 percent spending increase in the first year of the biennium based on state agency budget requests. That is a level that is unlikely to be met in the final budget bill, Berry said.
“State spending growth has averaged 3 to 4 percent since 1998. It’s not going to rise 8 percent, and that’s what this document is saying,” he said.
Milwaukee Special Education Lawsuit
When Kina King goes through the classwork her children bring home from school, she has a hard time telling which belongs to 5-year-old Danielle and which belongs to 16-year-old Jamie.
That’s because Jamie, a freshman at Wisconsin Career Academy in Milwaukee, reads at the level of a second-grader. Her writing, with its d’s and b’s reversed and halting attempts at self-expression, is at a third-grade level.
King said she repeatedly had asked Milwaukee Public Schools to evaluate whether Jamie had special needs since the girl was 5. But it wasn’t until Jamie failed first grade for the third time that the district determined that she suffers from cognitive delays and needs additional support.
The question of what MPS should do to compensate the students it has failed to place in special education in a timely manner is at the heart of the third phase in an ongoing class-action suit about how MPS serves special education students. Jamie Stokes is the lead plaintiff in that suit and testified during a weeklong trial that wrapped up in November.
“If they gave her the help she would have been better, not doing coloring books her sister in kindergarten is doing,” King said.
Teacher does the math, and sells ads on test papers
Tom Farber gives a lot of tests. He’s a calculus teacher, after all.
So when administrators at Rancho Bernardo, his suburban San Diego high school, announced the district was cutting spending on supplies by nearly a third, Farber had a problem. At 3 cents a page, his tests would cost more than $500 a year. His copying budget: $316. But he wanted to give students enough practice for the big tests they’ll face in the spring, such as the Advanced Placement exam.
“Tough times call for tough actions,” he says. So he started selling ads on his test papers: $10 for a quiz, $20 for a chapter test, $30 for a semester final.
San Diego magazine and The San Diego Union-Tribune featured his plan just before Thanksgiving, and Farber came home from a few days out of town to 75 e-mail requests for ads. So far, he has collected $350. His semester final is sold out.
MMSD Board of Education Progress Report – November, 2008
The major focus of our meetings in November was on aligning the work of the Board to the district’s mission and research regarding effective school boards. The emerging literature regarding the role of school board governance in improving student achievement suggests that the manner in which the Board does its work can lead to positive student achievement results. Superintendent Nerad has provided us with great amount of research and experience to guide us in our discussions. An overview of some of our major changes is below. There are a lot of details behind each of the items listed below. If you have any questions, please let us know via email: comments@madison.k12.wi.us
Arlene Silveira (516-8981)
Committees: We voted to replace the existing committees with the committees listed below in order to create a greater focus on student achievement and the need for improved student achievement and related development outcomes for the district. The committees are structured along key governing lines. Each committee is composed of the board as a whole with co-chairs.
Student Achievement and Performance Monitoring: Focuses on the district’s mission and will consist of matters related to factors leading to the improvement of student learning. Governance function: district’s mission – work and related accountability for student learning. Co-chairs: Johnny Winston Jr., Maya Cole
Planning and Development: Focuses on ensuring effective planning related to the district’s strategic plan, demographic planning, facility planning and budget planning. Governance function: planning for improved results. Co-chairs: Ed Hughes, Marj Passman
Operational Support: Focuses on financial management, building maintenance and operations, land purchase and district administrative operations, retention and hiring of staff and staff equity issues. Governance function: internal functions and ensuring quality business, finance and human resource systems. Co-chairs: Lucy Mathiak, Beth Moss
Engaging/Linking Stakeholders: We are expanding engagement practices with the goals of determining stakeholder perceptions about the district and educating members of the public to build public will and support.
6 Regular board meeting/year will be held in different schools. As part of the agenda, principals and staff will present learning data and their School Improvement Plan.
Each Board member will serve as a liaison to 7 schools to assist the Board in understanding the learning-related work in our schools.
The Board will schedule 4-6 meetings/year within the community to collect input from community stakeholders regarding “big” questions related to the district’s strategic plan and/or educational programs/services.
Ensuring a Focus on Results and Accountability:
Data retreats: As part of the work of the Student Achievement and Performance Monitoring committee, 4 meetings/year will include a data presentation related to specific student achievement and student performance measures.
Program evaluation: As part of the Student Achievement and Performance Monitoring committee, a schedule of program evaluations will be identified and implemented.
Improvement benchmarks: When the district’s strategic plan is completed. District level improvement benchmarks will be identified for each student based strategy within the plan.
Murdoch: “Schools a Moral Scandal”
Rupert Murdoch has used his fourth Boyer Lecture to slam Australian schooling. No punches pulled here. “Our public education systems are a disgrace” was almost his opening sentence. And the reason is clear : “despite spending more and more money, our children seem to be learning less and less.”
A residual affection for the land of his birth is probably the main driving force of his critique. His country is going down the gurgler. It is a realistic assessment of the situation we are in. India and China especially are poised to wipe us out. Finland irks. Singapore and Korea also graduate students who both know more and think better than Aussie grads. Intellectual sophistication in Australia is an increasingly rare and obviously endangered phenomenon. Football commands the Aussie imagination. Those who study think of learning as work, from which escape must be regularly programmed in order to maintain sanity.
Explanations for poor results abound. The teaching staffs of our schools manifest a huge compassion for instance, for the children who have a low SES (Socio-Economic Status) rating, and stress that these children don’t/can’t learn because they don’t have space at home to do their homework. Murdoch is properly scathing about this and about all the other various excuses offered to explain why so many children are learning so little:”a whole industry of pedagogues (is) devoted to explaining why some schools and some students are failing. Some say classrooms are too large. Others complain that not enough public funding is devoted to this or that program. Still others will tell you that the students who come from certain backgrounds just can’t learn.”
While George Bush may be reasonably classified as a major disaster, someone seems to have provided him with a memorable, useful and highly pertinent assessment. (The US Dept of Ed has been a good deal more useful to humanity than its Dept Of Defence).His words were resonant. He said we should overthrow “the tyranny of low expectations”.(I have written more extensively on this dereliction of professional duty in a paper that can be read at http://review100childrenturn10.blogspot.com)
Murdoch is of the same view, that all our students need us to have high expectations of them, and”the real answer is to start pursuing success”.
Lessons From 40 Years of Education ‘Reform’
Let’s abolish local school districts and finally adopt national standards.
While the economic news has most Americans in a state of near depression, hope abounds today that the country may use the current economic crisis as leverage to address some longstanding problems. Nowhere is that prospect for progress more worthy than the crisis in our public education system.
So, from someone who realized rather glumly last week that he has been working at school reform for 40 years, here is a prescription for leadership from the Obama administration.
We must start with the recognition that, despite decade after decade of reform efforts, our public K-12 schools have not improved. We can point to individual schools and some entire districts that have advanced, but the system as a whole is still failing. High school and college graduation rates, test scores, the number of graduates majoring in science and engineering all are flat or down over the past two decades. Disappointingly, the relative performance of our students has suffered compared to those of other nations. As a former CEO, I am worried about what this will mean for our future workforce.
It is most crucial for our political leaders to ask why we are at this point — why after millions of pages, in thousands of reports, from hundreds of commissions and task forces, financed by billions of dollars, have we failed to achieve any significant progress?
Answering this question correctly is the key to finally remaking our public schools.
This is a complex problem, but countless experiments and analyses have clearly indicated we need to do four straightforward things to bring fundamental changes to K-12 education:
- Set high academic standards for all of our kids, supported by a rigorous curriculum.
- Greatly improve the quality of teaching in our classrooms, supported by substantially higher compensation for our best teachers.
- Measure student and teacher performance on a systematic basis, supported by tests and assessments.
- Increase “time on task” for all students; this means more time in school each day, and a longer school year.
Everything else either does not matter (e.g., smaller class sizes) or is supportive of these four steps (e.g., vastly improve schools of education).
“The Trouble With Textbooks”
In 2004, the Institute for Jewish and Community Research, a San Francisco think tank, launched an effort to address “anti-Semitism and anti-Israelism” in American education, from K-12 to higher education. Its book, The UnCivil University, focused on the USA’s colleges and universities.But the effort also gave rise to an extensive survey on the political, religious and social beliefs of university faculty — some of whom admitted to holding strong prejudices against evangelical Christians.
The researchers say they found a politically active, vocal minority — especially within Middle East studies departments — that held strong anti-Israel positions. Many of the same professors holding what the researchers found were strong political biases are often tapped to review K-12 social studies, history and geography textbooks, which explain religious history, among other topics, to very young children, the institute says.
So authors Gary Tobin and Dennis Ybarra looked at 28 textbooks over nearly five years — finding what they call “glaring distortions and inaccuracies,” many centered on the books’ treatment of Israel, Judaism and Christianity. Aside from their findings on how religions are treated, their new book, The Trouble With Textbooks (Lexington Books, $21.95), which appeared on shelves this fall, in part explores problems with the textbook approval process.
Survey Finds Growing Deceit Among Teens
64 Percent Admit Cheating on Test In High School
In the past year, 30 percent of U.S. high school students have stolen from a store and 64 percent have cheated on a test, according to a new, large-scale survey suggesting that Americans are apathetic about ethical standards.
Educators reacting to the findings questioned any suggestion that today’s young people are less honest than previous generations, but several agreed that intensified pressures are prompting many students to cut corners.
“The competition is greater, the pressures on kids have increased dramatically,” said Mel Riddle of the National Association of Secondary School Principals. “They have opportunities their predecessors didn’t have [to cheat]. The temptation is greater.”
The Josephson Institute, a Los Angeles-based ethics institute, surveyed 29,760 students at 100 randomly selected high schools nationwide, both public and private. All students in the selected schools were given the survey in class; their anonymity was assured.
Michael Josephson, the institute’s founder and president, said he was most dismayed by the findings about theft. The survey found that 35 percent of boys and 26 percent of girls — 30 percent overall — acknowledged stealing from a store within the past year. One-fifth said they stole something from a friend; 23 percent said they stole something from a parent or other relative.
Why can’t Johnny adapt?
Physician & Author Gabor Mate, via a kind reader’s email:
Among the major challenges we face, as a society, is the widespread lack of resilience of many young people. Resilience is the capacity to overcome adversity, to let go of what doesn’t work, to adapt and to mature. Growing evidence of its absence among the young is as ominous for our future as the threat of climate change or financial crisis.
A disturbing measure is the increasing number of children diagnosed with mental-health conditions characterized by rigid and self-harming attitudes and behaviours, such as bipolar disorder, attention deficit hyperactivity disorder, eating disorders and “conduct” disorders. Hundreds of thousands of American children under 12 are being prescribed heavy-duty antipsychotic medications to control behaviours deemed unacceptable and unmanageable.
Canadian statistics are less dire but typically follow that trend. University of British Columbia psychologists have warned that today’s children between 6 and 12 “will be the first generation to have poorer health status as adults than their parents, if measures are not taken now to address their developmental needs.” Their report was presented in Winnipeg at last week’s National Dialogue on Resilience in Youth. The conference itself was a marker of the alarm among those concerned with the well-being of youth – educators, business people, people in government.
Beyond mental pathology, many young people exhibit difficulties adapting, as indicated by burgeoning drug use, aggression, bullying and violence. These tendencies all manifest alienation and frustration – that is, an inability to deal creatively and powerfully with life’s inevitable setbacks. The less resilient we are, the more prone we become to addictions and aggressive behaviours, including self-harm. We also become more attached to objects. A young Ottawa man was recently killed when he refused to surrender his iPod to a knife-wielding assailant. “I’d rather be stabbed than give up my iPod,” a 17-year-old woman told The Globe.
Obama’s Big Test on Education
Interestingly, though Rhee is a Democrat, she almost voted for Sen. John McCain, R-Ariz.
“It was a very hard decision,” Rhee says. “I’m somewhat terrified of what the Democrats are going to do on education.”
What does President-elect Obama think? Tough to say. He has supported merit pay for teachers, which teachers’ unions oppose, and heralded Rhee. He has been a strong advocate of charter schools and in 2002 said he was “not closed minded” on the subject of vouchers, though since then he has come out against vouchers. Over the Summer, I asked him why.
“The problem is, is that, you know, although it might benefit some kids at the top, what you’re going to do is leave a lot of kids at the bottom,” he said. “We don’t have enough slots for every child to go into a parochial school or a private school. And what you would see is a huge drain of resources out of the public schools. So what I’ve said is let’s foster competition within the public school system. Let’s make sure that charter schools are up and running. Let’s make sure that kids who are in failing schools, in local school districts, have an option to go to schools that are doing well.
“But what I don’t want to do is to see a diminished commitment to the public schools to the point where all we have are the hardest-to-teach kids with the least involved parents with the most disabilities in the public schools,” Obama continued. “That’s going to make things worse, and we’re going to lose the commitment to public schools that I think have been so important to building this country.”
In March, Josh Patashnik of The New Republic took a closer look at PEBO and education, writing that Obama “has long advocated a reformist agenda that looks favorably upon things like competition between schools, test-based accountability, and performance pay for teachers. But the Obama campaign has hesitated to trumpet its candidate’s maverick credentials. As an increasingly influential chorus of donors and policy wonks pushes an agenda within the Democratic Party that frightens teachers’ unions and their traditional liberal allies, Obama seems unsure how far he can go in reassuring the former group that he’s one of them without alienating the latter. And this is a shame, because Obama may represent the best hope for real reform in decades.”
Internet searching stimulates brain, study says
A new UCLA study, part of the growing research into the effects of technology on the brain, shows that searching the Internet may keep older brains agile – it’s like taking your brain for a walk.
It’s too early to conclude that technology will help vanquish Alzheimer’s disease, but “our study shows that when your brain is on Google, your neural circuitry changes extensively,” said psychiatrist Gary Small, director of UCLA’s Memory & Aging Research Center.
The new study, which will be published next month in the Journal of Geriatric Psychiatry, comes at a time when medical experts are forecasting that Alzheimer’s cases will quadruple by 2050. In response to such projections, “brain-gyms” and memory-building computer programs have proliferated.
The subjects in Small’s nine-month study were 24 neurologically normal volunteers ages 55 to 76, with similar education levels. They were assigned two tasks: to read book-like text on computer screens and to perform Internet searches.
Education & Inequality
The education gap between the richest and poorest within developing countries
GLOBAL public spending on education rose from a median 4.5% of GDP in 1999 to 4.9% in 2006, according to a new report by UNESCO, the UN’s education agency. The poorest countries invested 3.5%, compared with 5.6% by the slightly richer middle income countries, and 5.3% by developed countries. But spending money wisely also matters. Huge inequalities exist between the richest and poorest within many countries. In India, a 17-22 year old in the richest quintile has had an average of 11.1 years in education, compared with only 4.4 years for those in the poorest quintile. This gap is also big in Peru and the Philippines. The difference in Bangladesh is similar to that in Nicargaua, a much richer country, showing it is using resources more effectively.
Elementary Students Turning East
The teacher’s marker flies across the whiteboard, drawing characters most Americans see only on menus.
“Ma ma,” “be be,” “ge ge,” the first-graders call out, often before teacher Hongmei Zhao has finished more than a few strokes with her pen.
“What’s ge ge?” Zhao asks.
“Big brother,” a girl answers.
While most elementary schools would consider themselves lucky to have any foreign language program, Meadowview Elementary School and this class of first-graders have scored what might be the ultimate coup: an elementary program in Mandarin.
For a half-hour every day, first- and second-graders at Meadowview receive instruction in China’s official language from Zhao, a private school teacher from Beijing.
The rare opportunity comes with the help of the Chinese government. Zhao and Xiaoman Song, who is teaching Chinese language classes at Oak Creek East Middle School and Oak Creek High School this school year, were provided to the district through a guest teacher program sponsored by Hanban – also known as China’s Office of Chinese Language Council International – and by the College Board.
Should Teachers Ignore Poverty’s Impact?
I received a message from a young woman named Erika Owens recently that was so honest and so important to our national argument about teachers that I decided to coax responses from smart people on both sides of the issue. It is an uncomfortable topic, making it all the more important that we pick at it a bit.
Owens described her effort to join the Philadelphia Teaching Fellows program, and her reaction to the prevailing view in that organization that good teachers should be able to raise the achievement of even the poorest kids. That is my belief, and the belief of the educators I most admire. But most Americans, including Owens, think people like me are wrongly discounting the effects of poverty and thus hurting, rather than helping, the national movement to raise the level of instruction in impoverished neighborhoods.
The issue can get very personal, which might explain why I rarely hear discussions of it. It is too easy to make one side think they are being called racists and the other side think they are being called bullies. So this time, it is a debate at a distance, nobody in the same room, just sending e-mails to a nosy columnist. Owens is up first, then several people who know schools well, then me.
Immersion: A Fascinating Look at Kids & Video Games
Private Schools Say They’re Thriving in Downturn
Winnie Hu & Alison Leigh Cowan:
Private schools across New York City say they are thriving this fall, with record numbers of applicants and no significant decline in donations. Yet almost daily, even brand-name schools are finding that they have to reassure jittery parents about shrinking endowments and dispel rumors that requests for financial aid are pouring in, and that economically squeezed families are pulling their children out and enrolling them in public schools.
Trinity’s interim head of school, Suellyn P. Scull, issued a letter taking issue with recent news reports that 45 families had given notice that they were leaving. Trinity, among the most competitive schools in the city, received 698 applications for the 60 kindergarten spots in this year’s class.
The school is not yet releasing admission numbers for next year’s class, but Ms. Scull wrote, “This year’s admissions season has been perhaps busier than usual, and to date we have had no reports of families planning to leave us.”
But the shrinking economy is taking a toll on investment returns at Trinity, whose endowment has fallen to $40 million from $50 million in July, and at other private schools, affecting what they can spend on programs and activities. “There’s no way of escaping it,” said Lawrence Buttenwieser, a former trustee at Dalton. “If it happens at Harvard, it will happen to everybody.”
Can She Save Our Schools? Michelle Rhee
In 11th grade, Allante Rhodes spent 50 minutes a day in a Microsoft Word class at Anacostia Senior High School in Washington. He was determined to go to college, and he figured that knowing Word was a prerequisite. But on a good day, only six of the school’s 14 computers worked. He never knew which ones until he sat down and searched for a flicker of life on the screen. “It was like Russian roulette,” says Rhodes, a tall young man with an older man’s steady gaze. If he picked the wrong computer, the teacher would give him a handout. He would spend the rest of the period learning to use Microsoft Word with a pencil and paper.
One day last fall, tired of this absurdity, Rhodes e-mailed Michelle Rhee, the new, bold-talking chancellor running the District of Columbia Public Schools system. His teacher had given him the address, which was on the chancellor’s home page. He was nervous when he hit SEND, but the words were reasonable. “Computers are slowly becoming something that we use every day,” he wrote. “And learning how to use them is a major factor in our lives. So I’m just bringing this to your attention.” He didn’t expect to hear back. Rhee answered the same day. It was the beginning of an unusual relationship.
The U.S. spends more per pupil on elementary and high school education than most developed nations. Yet it is behind most of them in the math and science abilities of its children. Young Americans today are less likely than their parents were to finish high school. This is an issue that is warping the nation’s economy and security, and the causes are not as mysterious as they seem. The biggest problem with U.S. public schools is ineffective teaching, according to decades of research. And Washington, which spends more money per pupil than the vast majority of large districts, is the problem writ extreme, a laboratory that failure made. (See pictures of a diverse group of American teens.)
Related: Nurith Aizenman:
“It was a very hard decision,” Rhee said of her vote. “I’m somewhat terrified of what the Democrats are going to do on education.”
No word on whether the intermediary was Jason Kamras, a top Rhee aide who advised the Obama campaign on education issues.
Now that Obama has won office, Rhee has reasons for both hope and alarm.
Before clinching the nomination, Obama bucked the National Education Association to introduce a Senate bill that would reward teachers according to the sort of statistically-based rating system Rhee champions. In his book “The Audacity of Hope,” Obama also stressed the need for linking increased teacher pay to greater accountability. And in his last debate with McCain, Obama even praised Rhee, describing her as “a wonderful new superintendent … who’s working very hard with the young mayor … who initiated, actually supports, charters.” (Rhee said she slept through that moment.)
On Obama’s School Choice
n Washington, we have these arguments every time a rich Democrat sends his kids to private schools, which is very often. The real issue is why the public schools are unacceptable to pretty much anyone, liberal or conservative, who has other options.
Most Washington public schools are hellholes. So parents here — including the first family — find hypocrisy a small price to pay for fulfilling their parental obligations.
According to data compiled by the Washington Post in 2007, of the 100 largest school districts in the country, D.C. ranks third in spending for each student, around $13,000 a pupil, but last in spending on instruction. More than half of every dollar of education spending goes to the salaries of administrators. Test scores are abysmal; the campuses are often unsafe.
Michelle Rhee, D.C.’s new school chancellor, in 17 months has already made meaningful improvements. But that’s grading on an enormous curve. The Post recently reported that on observing a bad teacher in a classroom, Rhee complained to the principal. “Would you put your grandchild in that class?” she asked. “If that’s the standard,” replied the principal, “we don’t have any effective teachers in my school.”
So if Obama and other politicians don’t want to send their kids to schools where even the principals have such views, that’s no scandal. The scandal is that these politicians tolerate such awful schools at all. For anyone.
It was reported last week that the Obamas have chosen the elite, $30,000 per year Sidwell Friends School for their daughters. On blogs, there are the predictable arguments about whether President-elect Obama should have chosen a public school instead, with reasonable ripostes about the daughters’ safety.
These arguments, overall, are mundane and avoid the point since the Obamas enjoy the same freedom of personal decision as everyone else in terms of choosing a school within the limits of their finances. Furthermore, no matter what school they attend, Malia and Sasha Obama have all of the advantages in the world. If they truly couldn’t be expected to turn out as decent, 18-year-old products of the District of Columbia School system, then the whole enterprise of public schooling should conceivably be scrapped.
I taught students the same age as Malia and Sasha for a few years in urban Los Angeles. My school was 100% racial minority: 75% Hispanic, 25% African-American. While Sidwell’s exhaustive website notes that the school’s missions include “prizing diversity” and “environmental stewardship,” our motto was simply, “Be respectful, responsible and safe.” I made sure my students abided by that credo, and I’ve lived to write a book and numerous articles about those experiences.
Free us to fix schools
Gwinnett County Public Schools is seeking freedom from the state to overhaul its methods for improving student performance.
The proposal, which includes flexible teacher pay, increasing class sizes and using aides as stand-ins for teachers, is being crafted by Gwinnett school administrators to give the state’s largest school district the flexibility to opt out of restrictive state education mandates.
Some school officials view the mandates as hindering the system’s ability to significantly raise standardized test scores.
School administrators have submitted a 104-page draft proposal to the state that details how the system could restructure and reassign teachers with the goal of closing the achievement gap between white, black and Hispanic students by 10 percent annually and improving participation in high-level academic courses.
“We are looking at a number of factors that may be outside the box of what the current rules in the state say,” Gwinnett school board member Louise Radloff said. “The key is making sure students are more successful. Having flexibility would allow us to try some things differently.”
Schools Trim Service hours to Help Students Go For Quality, Not Quantity
IT’S a rainy November Saturday in Yonkers, and all across town, high school students are engaged in the relentless pursuit of community service hours.
Five students from Horace Mann, a private school in the Riverdale section of the Bronx, are spackling and painting a half-gutted, partly bullet-riddled home on Porach Street so that a new family can move in. (Three hours.)
On the other side of town, students from Lincoln High School, a public school in Yonkers, are raucously demolishing the basement of a thrift store on Riverdale Avenue, to create space for storage. (Four hours.)
Meanwhile, on East 27th Street in Manhattan, a hostess at the upscale barbecue restaurant Blue Smoke is turning away the fifth person who showed up a day early looking to make crafts for underprivileged children. The restaurant’s Web site had the right date, she insists, but students these days seem pretty desperate to volunteer. (Come back tomorrow; two hours.)
Montgomery County School Consortiums Assessed in Report
Montgomery County’s high school consortiums, set up partly as a tool for desegregation, have done little to reverse racial isolation or white flight, according to a new report from a government oversight group released this week.
But school system leaders say the programs have succeeded in giving students a measure of choice about their education and have allowed administrators to shift school populations without a painful exercise in redrawing school boundaries.
Eight of the county’s 25 high schools belong to two consortiums, which allow students to choose from a menu of programs and schools, rather than settle for a neighborhood school or compete for a selective magnet program.
“They do provide a lot of choice, and we get a lot of positive feedback from parents that they like having those options,” said Marty Creel, director of enriched and innovative programs for the school system.
But the consortium programs have not done much to erase socioeconomic inequities, according to the 64-page report, released Tuesday by the county’s Office of Legislative Oversight. It finds that “neither consortium reversed minority isolation nor improved socio-economic integration.” Poverty rates have continued to increase at schools in the programs, sometimes at a faster rate than in the county as a whole. The percen tage of white students has dwindled at all eight schools, as in the county generally.
Bill and Melinda Gates go back to school
Their crusade to fix schools earned a “needs improvement,” so they have a new plan. The most surprising beneficiaries? Community colleges.
Claudio Wallis & Spencer Fellow:
ince 2000 the Bill & Melinda Gates Foundation has invested $2 billion in public education, plus another $2 billion in scholarships. Most of it went into efforts to improve high schools that serve poor and minority students – mainly breaking up big, urban high schools and creating smaller, friendlier, and in theory more scholastically sound academies. (All told, the Gates Foundation gave money to 2,602 schools in 40 school districts.) Overall, it hasn’t worked. [Much more on Small Learning Communities]
“We had a high hope that just by changing the structure, we’d do something dramatic,” Gates concedes. “But it’s nowhere near enough.”
The results were a disappointing setback. So Gates and his $35 billion foundation went back to school on the issue. They spent more than a year analyzing what went wrong (and in some cases what went right). They hired new leaders for their education effort, while Gates turned his attention to philanthropy full-time after stepping away from his operating role at Microsoft last summer.
In mid-November, when Gates and his wife, Melinda, were finally ready to unveil their fresh direction, they delivered the news at a private forum at the Sheraton Seattle for America’s education elite, including New York City schools chief Joel Klein, his Washington, D.C., counterpart, Michelle Rhee, Education Secretary Margaret Spellings, and top advisors to President-elect Obama.
The upshot is that Education 2.0 is bolder and more aggressive in its goals, and it involves even more intensive investment – $3 billion over the next five years. This time the focus isn’t on the structure of public high schools but on what’s inside the classrooms: the quality of the teaching and the relevance of the curriculum. It steers smack into some of the biggest controversies in American education – tying teacher tenure and salaries to performance, and setting national standards for what is taught and tested.
And it looks beyond high school. “Our goal, with your help, is to double the number of low-income students who earn post-secondary degrees or credentials that let them earn a living wage,” declared Melinda French Gates at the Seattle gathering.
Feds, teachers differ on ‘highly qualified’
Georgia teachers differ with the federal government as to how qualified they are, according to a national report released Tuesday.
While about 95 percent of Georgia’s middle and high school teachers met the federal requirement of “highly qualified,” only 65 percent of the teachers said in a survey that they had the appropriate certification, according to the study from the Education Trust, a child advocacy group.
The two percentages come from different reports completed during the 2003-04 school year, the last time the teacher survey was conducted by the U.S. Department of Education. The two reports also defined teacher quality differently.
The survey asked teachers to indicate whether they have full state certification in the subject they are assigned to teach.
The “highly qualified” label is mandated by the federal No Child Left Behind Act to ensure that all students have effective teachers. Congress passed the law in 2001 and allowed each state to develop its own definition of what constitutes a “highly qualified” teacher.
Georgia teachers are “highly qualified” if they have an academic degree in the subject matter they’re teaching; or if their college course work is equivalent to a major in that area; or if they pass a state content test in the subject.
An Interview with Kathleen Chamberlain: New IEP’s in N.Y.
Kathleen Chamberlain is the president of East End Special Education Parents, a not for profit parent advocacy group. She is mother of a child with a disability and formed EESEP with other local parents whose children were also not getting the special education services they felt they were entitled to. In addition to advocating for children with disabilities, she owns her own financial services firm. She lives with her husband, and daughter on Eastern Long Island in New York.
1) First of all, you are President of EESEP. What exactly is EESEP and what are you trying to do?
East End Special Education Parents is a not for profit parent advocacy group.Our main goal is to teach parents how to advocate for their children with disabilities and we have been very effective doing so.So effective in fact that our members are routinely trashed at local Board of Education meetings and in the local papers by school district administrations because knowledge is power and the school districts have it and sped parents don’t and they want to keep it that way.It’s our goal to make sure that doesn’t happen.
How I Got Into College: 6 Stories
Many seniors in the Class of ’09 — that’s more than 3.3 million students — are now applying to college. For many, it’s a time fraught with paperwork, essays, interviews and road trips. And after all that work, it comes down to a letter or an email: In or out?
Admissions are expected to be as competitive as ever, and many schools say even the economic downturn has not slowed the onslaught of early applications. At Cornell University, early applications are up 9% from what they were this time last year; at Amherst College, they are up 5%; and at Barnard College, the rise is 8%. The acceptance odds are still long; many highly selective schools accept fewer than 20% of applicants.
Counselors, admissions staff and parents can all provide useful advice for getting in, but some of the best tips can come from the most recent veterans of the application frenzy: college freshmen. We’ve asked a range of students to share what they’ve learned.
Dare to Dream
Matthew Crowley was set on going to Stanford University last fall, but all the signs told him he wouldn’t make the cut. He plugged his grades and test scores into a computer program that tracked college-acceptance statistics and came out on the low end of a graph for Stanford. Guidance counselors at Kent Denver, a private school he attended in Englewood, Colo., did not include Stanford on a list of suggested colleges. And he says a college adviser his family hired for $2,800 told him not to bother applying.
Letter to the College Board
It’s over. My long-running battle with you and the numbers you seek to define me by is finished. As my final act of surrender, I seek to prove, once and for all, that your tests say nothing about me or any creative student who submits to them.
First of all, to assuage my terrible relationship with math, every day for one month last year I went to my math teacher at six o’clock in the morning to mend it. I go to one of the top and most intense magnet schools in Los Angeles, take challenging classes, and am in the top 10% of my class. I read because I love to read, not because I’m forced to. I respect my teachers and I am absolutely addicted to learning. I am in multiple clubs and hold several leadership positions. I voluntarily wake up early and stay out late on Saturdays to protest for equal rights. I do community service around my city and around the world. I’m highly curious about everything. I play three instruments and write my own music. I have amazing friends from multitudes of cultural backgrounds and I am simply and enthusiastically passionate about living — qualities that don’t amount to a College Board number.
High school trains us to find our own voices, to figure out in our own innovative ways how to make a difference. Colleges advertise themselves as wanting to accept individuals willing to challenge themselves and be involved in their communities. How, then, does it make sense to judge us each by the same exact test?
Study: Math teachers a chapter ahead of students
Math can be hard enough, but imagine the difficulty when a teacher is just one chapter ahead of the students. It happens, and it happens more often to poor and minority students. Those children are about twice as likely to have math teachers who don’t know their subject, according to a report by the Education Trust, a children’s advocacy group.
Studies show the connection between teachers’ knowledge and student achievement is particularly strong in math.
“Individual teachers matter a tremendous amount in how much students learn,” said Ross Wiener, who oversees policy issues at the organization.
The report looked at teachers with neither an academic major nor certification in the subjects they teach.
Among the findings, which were based on Education Department data:
_In high-poverty schools, two in five math classes have teachers without a college major or certification in math.
_In schools with a greater share of African-American and Latino children, nearly one in three math classes is taught by such a teacher.
Math is important because it is considered a “gateway” course, one that leads to greater success in college and the workplace. Kids who finish Algebra II in high school are more likely to get bachelor’s degrees. And people with bachelor’s degrees earn substantially more than those with high school diplomas.
Ability Grouping for Gifted Children Podcast
Today’s topic is one that impacts gifted kids in schools on a regular basis. In the past, gifted children were often placed into special gifted classes or special, accelerated learning groups. The thinking went that gifted children learned at a faster pace than other kids, and if you could group gifted children together it was easier for those students and their teachers to move at a faster pace through a class’ subject matter.
However, the practice of grouping students by ability has become a controversial topic in many schools. As a result, during the last few years we have seen the dismantling of special gifted classes. We’ve seen teachers move away from the use of ability groups in their classrooms.
How are gifted students affected by this change and does it make sense to move away from ability grouping?
Schools of Hope project aims to improve Madison students’ algebra performance
Three weeks after its launch, the program at La Follette is operating smoothly, according to officials and students at the school.
Joe Gothard, who is in his second year as La Follette principal, said he sought to bring the tutoring program to the school to involve the community in raising achievement levels.
“We’re not going to settle for our students of color to be unsuccessful,” Gothard said.
Over the past several years, the school’s African American students have been less likely than their peers to complete algebra by 10th grade, although in some years the rate still exceeds the overall average for African American students in the Madison School District.
Gothard is troubled by the patterns on another measure of student achievement, the Wisconsin Knowledge and Concepts Examination, which show that the proportion of 10th graders demonstrating math proficiency ranks lower at La Follette than at any other major high school in Dane County. Just 53 percent of La Follette students received ratings of proficient or advanced on the test, compared to 65 percent in the district and 69 percent in the state.
“Initially there’s that burning in your stomach,” Gothard said, describing his reaction to such data, which was followed by a vow: “We are not going to accept going anywhere but up.”
Va. Math Standards’ Bar Might Be Raised
Kindergartners would be expected to be able to count to 100, not just to 30. Perimeter and area would be introduced and explored in third grade, instead of in second grade.
Those are among many proposed revisions to Virginia’s math standards that are part of a national movement to strengthen and streamline math education to prepare all students to learn algebra and higher concepts.
The standards prescribe in detail concepts students are expected to learn in each grade, and the state verifies whether those expectations are met each year through the Standards of Learning tests. Now the standards are being revised for the second time since their introduction in 1995.
Janesville’s Craig High School Considers Closing Campus
http://www.channel3000.com/education/18055586/detail.html:
According to Dr. Mike Kuehne, the principal of Craig High School, the reasons for keeping students has to do with the fact that some students who leave for lunch don’t come back.
“What we’re really trying to do is look out for the best interest of our students,” Kuehne said.
Safety is another concern for Kuehne. School officials said that they can’t control who visits students off school property.
“They hang around young adults — 18-, 19-, 20-year-olds — many of them not from our community and they’re just hanging there to associate with the kids who are going to lunch,” Kuehne said. “It’s not an environment that we think is safe for some of our students.”
So far, if the campus is closed next year it would only affect incoming students.
The Poetry of Pain: Slam poet Gayle Danley teaches children how words can soothe their wounds
She starts off with a poem titled “Round Like Bubbles”: “Round like a big fat green birthday balloon kissing the sky,” Gayle Danley begins, then turns her backside to the audience of fourth-, fifth- and sixth-graders at Deerfield Run Elementary School in Laurel and adds, “Why can’t I have a round one like J. Lo?”
The 275 students giggle nervously, immediately certain that this rather loud 43-year-old woman, a nationally renowned slam poet in jeans and a green maternity blouse, isn’t going to be teaching them any kind of poetry they’ve ever heard before. This stuff doesn’t rhyme. And, what? Did she just mention Jennifer Lopez in a poem?
“How come I don’t look like J. Lo?” the poet nearly shouts, plaintively stressing the word “I,” with a Southern accent, as the children titter. “You ever look in the mirror and go, ‘How come I don’t have hair that sings down my spine? How come?’ ” A few lines later, she switches gears: “I don’t need to be Halle Berry, I don’t need to be Alicia Keys, I don’t need to be bald-headed Britney” — they really crack up at that one — “I have it going on, because I have you.”
Change Our Public Schools Need
Can Barack Obama bring change to American education? The answer is: Yes he can. The question, however, is whether he actually will. Our president-elect has the potential to be an extraordinary leader, and that’s why I’ve supported him since the beginning of his campaign. But on public education, he and the Democrats are faced with a dilemma that has boxed in the party for decades.
Democrats are fervent supporters of public education, and the party genuinely wants to help disadvantaged kids stuck in bad schools. But it resists bold action. It is immobilized. Impotent. The explanation lies in its longstanding alliance with the teachers’ unions — which, with more than three million members, tons of money and legions of activists, are among the most powerful groups in American politics. The Democrats benefit enormously from all this firepower, and they know what they need to do to keep it. They need to stay inside the box.
And they have done just that. Democrats favor educational “change” — as long as it doesn’t affect anyone’s job, reallocate resources, or otherwise threaten the occupational interests of the adults running the system. Most changes of real consequence are therefore off the table. The party specializes instead in proposals that involve spending more money and hiring more teachers — such as reductions in class size, across-the-board raises and huge new programs like universal preschool. These efforts probably have some benefits for kids. But they come at an exorbitant price, both in dollars and opportunities foregone, and purposely ignore the fundamentals that need to be addressed.
What should the Democrats be doing? Above all, they should be guided by a single overarching principle: Do what is best for children. As for specifics, here are a few that deserve priority.
Children Who Live in Public Housing Suffer in School, Study Says
Manny Fernandez
New York City children who live in public housing perform worse in school than students who live in other types of housing, according to a study by New York University researchers.
The study, which is being released on Monday, found that students living in public housing are more likely to drop out of high school and less likely to graduate in four years than those who do not live in public housing.
It also showed that fifth graders living in public housing did worse on standardized math and reading tests than fifth graders who lived elsewhere. Researchers found this disparity in fifth-grade test scores even when comparing students at the same school who shared similar demographics, like race, gender and poverty status.
The report is the first large-scale study of the academic performance of children growing up in the city’s 343 public housing complexes, researchers said. They suggest that those children face social and economic hurdles at home that affect their success in the classroom and illustrate the often-overlooked role that housing can play in education. The report was done by the university’s Furman Center for Real Estate and Urban Policy and its Institute for Education and Social Policy.
Will Fitzhugh’s Madison Talk – Audio
Author, publisher, entrepreneur and good guy Will Fitzhugh recently visited Madison. Listen to the 90 minute event via this 41MB mp3 audio file [CTRL-Click to Download]. (Please note that the audio level varies a bit during the talk – sorry). Video version is available here.
I’d like to thank www.activecitizensforeducation.org, www.madisonunited.org and supporters who wish to remain anonymous for making Will’s visit a reality.
Anything but Knowledge
“Why Johnny’s Teacher Can’t Teach” (1998)
from The Burden of Bad Ideas
Heather Mac Donald
Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.
Pros, cons of kids missing school for vacation
When my son, Rowan, was little, the idea that anything on his schedule would ever take priority over my expiring frequent-flier miles, or the opportunity to go on a vacation when the rest of the child-rearing hordes were in school, seemed to me like giving in.
It was like admitting I was one of Them – those overly involved, rule-abiding parents whose world revolved around PTA and soccer schedules, and crafting elaborate dioramas of Indian pueblos. After all, I reasoned, wasn’t the experience of seeing the Duomo in Florence or hiking Hawaii’s Na Pali Coast state park with your family as valuable as reading “The Very Hungry Caterpillar?”
Part of my nonchalance, I think, stemmed from the fact that when I was in school, summer vacation stretched for three languorous months, winter break for three weeks, and we had both a ski week and an Easter week.
The Sidwell Choice: The Obama Family Leads by Example
Wall Street Journal Editorial:
Michelle and Barack Obama have settled on a Washington, D.C., school for their daughters, and you will not be surprised to learn it is not a public institution. Malia, age 10, and seven-year-old Sasha will attend the Sidwell Friends School, the private academy that educates the children of much of Washington’s elite.
Vice President-elect Joe Biden’s grandchildren attend Sidwell — as did Chelsea Clinton — where tuition is close to $30,000 a year. The Obama girls have been students at the private University of Chicago Laboratory Schools, where tuition runs above $21,000. “A number of great schools were considered,” said Katie McCormick Lelyveld, a spokeswoman for Mrs. Obama. “In the end, the Obamas selected the school that was the best fit for what their daughters need right now.”
Note the word “selected,” as in made a choice. The Obamas are fortunate to have the means to send their daughters to private school, and no one begrudges them that choice given that Washington’s public schools are among the worst in America.
Critical Thinking
The Pioneer Institute [April 2006]
A Review of E.D. Hirsch’s The Knowledge Deficit (Houghton Mifflin, 2006)
by Will Fitzhugh, The Concord Review
E.D. Hirsch, Jr., who published Cultural Literacy in 1987, arguing that there was knowledge which every student ought to have, has now published another book, The Knowledge Deficit, (Houghton Mifflin, 2006) suggesting that the bankruptcy of the “transfer of thinking skills” position has lead to preventing most U.S. schoolchildren, and especially the disadvantaged ones who really depend on the schools to teach them, from acquiring the ability to read well.
Not too long after the beginning of the twentieth century, the U.S. mental measurement community convinced itself, and many others, that the cognitive skills acquired in the study of Latin in school did not “transfer” to other important tasks, one of which at the time was teaching students “worthy home membership.”
As a result, not only was the study of the Latin language abandoned for many students, but at the same time the “baby”–of Caesar, Cicero, Horace, Tacitus, Virgil and others–was thrown out with the “bathwater.” In losing the language, we also lost Roman history, law, poetry, and prose.
In place of this classical knowledge which had been thought essential for two thousand years, the mental measurement community offered “thinking skills,” which they claimed could be applied to any content.
Professor Hirsch reaches back beyond the mental measurement folks to Thomas Jefferson, for someone who shares his view of the value of the knowledge in books:
“In our pre-romantic days, books were seen as key to education. In a 1786 letter to his nephew, aged fifteen, Jefferson recommended that he read books (in the original languages and in this order) by the following authors: [history] Herodotus, Thucydides, Xenophon, Anabasis, Arian, Quintus Curtius, Diodorus Siculus, and Justin. On morality, Jefferson recommended books by Epictetus, Plato, Cicero, Antoninus, Seneca, and Xenophon’s Memorabilia, and in poetry Virgil, Terence, Horace, Anacreon, Theocritus, Homer, Euripides, Sophocles, Milton, Shakespeare, Ossian, Pope and Swift. Jefferson’s plan of book learning was modest compared to the Puritan education of the seventeenth century as advocated by John Milton.” (p. 9)
Education remains the elephant in the room
You know that line about “the best-laid plans”? It came to mind earlier this month as I sat in on a west-metro League of Women Voters briefing on big plans to tidy up the mess that’s been made of Minnesota’s school-funding system.
A “New Minnesota Miracle.” That idea was supposed to be the big issue in state House races this summer and fall. It was supposed to be top-tier policy stuff at the 2009 Legislature. The studies have been done; the proposal drafted; the stakeholders’ coalition built, and the hearings held around the state.
And the state senator who led the briefing, Minnetonka DFLer Terri Bonoff — well, according to her plan last winter, she wasn’t even going to be in the Legislature in 2009. She aimed to be off to Congress as the newly elected successor to Third District Rep. Jim Ramstad.
Plans go awry. Bonoff is still in the state Senate. The education issue is being eclipsed by economic distress and — temporarily, let us pray — by the Coleman-Franken recount.
Allen family’s costs pile up for kids’ education
Parents know putting three kids through public school can be expensive.
The Swiateks in Allen know exactly how much.
At The Dallas Morning News’ request, the family agreed to keep a tab on how much they spend on school-related expenses for their three children.
tually look at the numbers and add it up,” said Beth Swiatek, who says she takes pride in spending money wisely.
Rachael is a high school senior, Erin is a high school freshman and Joel is in sixth grade.
Before the school year had even begun, the Swiateks paid nearly $2,800 to ready their children for the school year. That total did not include school clothes, but it did pull in the first payments for the two oldest children to go on a band trip. That trip to Hawaii will cost $2,200 per child.
Ecuador exchange enhances Madison Country Day School
A recent visit by six exchange students from Ecuador enhanced the global view embraced by Madison Country Day School.
The students stayed for two weeks, attending classes at the private school for pre-kindergarten through 12th grade in the town of Westport and staying with students’ families.
They also shared aspects of their culture, in part by dancing at the school’s weekly assembly.
“It’s just one facet of the whole international program here,” said Fabian Fernandez, a sophomore at Madison Country Day School. “The whole culture exchange — it really shakes you out of a routine … . You can really become a member of the global community.”
Some students from the school here have visited Colegio Britanico Internacional, a school in Quito, Ecuador.
On Australian Education Reform
TEACHERS will need to be better trained and good teachers could be rewarded for working in the most difficult schools, Federal Education Minister Julia Gillard said.
As well, schools’ education performances will be published and they will have to explain where all their funding comes from.
Outlining the key elements of the Government’s education reform program, Ms Gillard said Australia still ranked well in international studies.
But performance was not as good as it could be and at the highest levels it was static or declining while there was a persistent tail of low achievement.
Presenting the keynote speech to an education forum in Melbourne, Ms Gillard said the Council of Australian Governments (COAG) was to meet on Saturday to finalise the new $28 billion National Education Agreement.
Community Input on Math Task Force Recommendations – SAVE THE DATES!
Hi – there will be 2 community input forums to gather input from the community on the recommendations of the Math Task Force. The report of the MTF can be found at:
http://www.mmsd.org/boe/math/
The forums are scheduled for:
Monday, December 8 from 6:00-8:00pm at Memorial High School
Tuesday, December 9 from 6:00-8:00pm at LaFollette High School
I am not sure of the format yet but know this is a busy time of year so wanted to give you an opportunity to mark your calendars if you plan on attending on of the forums. I’ll send more information when available.
Arlene
“The Obamas Walk Away from Public Schools” and a Look at Sidwell Friends
Not that there’s anything wrong with that. In fact, it’s wonderful that the Obamas had such a broad range of public and private school choices available to them. What’s puzzling is that the president-elect opposes programs that would bring that same easy choice of schools within reach of families who lack his personal wealth. By his actions, Senator Obama is demonstrating that he is not willing to wait for his own policy prescriptions to “fix and improve” public schools, but he expects folks with less ample bank accounts to patiently await his hoped-for change.
And while many reports will no doubt trumpet the $25,000+ tuition at Sidwell Friends, implying that this is extravagantly beyond what is spent in D.C. public schools, they will be mistaken. As I wrote in the Washington Post and on this blog, D.C. public schools also spent about $25,000 per child in the 2007-08 school year.
It’s not that president-elect Obama is against spending a lot of money on other people’s kids — he’s just against letting their parents choose where that money is spent.
It is the Quaker ethos that is the most striking feature of Sidwell Friends School, the one chosen by President-elect Obama for his daughters Sasha and Malia. A sense of community, equality and friendship runs through every classroom: children are encouraged to strive for their best, but to value above all their relations with each other and their place in the school family.
For any president trying to ensure that his children enjoy as normal an education as possible, such an ethos is invaluable. However rich, influential or politically important the parents – as many at Sidwell are – what matters is the “inner light” in every child. Pupils are not ranked by academic scores, and Sidwell never releases its SAT scores or college admission list. In race, wealth and nationality and in all else, all are treated the same. The two Obama girls will find their White House address is officially all but irrelevant.
Sidwell, founded in 1883 and now enrolling more than 1,000 children from kindergarten to 18, was a committed pioneer of integration and coeducation. More than one third of its intake belongs to ethnic minorities and one fifth receives financial assistance to help with the fees. The only preference is to those with Quaker connections. Since my wife and I went to Quaker schools, our daughter spent three happy primary years there during my time as bureau chief in Washington.
US officials flunk test of Amerian history, economics, civics
2008-2009 American Civic Liberty Report:
US elected officials scored abysmally on a test measuring their civic knowledge, with an average grade of just 44 percent, the group that organized the exam said Thursday.
Ordinary citizens did not fare much better, scoring just 49 percent correct on the 33 exam questions compiled by the Intercollegiate Studies Institute (ISI).
“It is disturbing enough that the general public failed ISI’s civic literacy test, but when you consider the even more dismal scores of elected officials, you have to be concerned,” said Josiah Bunting, chairman of the National Civic Literacy Board at ISI.
“How can political leaders make informed decisions if they don’t understand the American experience?” he added.
The exam questions covered American history, the workings of the US government and economics.
Among the questions asked of some 2,500 people who were randomly selected to take the test, including “self-identified elected officials,” was one which asked respondents to “name two countries that were our enemies during World War II.”
The Battle over State Tax Dollar K-12 Funding in NY State
Lost in all the noise of this week’s budget fight in Albany was a proposal from Gov. David Paterson that could fundamentally change the unfair way in which school aid is apportioned across New York State.
The change, which would benefit needier districts like New York City, is long overdue. It also is bound to face strong political resistance. Mr. Paterson should stick to his guns in December when he presents his budget for the next fiscal year.
Over the years, school aid in New York has been calculated with dozens of mind-bending formulas — income levels, taxing powers and so on. But year after year, no matter what numbers were plugged into the formulas, New York City invariably received about 39 percent of any increases in school spending, Long Island (championed by powerful state senators) got between 12 percent and 13 percent and the rest of the state the balance.
Are Tennessee schools too easy? ACT scores show lack of readiness
Only four Tennessee public high schools are preparing students to pass basic academic courses when they go on to college, if their ACT entrance exams are the indicator.
The ACT is one of the most high-profile, high-stakes tests in the country. In Tennessee, a score of 21 out of a perfect 36 is one of the requirements to earn a lottery scholarship.
Students from Hume-Fogg and Martin Luther King magnet schools in Metro Nashville, Merrol Hyde Magnet in Hendersonville and Gatlinburg-Pittman in East Tennessee averaged ACT scores high enough over a three-year period to be considered ready for basic college coursework. Only 18 percent of Tennessee’s class of 2008 students who took the test met that standard, compared with about 22 percent of students nationally.
Education experts in the state and region say that’s more evidence of what they’ve been saying about Tennessee’s high school curriculum: It’s too easy.
“We see high school valedictorians who are forced to take remedial courses,” said Alan Richard, spokesman for the Southern Regional Education Board, a nonprofit network that focuses on learning in the South. “That means there’s a gulf between what high schools teach and what colleges expect.”
Obama’s Education Transition Team
Darling-Hammond, a teacher-friendly educator, has been tapped by President-elect Barack Obama to head his transition team on education policy.
Her name appears on some – not all – of the guessing-game lists put out by education observers speculating about who Obama will pick to head the huge U.S. Department of Education. And she is the subject of an online petition begun by a teacher in Hawaii that’s attracted thousands of people – many of them teachers – urging the president-elect to choose her.
“I have no idea who it will be,” says Darling-Hammond, switching the topic to what she described as an education agenda “more bold and ambitious than anything we’ve seen since the Elementary and Secondary Education Act in 1965 … and the Education for All Handicapped Children Act” a decade later.
At this point, it’s still all about big money and big concepts: $10 billion to develop preschool programs for all children; $8 billion to narrow the achievement gap in elementary and secondary schools; $11 billion to send more students to college.
Academic Decathlon faces coach shortages
It’s early in the season for Academic Decathlon, but several previously successful Milwaukee-area schools are already out of the game.
The problem isn’t a lack of smarts for the battle of the brains between school teams – it’s a lack of coaches.
Wisconsin Academic Decathlon last week announced the 60 schools that advanced to the regional competition on Jan. 9. Officials from previously successful institutions that failed to make the list – Nicolet, Wauwatosa West, Bay View and Kettle Moraine high schools – said they didn’t field teams because they couldn’t find coaches to lead the groups.
“Funding has been easier to get than teachers,” state Academic Decathlon Director Mollie Ritchie said. “Usually a school drops its program because a coach left or retired.”
For schools around Milwaukee, and Rhinelander High School in northern Wisconsin, filling the shoes of a coach who left or gave up the position has posed problems because of the nature of the job – a time consuming, seven-month commitment if the team is successful, not counting hours inevitably spent fund raising.
With Democrats in charge, Wisconsin teacher pay cap could bite the dust
I don’t think it’s any secret that we think the QEO should be eliminated,” said Bell, whose union spent more than $2 million to help Democrats win control of the Assembly this fall. “It’s not productive for our school districts or my members.”
The union appears to have found a willing partner in the next Legislature. Already, state schools superintendent Libby Burmaster has included repealing the QEO in her budget request to Doyle. Carrie Lynch, a spokeswoman for Senate Majority Leader Russ Decker, D-Weston, said Decker supports a repeal, and Senate Democrats voted for it in the last budget. Assembly Speaker-elect Mike Sheridan, D-Janesville, said Democrats in his house would be “looking at it very closely.”
But Beloit homeowner Dwight Brass said he feared school boards would end up allowing teachers’ pay to rise too much, and with it property taxes. “The trend would be the school board would want to avoid conflict” with the union, he said.
Dan Rossmiller, a lobbyist for the Wisconsin Association of School Boards, said removing the QEO while leaving revenue caps in place would mean disaster for schools. Their main expense — teacher salaries — would grow much faster than their revenues would be permitted to grow, he said.
“It’s certainly going to mean cuts in teachers’ positions if it does go away,” he said of the QEO.
Milwaukee Schools Change Teaching, Reading & Writing Strategies; Search for New Teaching & Learning Director
Major changes in how Milwaukee Public Schools teaches reading and writing are coming soon, according to school Superintendent William Andrekopoulos.
He said a team of outside experts has been evaluating MPS literacy efforts and he expects to get its report in December. He said he has been given indications of what the experts will recommend.
“I think you will see this report turning things upside down, changing some past practices, and making some bold changes that we hope will improve the performance of our kids,” he said earlier this week.
He said the state Department of Public Instruction had put together the expert team and was paying for the study as part of plans aimed at bringing MPS into compliance with goals set by the federal No Child Left Behind law.
“We’re going to take it to heart, what’s in that report,” he said. “The status quo is unacceptable. . . . We realize if we just continue to do the same thing, we’re going to get the same results.”
He did not provide details of what is expected to be in the report.
A Surprisingly Sensible 21st-Century Report
Only six weeks have passed since my last cranky diatribe about teaching what are called “21st-century skills” in our schools. I think the 21st-century skills movement is mostly a pipe dream, promoted by well-meaning people who embrace the idea of modernity but fail to consider how these allegedly new and important lessons can be taught by the usual victims of such schemes, classroom teachers.
Now I am forced to calm down, take a breath and consider the possibility that I was wrong about this, because a scholar whose work I admire has produced the first sensible report on 21st-century skills I have read. “Measuring Skills for the 21st Century” was written by Elena Silva, senior policy analyst at the Education Sector think tank in Washington. It is available at http://www.educationsector.org/research/research_show.htm?doc_id=716323. It suggests that this idea is vital, important and ought to be pursued, no matter what I say.
I telephoned Silva to express my concern that we differ on this issue, since she always knows what she is talking about and I sometimes don’t. Our conversation reassured me. She has the same doubts I do about the loose and overheated way the 21st-century skills concept has been marketed, and the failure to give teachers useful guidance on what to do with it. She agrees with me that much of what is labeled 21st-century learning is not new, but represents what our best educators have been teaching for several centuries.
Alan Kay: A powerful idea about teaching ideas
TED Talks:
Public School Parents, Unite!
Now that we’ve made history by electing our first African-American president, what has changed? On first blush, not much, especially when it comes to our schools. Indeed, as the spiraling United States economy takes precedence, education is moving to the back burner, though sadly it was never really on the front burner during the campaign. Meanwhile Washington high society is swooning as chatty lifestyle stories document the courtship of Barack Obama’s daughters by a bevy of exclusive private schools. Am I the only one who is outraged here?
Again, I feel compelled to point out, one last time: Sarah Palin was taken tirelessly to the mat for every detail of her personal life — her mothering skills, hunting proclivities, reading habits (such as they were), the wacky names of her children, her pricey outfits and even the height of her heels. By contrast, the Obama family’s move from toney Chicago private school (chosen before presidential security was an issue) to toney Washington private school draws little national commentary. Why? Because for the ruling American political and professional class, not to mention the news media, sending one’s child to public school is unthinkable; and has nothing to do with public education policy. (Love that Teach for America, though! And universal preschool — it’s great! Computers! Innovation! Stimulation! Richard Branson! Aspen Technology Conference! Blah, blah blah.)
Meanwhile, as the fall days darken earlier, in my own Los Angeles Unified school district, citizens here have just passed a $7 billion construction bond — not because we need more new schools (we’ve already approved $20 billion via four previous bond issues), but because a consulting firm deduced that $7 billion was the size of a blank check most likely to be approved by voters.
Much more on Sandra Tsing Loh.
Classic
Academic Credit for Sports in Texas
The proposal, which could go into effect as early as next school year, would allow four years of sports to count as elective credits toward graduation instead of the current maximum of two years.
The board’s 10-5 vote followed often emotional debate, with both Dallas members – Republican Geraldine Miller and Democrat Mavis Knight – voting no.
Supporters said the move would keep kids in school and spur them to do well in academic courses. Critics charged that the plan would de-emphasize academics and return to the days of “football comes first.”
Ms. Miller was among the most vocal opponents, insisting the plan would “completely dismantle” many of the education reforms enacted in Texas over the last two decades.
“This takes us back to the way things used to be,” she said. “Our school reform movement put everything in perspective, with academics coming first. Now, we are opening the door to water down all the efforts we have made to strengthen standards in our schools.”
But Craig Agnew, the Brenham High School coach and teacher who petitioned the board to adopt the rule, said an “unfair burden” exists for student athletes who must meet stringent course requirements to retain their athletic eligibility.
Reform Teacher Training & Education Research
Bryk said, noting that less than 0.25 percent of the overall education budget — an estimate based on education as a $500 billion a year industry in the United States — is allocated to research and development. By contrast, he noted, in fields such as medicine and engineering, 5 to 15 percent of the total budget is spent on R&D.
Bryk expressed, moreover, concern that most research is being conducted in the university setting where, as he wrote, “new theory development is more valued than practical solutions.” This environment, he said, is not conducive to the creation of workable solutions in education reform — not as long as scholarly articles in journals are considered the acme of accomplishment in educational research.
The Test Passes, Colleges Fail
FOR some years now, many elite American colleges have been downgrading the role of standardized tests like the SAT in deciding which applicants are admitted, or have even discarded their use altogether. While some institutions justify this move primarily as a way to enroll a more diverse group of students, an increasing number claim that the SAT is a poor predictor of academic success in college, especially compared with high school grade-point averages.
Are they correct? To get an answer, we need to first decide on a good measure of “academic success.” Given inconsistent grading standards for college courses, the most easily comparable metric is the graduation rate. Students’ families and society both want college entrants to graduate, and we all know that having a college degree translates into higher income. Further, graduation rates among students and institutions vary much more widely than do college grades, making them a clearer indicator of how students are faring.
So, here is the question: do SATs predict graduation rates more accurately than high school grade-point averages? If we look merely at studies that statistically correlate SAT scores and high school grades with graduation rates, we find that, indeed, the two standards are roughly equivalent, meaning that the better that applicants do on either of these indicators the more likely they are to graduate from college. However, since students with high SAT scores tend to have better high school grade-point averages, this data doesn’t tell us which of the indicators — independent of the other — is a better predictor of college success.
At Transition High, teens leave past behind
From the corner of N. 27th St. and North Ave., Transition High School looks more like a strip mall than a place where teenagers are turning their lives around.
The Milwaukee public school, which opened in March, is home to students working through challenges beyond the scope of what most traditional high schools can handle. Some have been expelled. Others have served sentences in the House of Correction or a youth facility. Some have been truant for more than a year.
But on a recent day, as they wrapped up online coursework and got ready for an afternoon of off-campus rock climbing, students talked about how safe they felt.
“This is a non-violent place,” said Charles Banster, 16, and a sophomore. “Nobody has problems here.”
Another student, who said he had spent time in a large school on the city’s south side, agreed. The small environment makes him feel like he’s among family.
“I don’t like too many people around me,” said 14-year-old Tim Owens-Rice. “I just feel paranoid.” In the past, that need to define and defend his personal space has led to fights, he said.
Study Abroad Flourishes, With China a Hot Spot
The big-box aesthetic does not immediately lend itself to any other use. The buildings are often upward of 150,000 square feet. There simply aren’t many enterprises that need that much space, and because the buildings are built for a single-use purpose, it’s not so easy to break them up into smaller units. Yet all over the country, resourceful communities are finding ways to reuse these buildings, turning them into flea markets, museums, schools–even churches.
“>Tamar Lewin:
Record numbers of American students are studying abroad, with especially strong growth in educational exchanges with China, the annual report by the Institute on International Education found.
The number of Americans studying in China increased by 25 percent, and the number of Chinese students studying at American universities increased by 20 percent last year, according to the report, “Open Doors 2008.”
“Interest in China is growing dramatically, and I think we’ll see even sharper increases in next year’s report,” said Allan E. Goodman, president of the institute. “People used to go to China to study the history and language, and many still do, but with China looming so large in all our futures, there’s been a real shift, and more students go for an understanding of what’s happening economically and politically.”
Washington DC Schools’ Chancellor Michelle Rhee Proposes Parent Academy, Better Security
Revamped security and discipline policies, more specialized schools, a “Parent Academy” to help District parents take charge of their children’s education and the possibility of more school closures are part of the long-term vision proposed by Chancellor Michelle A. Rhee in a new document.
The 79-page “action plan,” which Rhee will present to the D.C. Council tomorrow, pulls together a broad variety of ideas that have been only hinted at publicly, including a possible end to out-of-school suspensions and an increase in the number of “theme” schools, focusing on high technology, language immersion, or gifted and talented students.
Other goals in the draft document — the need for new and better-paid teachers, higher test scores, closing the achievement gap between white and minority students — are ones she has frequently articulated. Taken together, they provide the most detailed picture of Rhee’s aspirations for the 120-school system, which is affected by declining enrollment and poor academic performance.
You are Invited: Varsity Academics in Madison Tonight, 11/19 @ 7:00p.m.
Wednesday, November 19, 2008; 7:00p.m. in Madison. [PDF Flyer]
Lecture Hall 1345
Health Sciences Learning Center (HSLC)
750 Highland Avenue Madison, WI [Map]
We hope that Mr. Fitzhugh’s appearance will create new academic opportunities for Wisconsin students.
Parking
Metered parking is available at the University Hospital (UWHC) Patient/Visitor Lot [Map], just south of the HSLC. Free parking is available in Lot 85, across the street from the HSLC and next to the Pharmacy Building at 2245 Observatory Drive [Map].
About the Speaker:
Low standards led Will Fitzhugh to quit his job as a history teacher in 1987 and begin publishing the journal [The Concord Review] out of his home in Concord, Mass.
Concerned that schools were becoming anti-intellectual and holding students to low standards, he thought the venture could fuel a national–even international–interest in student research and writing in the humanities.
“As a teacher, it is not uncommon to have your consciousness end at the classroom wall. But I came to realize that there was a national concern about students’ ignorance of history and inability to write,” he said.
During his 10 years of teaching at Concord-Carlisle High School, the 62-year-old educator said in a recent interview, he always had a handful of students who did more than he asked, and whose papers reflected serious research.Those students “just had higher standards, and I was always impressed by that,” Mr. Fitzhugh said. “I figured there have got to be some wonderful essays just sitting out there. I wanted to recognize and encourage kids who are already working hard, and to challenge the kids who are not.”
Fitzhugh will discuss the problems of reading, writing and college readiness at the high school level. There will be an extended discussion period.
For more information, or to schedule some time with Mr. Fitzhugh during
his visit, contact Jim Zellmer (608 213-0434 or zellmer@gmail.com), Lauren Cunningham (608 469-4474) or Laurie Frost (608 238-6375).
Wisconsin Poll on Public Education:
A Slight Majority Believe They Received a Better Education than Students Do Today
Residents Support Major Reforms in Teacher Compensation
Wisconsin Policy Research Institute:
There are some issues that seemingly never change. Twenty years ago 49% of Wisconsin residents thought they had received a better education in elementary and secondary schools than students today. In 2008, 47% of Wisconsin residents had the same view. Twenty years ago 70% of our residents rated their local schools as excellent or very good. Today, 69% rated their local schools as excellent or good.
Twenty years ago 76% of our residents supported merit pay for teachers; today 77% of our residents support merit pay for teachers. Twenty years ago 58% of our residents thought that discipline in our public schools was too lenient; today 60% hold this view.
These are among the key findings about statewide policy issues from the most recent survey of 600 Wisconsin residents conducted by the Wisconsin Policy Research Institute, Inc. and Diversified Research between November 9 and 10, 2008.
The Overall Quality Of Education
47% of the respondents in this survey thought that they had received a better education at the elementary and secondary level than students do today; 44% disagreed. Twenty years ago 49% thought they had received a better education and 45% thought they had not. Demographically there is a large gap in this response based on race–46% of Whites in 2008 thought they had received a better education, but 90% of Black respondents thought they had received a better education and only 10% thought that students today received a better education.
Head of Teachers’ Union Offers to Talk on Tenure and Merit Pay
Randi Weingarten, president of the American Federation of Teachers, said Monday that given the economic crisis, her union would be willing to discuss new approaches to issues like teacher tenure and merit pay.
“Faced with declining tax revenues, state and local governments are cutting” education budgets nationwide, Ms. Weingarten said in a speech to education policy makers in Washington.
“In the spirit of this extraordinary moment, and as a pledge of shared responsibility, I’ll take the first step,” she said. “With the exception of vouchers, which siphon scarce resources from public schools, no issue should be off the table, provided it is good for children and fair to teachers.”
It is unclear how much practical effect Ms. Weingarten’s speech will have on the stance her 1.4-million-member union and its locals take in negotiations with school districts or in lobbying state legislatures.
Charter schools to buy three Minneapolis district buildings
The Minneapolis School District is close to finalizing the sale of three of its shuttered buildings. But unlike previous real estate deals, the district this time entertained offers from charter schools.
St. Paul, Minn. — Minneapolis School Board member Pam Costain calls the sale of Franklin, Putnam, and Morris Park Schools “uncharted territory.” That’s because, even though the district has leased space to private schools before, there used to be a policy banning the sale of any of district buildings to charter schools — with the idea that they’re the competition.
But that’s exactly who’s in line to move into these buildings, in North, Northeast, and South Minneapolis.
Not Everyone Wants to Move Toward Rating Educators by Student Progress
For a while, the fight over how to improve public schools seemed to be quieting down. During the presidential campaign, Republican and Democratic education advisers happily finished each other’s sentences on such issues as expanding charter schools, recruiting better teachers and, in particular, rating schools by how much students improve.
Moving to the growth model for school assessment, by measuring each student’s progress, seems to be the favorite education reform of the incoming Obama administration. Up till now, we have measured schools by comparing the average student score one year with the average for the previous year’s students. It was like rating pumpkin farmers by comparing this year’s crop with last year’s rather than by how much growth they managed to coax out of each pumpkin.
The growth model appeals to parents because it focuses on each child. It gives researchers a clearer picture of what affects student achievement and what does not. Officials throughout the Washington area have joined the growth model (sometimes called “value-added”) fan club. The next step would be to use the same data to see which teachers add the most value to their students each year.
Keeping Notes Afloat in Class
Third-graders at Hunters Woods Elementary School are required to learn the fundamentals of the violin. They know how to stand up straight, how to hold their instruments and how to use the tippy tips of their fingers when they press on the strings so they don’t make what their teacher calls “an icky sound.”
After learning a grand total of eight notes, they also know how to make music. Their repertoire one fall morning included pieces from a range of cultures and styles: “Caribbean Island,” “Seminole Chant,” “Good King Wenceslas.”
In Fairfax County and elsewhere, students often begin studying violin in fourth grade. Hunters Woods, an arts and science magnet school in Reston, gives them a one-year head start. Experts say the earlier children begin, the more likely they are to succeed in music.
Hunters Woods, with 950 students, is one of more than a dozen local schools in which teachers are trained through the Kennedy Center for the Performing Arts to infuse arts education into other subjects. For instance, students might build instruments from recycled materials, learn science through lessons on sound and vibration or study math through measurement and patterning. Some also compose songs with lyrics inspired by Virginia history.
But music programs and the rest of the education budget are under scrutiny as the county School Board seeks to close a $220 million budget shortfall for the fiscal year that begins in July. One proposal to save about $850,000 would trim band and strings teaching positions, making it tough to keep such programs in third and fourth grades, said Roger Tomhave, fine arts coordinator for Fairfax schools.
This tune sounds familiar. Madison formerly offered a 4th grade strings program (now only in 5th).
Another Look at the Madison School District’s Use of “Value Added Assessment”
The analysis of data from 27 elementary schools and 11 middle schools is based on scores from the Wisconsin Knowledge and Concepts Examination (WKCE), a state test required by the federal No Child Left Behind law.
Madison is the second Wisconsin district, after Milwaukee, to make a major push toward value-added systems, which are gaining support nationally as an improved way of measuring school performance.
Advocates say it’s better to track specific students’ gains over time than the current system, which holds schools accountable for how many students at a single point in time are rated proficient on state tests.
“This is very important,” Madison schools Superintendent Daniel Nerad said. “We think it’s a particularly fair way … because it’s looking at the growth in that school and ascertaining the influence that the school is having on that outcome.”
The findings will be used to pinpoint effective teaching methods and classroom design strategies, officials said. But they won’t be used to evaluate teachers: That’s forbidden by state law.
The district paid about $60,000 for the study.
Much more on “Value Added Assessment” here.
Ironically, the Wisconsin Department of Public Instruction stated the following:
“… The WKCE is a large-scale assessment designed to provide a snapshot of how well a district or school is doing at helping all students reach proficiency on state standards, with a focus on school and district-level accountability. A large-scale, summative assessment such as the WKCE is not designed to provide diagnostic information about individual students. Those assessments are best done at the local level, where immediate results can be obtained. Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum.”
Related:
- Wisconsin, Mississippi have “easy state K-12 exams” – NY Times
- Much more on Wisconsin’s state exam; the WKCE, here.
- The Fordham Foundation gave Wisconsin’s standards a “D”.
- The Death of WKCE? Task Force to Develop “Comprehensive Assessment System for Wisconsin”
- Alan Borsuk has more
Teachers union talks of big goals in Washington
The head of the American Federation of Teachers signaled the union’s willingness Monday to work broadly on education reform with the incoming Obama administration. It said that, with the exception of school vouchers, “no issue should be off the table.”
AFT president Randi Weingarten cautioned lawmakers nationwide against a “disinvestment in education” in the face of the economic meltdown. She warned that cutting aid to schools “places our economy in a race to the bottom for years to come.”
Weingarten already has told Congress that schools must be included in economic stimulus plans. She testified last month that lawmakers should add $20 billion to a social-services block grant to help state and local governments balance budgets without cutting education. She also said schools need $286 billion for buildings improvements.
Public vs. Private Schooling: Is There A Wrong Answer?
NPR:
As the Obama family prepares to transition into the White House, one of the most pressing matters is choosing a school for their two daughters, Sasha and Malia. Mary Lord, of D.C. State Board of Education; Mark Gooden, an education professor and Jay Matthews, education columnist for the Washington Post talk about the sometimes complicated choice between public or private schooling for children.
New York City’s School Grades
The A-through-F grading system for New York City schools is billed as a public information tool, helping people sort out which schools are teaching children and which schools are just moving them along. Instead of inscrutable education jargon and endless score charts, the letter grades act like billboards broadcasting achievements and failures.
But for parents shopping for the best schools, the letter grades can obscure some of the most salient information, because they are determined largely by how much progress students make year to year rather than how well their skills stand up against objective standards.
While the question of how effective teachers are at moving students forward is a critical one for their bosses, many parents are equally interested in which schools are most likely to, say, have students reading at grade level or ensure that sophomores are mastering algebra. The heavy emphasis on peer comparisons to schools serving similar populations is clearly a fairer yardstick for educators, but it can hide schools burdened by particularly challenging demographics.
Obama and the War on Brains
NICHOLAS D. KRISTOF
Barack Obama’s election is a milestone in more than his pigmentation. The second most remarkable thing about his election is that American voters have just picked a president who is an open, out-of-the-closet, practicing intellectual.
We can’t solve our educational challenges when, according to polls, Americans are approximately as likely to believe in flying saucers as in evolution, and when one-fifth of Americans believe that the sun orbits the Earth.
Yet times may be changing. How else do we explain the election in 2008 of an Ivy League-educated law professor who has favorite philosophers and poets?
Granted, Mr. Obama may have been protected from accusations of excessive intelligence by his race. That distracted everyone, and as a black man he didn’t fit the stereotype of a pointy-head ivory tower elitist.
An intellectual is a person interested in ideas and comfortable with complexity. Intellectuals read the classics, even when no one is looking, because they appreciate the lessons of Sophocles and Shakespeare that the world abounds in uncertainties and contradictions….
Incompletes
Most from class of 2000 have failed to earn degrees
About two-thirds of the city’s high school graduates in 2000 who enrolled in college have failed to earn degrees, according to a first-of-its-kind study being released today.
The findings represent a major setback for a city school system that made significant strides in recent years with percentages of graduates enrolling in college consistently higher than national averages, according to the report by the Boston Private Industry Council and the School Department.
However, the study shows that the number who went on to graduate is lower than the national average.
The low number of students who were able to earn college degrees or post-secondary certificates in a city known as a center of American higher education points to the enormous barriers facing urban high school graduates – many of whom are the first in their families to attend college. While the study did not address reasons for the low graduation rates, these students often have financial problems, some are raising children, and others are held back by a need to retake high school courses in college because they lack basic skills.
The students’ failure to complete college could exacerbate the fiscal problems in the state’s economy, which requires a highly skilled workforce, say business leaders and educators. While tens of thousands of students around the globe flock to the region’s colleges each fall, many of them leave once receiving their degrees.
Bill Gates: “breaking large high schools into smaller units, on its own guaranteed no overall success”
Excerpt: “A main strategy of the schools, breaking large high schools into smaller units, on its own guaranteed no overall success, Gates said.
He said the New York City small schools were an example of successes in raising high school graduation rates — but a disappointment in that their graduates were no likelier than any city student to be prepared to go onto college.
Gates said the small number of successful schools did well not because they were structured as small schools, but because they enacted many different innovations: improved teaching quality, a longer school day, innovative instructional tools, a focus on tracking student achievement data.”
The implementation of “Small Learning Communities” in Madison has not been without controversy.
“Good News isn’t News”: Addressing Health Care Costs
FoxPolitics via a Steve Loehrke email:
Fremont School District Board of Education and FoxPolitics reader, wrote to update me with positive (!!) financial news from a school district. Refreshing!
In early March, 2007, the Post-Crescent, striving to illustrate the Freedom of Information Act for readers, requested invoices for legal charges from Weyauwega Fremont (W-F), a 1000-student school district west of Appleton. Per one of the newspaper’s articles at the time:Using the state’s Open Records law, the newspaper fought for 10 months to see detailed invoices for attorney services after the district released heavily redacted copies ….
(P-C, March 11, 2007. The articles are no longer linkable. You can pay the P-C for an archived copy, or access articles from 1999 and later, free with your library card via Newsbank on the Appleton Public Library website.)
Loehrke objected to carte blanche (unredacted) release of the information and the P/C suit ended up costing district taxpayers about $25,000.
Quoting again from the March 11, 2007 P/C article:District officials maintain they have not broken the law nor spent money irresponsibly, that the media is hyping the issue, and a handful of antagonistic residents are digging for dirt where none exists.
“We have willingly and openly responded promptly to more than 30 open records requests in the last year,” school board president Steve Loehrke wrote in an e-mail to The P-C this past week.Much of the legal work paid for by W-F and questioned by the P-C, was in response to actions by district retirees unhappy with health insurance changes the board and administration were considering – changes which ultimately led to substantial savings for the District.
Loehrke is proud of his school district and concerned that good news isn’t reported.To update you, our school district changed to a self-funded insurance plan and got rid of the WEAC owned insurance carrier. This year the school district put $800,000 (8%) of our budget into the Fund Balance. Tax rate is lowest of all surrounding school districts. Test scores are up. Permanently fixed the OPEB [Other Post-Employment Benefits] problem. Balanced the next year’s budget. Many things the newspaper could have and should have reported. Instead they wanted a whipping boy to help them sell papers. They never showed up at this year’s annual meeting. News silence. Good news isn’t news.
I talked with W-F District Administrator Jim Harlan to confirm Loehrke’s claims, and if accurate, to get the low-down on how the district achieved all this good stuff.
It seems to me the primary story is one of doggedly doing everything they can to reduce costs – to reduce costs that don’t impact learning in the classroom. Lo and behold, one way W-F reduced costs was by controlling – surprise, surprise – health insurance costs.
Research scientist helps Edgewood eighth-graders explore biochemistry
Students at Edgewood Campus School are learning with the help of a research scientist.
This is the third year Edgewood is participating in the SMART (Students Modeling A Research Topic) Team program where students learn what active research scientists investigate in their labs. Along the way, students learn hands-on molecular modeling to better understand biochemistry and what happens when diseases occur.
“It tries to show students what research science is like,” said Edgewood Campus School teacher Dan Toomey. “Science is not a collection of facts.”
Toomey’s three eighth-grade science classes are participating in the program, which was integrated into his classroom after he first ran it as an after-school program.
For one activity this year, the students created a three-dimensional model of amino acids to learn how they interact.
“It’s a lot easier than, like, seeing a picture,” said eighth-grader Anna Heffernan.
Fenty, Rhee Look for Ways Around DC Teacher’s Union
Proposals Would Set Stage For School System Rebuild
Mayor Adrian M. Fenty and Schools Chancellor Michelle A. Rhee are discussing a dramatic expansion of their effort to remove ineffective teachers by restoring the District’s power to create nonunionized charter schools and seeking federal legislation declaring the school system in a “state of emergency,” a move that would eliminate the need to bargain with the Washington Teachers’ Union.
If adopted, the measures would essentially allow the District to begin building a new school system. Such an effort would be similar to one underway in New Orleans, where a state takeover after Hurricane Katrina placed most of the city’s 78 public schools in a special Recovery School District. About half of the district’s schools are charters, and it has no union contract.
Pursuit of the ideas would intensify the considerable national attention that Washington has drawn as a staging ground for school reforms. The moves could force a major confrontation with the union and its parent organization, the American Federation of Teachers, which has denounced the changes in New Orleans. The proposals also could place Fenty (D) and Rhee at odds with President-elect Barack Obama, who has praised their reform efforts but who also counts federation President Randi Weingarten as a major supporter in the labor movement.
Fenty and Rhee referred questions about the proposals to mayoral spokeswoman Mafara Hobson.
Social Security Administration looks at Dallas schools’ practice of issuing fake numbers
he Social Security Administration is looking into DISD’s practice of issuing fake Social Security numbers to employees hired from foreign countries and will determine whether a formal investigation is needed, Wes Davis, the agency’s spokesman in Dallas, said Friday.
Mr. Davis said the review would look at whether there was any criminal intent by the Dallas Independent School District and whether further investigation or prosecution is called for by the U.S. attorney’s office. He said he hasn’t heard of any other school districts issuing false Social Security numbers.
Richard Roper, U.S. attorney in Dallas, said he could not comment on whether his agency would investigate the matter.
DISD had been issuing the fake numbers – some of which had already been assigned to people elsewhere – for several years before ending the practice this past summer. The false numbers were issued to get the foreign citizens – mostly teachers brought in on visas to teach bilingual classes – on the payroll quickly.
Milwaukee’s neighborhood schools’ troubles go unaddressed
A slight improvement in enrollment this fall – equal to about one student per building – is about all that has changed for 25 schools that were at the heart of a troubled $102 million construction program for Milwaukee Public Schools.
Officials have taken no major steps to change the situation at schools where enrollment is far below the goals set when the Neighborhood Schools Initiative was launched in 2000. A series of stories in the Journal Sentinel in August described how millions of dollars of building projects had brought little visible gain.
The lack of action has at least one School Board member unhappy.
“I see waste in the district, but no one wants to cut,” said Michael Bonds, chair of the board’s finance committee. “We have to reduce the number of buildings we have. It’s almost a mockery.”
No serious proposals related to the neighborhood project have been discussed publicly this fall to close schools or take other steps aimed at getting more bang from the $102 million.
A Fascinating Look at Wisconsin’s K-12 and Higher Ed Finance Battles
Much continues to be written about Wisconsin’s K-12 and Higher Education spending growth, an issue that will be front and center as the State grapples with a structural deficit and slowing tax revenue growth. Following is a recent roundup of rhetoric on this matter:
- Wisconsin Taxpayers Alliance: K-12 Spending Growth Far Exceeds University Funding
- Retiring University of Wisconsin-Madison Chancellor John Wiley: “From Crossroads to Crisis“
- Dave Blaska looks at Wiley’s article.
- The “Club for Growth” made an open records request on Wiley’s communications around the Madison Magazine article.
- Former Madison Mayor Paul Soglin on Wiley’s article.
- An Interview with Todd Barry on Wisconsin’s structural deficit and significant increase in debt.
- A roundup of articles on Wisconsin’s budget deficit.
- Jason Stein: Whos to Blame for the State Budget “Shortfall”?
We’ll certainly see many more articles on this topic as the Governor and Legislature address the state’s spending difficulties.
High School Rugby Team Breaks Down Barriers
The rugby practice field at Hyde Leadership Public Charter School bears little resemblance to the manicured lawns of the English boarding school where the sport was born. It is more brown than green, and sirens sometimes drown out the shouts of players. Then there are the occasional interruptions, like when play was briefly halted during a recent practice as a man darted about wildly on a nearby street, calling football plays and evading imaginary tacklers.
But this patch of mud and grass is more than the home of what is believed to be the nation’s first all-African-American high school rugby team. It is also where a growing number of students have been exposed to a sport they once knew nothing about and to parts of society that once seemed closed to them.
Hyde players have a hard time explaining rugby to friends who do not attend their school and who do not know much about the sport. Others say things like, “You’re crazy, that’s a white person’s sport,” said Lawrenn Lee, a senior on the team. One parent, Clifford Lancaster, recalled his reaction when his son Salim announced he was going to play: “My eyes got this big. I said, ‘That’s a wild sport.’ “
ADHD Primer for Parents Part I
Although called Attention Deficit Disorder, and thus many parents and teachers believe that the primary problem is distractibility or poor attention, in reality this disorder is primarily a disorder of impaired executive function. When an individual has ADHD, executive functions are not emerging or unfolding as expected for the child chronological age. By executive functions I refer to a wide range of central control process of the brain that temporaneously connect, prioritize and integrate cognitive functions in the same manner that a conductor directs a band. Clearly, this does not refer to a single task at a given point in time such as focusing on getting a hamburger when hungry, or pushing a button at a given moment in order to stop a character is a video game from going forward. But, it does mean there is impairment in the ability to sustain concentrated focus on a task that requires constant monitoring and adjustment, as well as intermediate and long-term projection into the future such as driving a car, following a complicate classroom lecture or interacting with others and anticipating their reactions and the long-term outcomes of my statements or actions. In short, impaired executive functions negatively impact the real stuff of day to day life.
Should Schools Tackle Poverty?
Yeah, let’s add that between recess and lunch.
Don’t be surprised if you hear a lot more from teachers and board members about “out of school” social issues and programs this year. Chatter about more daring and wider-ranging approaches to school improvement is all the rage right now, as part of a longer-term pushback against accountability-based reform like NCLB.
Jumping into efforts to reach children in their home lives, however, may stretch schools’ abilities to make a real difference–and may take you and your team’s eyes off quality classroom instruction and academic improvement.
Over the past few months, there has been a slew of ideas and proposals to move beyond reform efforts that are primarily school-based. Just as the Democratic primary was wrapping up, a coalition of educators put out a call for a “broader, bolder” approach to education reform. Later in the summer, aft president-elect Randi Weingarten called for “community schools” that would provide social services as well as education. Early in the fall, Democratic presidential nominee Barack Obama began touting a proposal to create “Promise Neighborhoods” around the country, in which low-income children and their parents would receive a comprehensive set of medical and social services in addition to a quality education. About a third of states have recently embarked on new antipoverty programs, according to Stateline.org .
Competing for Grammar School
It’s a brisk Friday morning and a skinny little boy in a large blazer stands shivering by locked school gates. Close beside him are his mother, his father and his two grandmothers, both in saris. The trembling child is right to be anxious. He is about to sit the entrance tests for Queen Elizabeth’s School in Barnet, north London, one of England’s leading grammar schools, and the odds against him passing through this narrow gateway to academic success are extremely slim. There are just 180 places available in the school’s Year Seven each year and 1,200 boys hoping to fill them.
Grammar schools have always been popular but with the financial meltdown affecting many affluent families, a free education in a traditional environment is looking highly attractive to parents of bright 10-year-olds. Fees for three children at independent secondary schools cost £50,000 or more a year, and four out of five parents pay those fees out of income.
Jenny Jones, secretary of the National Grammar Schools Association, a non-political body of parents, teachers and heads promoting grammar schools, confirms that “there have definitely been more applications from families who would normally go to independent schools”.
Universal preK brings new challenges for public elementary schools
In 2005, when Boston mayor Thomas Menino announced his plan to make prekindergarten available to all four-year-olds in the city, parents and early childhood advocates applauded this initiative to add a 14th year to the city’s public school system.
Three years later, after preK classrooms were established in 50 of the city’s 67 elementary schools, educators say implementing the mayor’s vision has proved to be a major challenge. There were facility issues: none of the classrooms had running water or bathrooms, so administrators lobbied to build toilet facilities in the rooms–at the cost of $35,000 each. There were oversight issues: many of the elementary school principals weren’t sensitive to the needs of four-year-olds, so Boston established a professional development academy for administrators faced with the prospect of educating preschoolers.
Then there was the impact on the elementary schools where those four-year-olds were getting ready for kindergarten. When those students turned five, they were so well prepared that the district had to retool its kindergarten curriculum to keep pace with children much more ready to learn.
AP Students Forced to Accept Less
A teacher with the sign-on name of pfelcher posted a provocative comment on the Web version of my Nov. 3 column for the Post’s Metro section. I was repeating for the 4,897th time my view that even low-income students who have not performed well in school can learn in a college-level high school course, like Advanced Placement or International Baccalaureate, if given extra time and encouragement.
Pfelcher would have none of my argument. To support his opinion, he cited a personal experience in his classroom. I always find first-person accounts helpful when debating this issue. I decided to send his comment to a few other AP teachers I knew, and see what they had to say.
Here is the post from pfelcher, whom I do not know and cannot identify further, followed by the reactions of three teachers, plus a student who sent me his view. If we want to make our high schools better, we have to work this out. I think such exchanges help us figure out what to do:
……
It’s not about who wins in a class of students with such disparate preparation and skill; it’s about who loses. The students ready to march ahead are forced instead to grind to a halt as the other students have to be taught the basics with which they should have entered the class.
At the end of the year, those unprepared students who might have gained from my class but who still had too far to go to attain the literacy and competence the test requires, failed miserably on the AP exam. So, did these lower-end students gain from the experience? Yes, they did to some degree, even though egos that had never really been tried suffered when they saw how they compared to the nation.
Madison School Board Update
Board President Arlene Silveira:
Thank You: On behalf of the BOE, I would like to thank the community for their support in the recent referendum vote. Your support of our students and schools is appreciated. Because of your support, you have maintained our foundation and provided us three years to focus on ways to improve our schools without the constant specter of compulsory budget slashing. We are committed to continuing the “Partnership Plan” that was at the heart of the referendum. We look forward to working together, with each other and with the community. More information on our future plans is below.
Governance: As we have stated, the referendum was only a piece of a bigger plan for the district. This week the Board and the Superintendent have continued discussions on governance models which will allow us to focus our energies and attention on student achievement. We plan on starting the implementation of a new governance model in December. Community engagement will be a key part of any model we pursue. More details will be available after our November 24 BOE meeting.
Vouchers in Texas, A Worthy Experiment
THE Edgewood independent school district covers an unassuming part of west San Antonio, a district of fast-food joints and car-body shops, with houses that run from modest to ramshackle. It is mostly poor and mostly Hispanic, and in 1968 its government-funded public schools were so bad that a parents’ group sued the state, prompting a debate over school funding that lasted for decades. By 1998 the situation had improved. The National Education Association, America’s largest teachers’ union, said that Edgewood could be a model for other urban school districts.
Then its voucher programme started. In 1998 the Children’s Educational Opportunity Foundation, a private group, announced that it would put up $50m over the next ten years to provide vouchers for private education to any low-income Edgewood student who wanted one. The “Horizon” plan was meant to show legislators that vouchers could help students and motivate schools through competition.
Critics said the programme would take money from a school district that was poor already. One teacher wrote an angry editorial comparing Horizon to Napoleons invasion of Russia“>Napoleon’s invasion of Russia, destined for “history’s trash heap of bad ideas”.
But a report published in September [3.5MB PDF Report] by the Texas Public Policy Foundation (TPPF), a conservative think-tank, argues that the programme was a hit over its ten-year span. More than 4,000 students claimed the vouchers; their test scores jumped, and only two dropped out.
Tempe High relishes chance to become IB school
A 3.7 grade-point average and a schedule stacked with honors classes may be enough for Tempe High School sophomore Fabian De La Cruz to attain his goal of attending Harvard University.
A new program slated for implementation at his school next year could only help the aspiring surgeon reach his dream and become the first person in his family to go to college.
The International Baccalaureate program comprises a rigorous interdisciplinary curriculum that emphasizes an international perspective and critical and creative thinking skills.
Arts Integration Aids Students’ Grasp of Academics
Teacher Karen McKiernan’s science class at Dr. Charles R. Drew Elementary School seemed more like a lesson in art appreciation than the laws of physics as students focused on a poster of an abstract painting propped against the blackboard.
The room buzzed with questions as the fifth-graders at the Silver Spring school queried each other about the piece, “People and Dog in the Sun,” by Joan Miró.
“What would this painting look like if it was not abstract?” 10-year-old Annesha Goswami asked her classmates.
“Why do you think there are so many dark colors and only one bright color?” asked Elizabeth Iduma, 10.
The students, participants in the school’s talented and gifted magnet program, were practicing a thinking routine called “creative questions” which was designed to help them “think outside the box,” McKiernan said. For the class’s next meeting, McKiernan said, she planned to have students relate their thoughts about the artwork to the concepts of force, motion and energy that the fifth-graders had been studying.
India’s Colleges Battle a Thicket of Red Tape
Under the labyrinthine regulations that govern technical colleges nationwide, the Principal K.M. Kundnani College of Pharmacy must provide 168 square feet of building space for each student. The rule is intended to ensure students have enough space to learn. But it effectively caps enrollment at 300, even though students are spread so thinly in the eight-story building that the top floor remains unused, its lecture halls padlocked.
The rules also stipulate the exact size for libraries and administrative offices, the ratio of professors to assistant professors and lecturers, quotas for student enrollment and the number of computer terminals, books and journals that must be on site.
“I am not free to run this school as I wish,” Ms. D’Mello, 51 years old, says. “I am at the whim of unrealistic demands.”
Bill Gates on Ed in ’08 & School Reform Impediments
Erik Robelen quotes Bill Gates:
“We have not found a way to do it. We have not been very successful at it…the problem we tend to run into is that the most influential and well-educated people either have their kids in private schools, or they have their kids in an enclave inside the high school that are called honor’s courses, where the teaching is pretty decent and so, if we go to a school and say, let’s change things here, they say, no way, you’re going to mess our little enclave up. All the kids go through the same front door, but really it’s a separate school inside there that’s allowing us not to be part of that insanity, and so don’t mess with the thing that works well for us. And I do think, if you want to stand up to some of the practices that are not focused on the needs of the students, you need a broad set of parents. I think we’re very weak on this point.
During the presidential election, we had two advocacy efforts. One about global development, and one about education. And we didn’t end up spending the amount of money that we had available for the advocacy because most of what we were causing people to do was to mouth platitudes. … On global development, which I thought was the harder of the two, we actually succeeded because people never even talked about it at all, and we actually got them to talk about it.”