“The time for school change is now: We should get serious about minority achievement”



Steve Braunginn:

Now that Madison School Supt. Art Rainwater is on his way to retirement, it’s time to reexamine programs, staffing and curricula throughout the district.
Let’s face it, again. African American and Latino academic achievement pales in comparison to that of white and Asian American students, though some segments of the Southeast Asian community struggle as well.
Daniel Nerad, the new superintendent, should dust off all the research that the district has gathered over the past 40 years, look at the recent studies pointing to excellence in education and put together a new approach to ending the achievement gap.
Things are already cooking at the Ruth Doyle Administration Building. Restructuring the high schools is in the works. Pam Nash, former Memorial High School principal and now assistant superintendent for secondary schools, is taking on this enormous task. Based on her work at Memorial, she’s the right person for the task.
Nash acknowledges the concerns and complaints of African American parents, educators and community leaders. It’s time to raise those achievement scores and graduation rates. She’s fully aware of a solid approach that didn’t fare well with Rainwater, so she’s left to figure out what else can be done.
First, let’s acknowledge the good news.

Clusty Search: Steve Braunginn.




Milwaukee Schools Join National Testing (NAEP)



Alan Borsuk:

“The Nation’s Report Card” is going to start giving grades for Milwaukee Public Schools.
Milwaukee was named Thursday as one of seven urban school districts that will join the testing program of the National Assessment of Education Progress. NAEP is the closest thing to a nationwide testing program at levels below college admission tests. The government-funded organization that runs NAEP has trade-marked the “Nation’s Report Card” label for the program.
NAEP results released last week showed that Wisconsin eighth-graders were doing a bit better than the nation in writing skills, but that among African-Americans students, Wisconsin had the lowest scores in the United States and the second-widest gap between white and black kids in the nation.
There were no results for Milwaukee specifically in that round of testing, or in earlier tests that showed huge gaps in Wisconsin between white and black students in reading and math.




Wall of silence broken at state’s Muslim public school



Katherine Kersten:

Recently, I wrote about Tarek ibn Ziyad Academy (TIZA), a K-8 charter school in Inver Grove Heights. Charter schools are public schools and by law must not endorse or promote religion.
Evidence suggests, however, that TIZA is an Islamic school, funded by Minnesota taxpayers.
TIZA has many characteristics that suggest a religious school. It shares the headquarters building of the Muslim American Society of Minnesota, whose mission is “establishing Islam in Minnesota.” The building also houses a mosque. TIZA’s executive director, Asad Zaman, is a Muslim imam, or religious leader, and its sponsor is an organization called Islamic Relief.




“Ill Prepared Students Flood Iowa Community Colleges”



Lisa Rossi:

Nearly one-third of freshmen at Iowa’s community colleges took at least one remedial course last fall, but an even larger percentage of the freshmen needed additional high-school-level instruction in one or more subject areas, a Des Moines Register survey has found.
The trend has educators frustrated and concerned.
While community colleges have long accepted that part of their role is to be a bridge between high schools and four-year colleges and universities, some community college advocates are becoming exasperated with the number of ill-prepared students arriving from high schools.
“I just think it’s unfortunate that such a large percentage of students who arrive at our door are in need of additional remediation to come up to the college level,” said M.J. Dolan, executive director of the Iowa Association of Community College Trustees.
The Register’s survey of the community colleges found that 31.5 percent of incoming freshmen last fall took one or more remedial courses to improve their understanding of certain academic subjects.




Pride in public schools fuels positive involvement



Joe Fitzgerald:

According to her job description, West Roxbury’s Kathleen Colby is the YMCA’s liaison to the classrooms of this city, charged with assuring parents that Boston public schools offer “good and valid options” for their children.
That, of course, challenges a widely held assumption that public education in this city is a wasteland.
“I’ve heard that, too,” she said. “Absolutely. And the people who make that assumption are absolutely wrong. There are fabulous things happening in this city that no one knows about because no one writes about them.”
When the Y created the job five years ago, Colby was such an obvious candidate that she began receiving calls and e-mails from friends and teachers, urging her to apply.
“It’s not a job as much as it’s a passion,” she explained. “I’ve been talking about our schools for years because of what my own kids have experienced. We’ve received so much that I just can’t help wanting to give something back.”

Colby’s son is a student at Boston’s Latin School. BLS is part of the Boston public schools but “admits students on a competitive basis“.




Technology in the Madison Schools



I am the parent of 2 children, one in first grade and the other soon to enter Kindergarten. I recently registered my child for Kindergarten where I was handed a very helpful folder with lots of great information in it. It had pictures of children learning in various contexts and text touting the wonderful education Madison children receive. The curious thing is that in the center of the folder is a picture of children using computers that are most likely more than 10 years old. Across the picture in large print it says “Welcome to Madison’s Award Winning Schools!” Opposite the picture is a paragraph stating that there is a 4 to 1 computer ratio and that computers are integral to the K-12 instructional program. While I don’t doubt all this to be true, just how old is that computer that is “integral” to my child’s instructional program? Is my child getting the experiences that meet today’s standards for knowledge in this area? While this is just a picture, it caused me to look around my daughter’s school and to talk to a few teachers. What I learned was appalling.
Many teachers do their grades at home, not because of time, but because their classroom computer is so old and slow that it freezes on them or times out during an upload and they lose all of their data. I was stunned and confused. We as parents have been hearing about this new system that will allow us better access to seeing how our kids are doing in school and yet the teachers can’t even enter data from their classrooms. Should we not be embarrassed as a district? Can we really claim truth in the text filled folds of the aforementioned folder?

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University opens up with more free course options



The Standard:

ARTS AND HISTORY, business and management, education, social sciences, languages and information technology will be covered in 10 more units of courseware that have been added to the Open University of Hong Kongs suite of free courseware on the web.
New units include The Development of the Chinese Communist Party (1927-1937), which introduces the establishment of the party and explains Mao Zedongs rise to power.
Apart from the learning materials such as text, maps and charts, an audio clip of a lecture is also included to help people better understand the course and the influence of the Long March. References and recommended book lists are also given as supplements.
Those seeking additional business knowledge can choose Management and Developments in Management Thinking and The Mathematics of Finance.




Wisconsin Virtual school bill a bright spot



Patrick Marley & Steven Walters:

The new law guarantees the online schools can open this fall. Their future was in doubt after an appeals court ruled in December that one school – the Wisconsin Virtual Academy run by the Northern Ozaukee School District – did not qualify for state aid of $5,845 per student.
The measure was a workable compromise that allows the schools to continue while the effect of the virtual school system on students and taxpayers is studied, Doyle spokeswoman Jessica Erickson said in a statement.
Rose Fernandez, president of the Wisconsin Coalition of Virtual School Families, said in a statement her group would fight to remove the cap but hailed the new law for keeping the schools open.
“This was grassroots democracy at its finest; a blow to powerful special interests; and, most important, a win for Wisconsin’s children,” she said in her statement.

Wisconsin State Journal Editorial:

One bright spot as the Legislature adjourned its regular business for the year was a compromise allowing virtual schools to stay open.
Gov. Jim Doyle signed Senate Bill 396 into law Monday, capping an unfortunate roller-coaster ride for the parents and their 3,400 children who attend about a dozen online schools across Wisconsin.
The bill modernizes out-of-date state laws that failed to anticipate the advent of certain students learning from home over the Internet.
The bill also improves accountability and instruction for online schools.
Only certified teachers will be allowed to develop lesson plans and grade assignments. Teachers must be trained to effectively teach online and respond quickly to student and parent inquiries.

Much more on virtual schools here.




Today’s college students have tuned out the world, and it’s partly our fault



Ted Gup:

I teach a seminar called “Secrecy: Forbidden Knowledge.” I recently asked my class of 16 freshmen and sophomores, many of whom had graduated in the top 10 percent of their high-school classes and had dazzling SAT scores, how many had heard the word “rendition.”
Not one hand went up.
This is after four years of the word appearing on the front pages of the nation’s newspapers, on network and cable news, and online. This is after years of highly publicized lawsuits, Congressional inquiries, and international controversy and condemnation. This is after the release of a Hollywood film of that title, starring Jake Gyllenhaal, Meryl Streep, and Reese Witherspoon.
I was dumbstruck. Finally one hand went up, and the student sheepishly asked if rendition had anything to do with a version of a movie or a play.




Madison Busing to Continue for Most Madison Catholic Schools



WKOW-TV:

he MMSD finance and operations committee of the school board on Tuesday voted to approve a plan to continue bus services for Madison’s Catholic schools. MMSD provides bus transportation under state law.
Under the plan, two schools, Queen of Peace and St. Maria Goretti, will adjust their schedules so they can share a bus. The kindergarten noon bus at St. Dennis will be discontinued, as will bus service to Edgewood. The eliminations would affect a handful of families and they will receive vouchers from MMSD to cover the cost of private transportation.
The school schedule adjustments and two route cancellations will save the public schools about $140,000 a year, according to MMSD officials.

The Madison School District eliminated private school busing last spring – a decision that was undone via an adminstrative snafu.




In India, Dreams Unfold in English



Rama Lakshmi:

Life has never been better for Pankaj Srivastava, a tall, soft-voiced insurance manager. He surpassed his business targets and has been promoted twice. His company sends him to conferences all over India and is rewarding him with a three-day vacation in Dubai.
But the faster he rises, the more anxious he gets.
“I am in the big league now. But everybody at this level speaks English, and I don’t,” Srivastava said in a mix of Hindi and broken English. “I stay in hotels where even the waiters speak English. At the conferences, I stay quiet because I don’t want them to laugh at my English.”
So for the past week, he has been attending a conversational English class at an establishment here called Uma’s English Academy.




Nebraska’s Legislature Approves Statewide Testing



Jeffrey Robb:

Giving up Nebraska’s unique way of measuring academic accountability for uniform statewide tests would have a different impact depending on which school district your child attends.
Take the neighboring Millard and Papillion-La Vista school districts, for example.
In Millard, the district’s system includes tests taken at the end of a grade level, similar to the type of tests that the Legislature gave final approval Monday. If new statewide reading, math and science tests are added, the district would consider dropping one of its current tests for every new statewide test put in place, Superintendent Keith Lutz said.
“It shouldn’t be overly burdensome,” he said.
But Jef Johnston, Papillion-La Vista’s assistant superintendent for curriculum, said the statewide tests would mean an additional layer of testing for his district.
Papillion-La Vista’s current tests are given throughout a course, similar to unit tests. Johnston said that type of testing would continue because it matches up best with the district’s curriculum and better measures what students are learning.
“We’ll have to continue testing what we teach,” he said.
Johnston said time will be taken away from instruction for the statewide tests.
Both sides of Nebraska’s testing debate have tried to portray their opponents as burdening the state’s classrooms with tests.




“Worst Rank” Doesn’t belong to Kids Alone



Eugene Kane:

It was a bold headline, befitting the seriousness of the problem: “State black 8th-graders rank worst In nation in writing.”
And it was pretty damning stuff when you consider we’re talking about 14-year-old kids here.
The Journal Sentinel’s front-page headline last Friday pointed an accusing finger squarely at young African-American students in Wisconsin who apparently can’t keep up with their contemporaries. The worst writing students in the nation, that’s what national data found when it came to Wisconsin’s black students, including the distinction of having the lowest average scores and worst gap between black and white students anywhere.
These depressing results were taken from a national study often referred to as “The Nation’s Report Card,” which means this is one test we flunked badly. There’s always plenty of blame to go around when things get this dismal. I’m talking teachers, principals, politicians, business leaders, and of course, the parents of all those low-achieving students. But don’t worry about blaming the kids.
They already got theirs in that screaming headline.

2007 NAEP Writing Report. Alan Borsuk’s article.




School’s New Rule for Pupils in Trouble: No Fun



Winnie Hu:

Like a bouncer at a nightclub, Melissa Gladwell was parked at the main entrance of Cheektowaga Central Middle School on Friday night, with a list of 150 names highlighted in yellow marker, the names of students barred from the after-hours games, crafts and ice cream because of poor grades or bad attitudes.
“You’re ineligible,” Ms. Gladwell, a sixth-grade teacher, told one boy, who turned around without protest. “That happens. I think they think we’re going to forget.”
In a far-reaching experiment with disciplinary measures reminiscent of old-style Catholic schools or military academies, the Cheektowaga district this year began essentially grounding middle school students whose grade in any class falls below 65, or who show what educators describe as a lack of effort.
Such students — more than a quarter of the 580 at the school as of last week — are excluded from all aspects of extracurricular life, including athletic contests, academic clubs, dances and plays, unless they demonstrate improvement on weekly progress reports filled out by their teachers.




Milwaukee Special Education Lawsuit Settled



Dani McClain:

According to that statement, the settlement includes the appointment of an outside authority, paid by DPI, to monitor MPS’s compliance with state and federal special education law and establish standards for MPS.
The agreement will also create a parent trainer position that will be based at Wisconsin Family Assistance Center for Education, Training & Support. This person will support MPS parents and DPI will pay his or her salary.
MPS did not enter into the agreement, and issued a statment today calling DPI’s decision “a disappointment” because of the tax increase district officials say will result for local taxpayers.
According to the district’s statement, the MPS School Board sent a letter to the state Attorney General last month asking that negotiations continue.




Do Your Homework, Then Visit the Principal



Mary Ellen Slayter:

For families with children, the quality of local schools is often a key factor in deciding which house to buy.
Buyers trying to determine if the schools in a neighborhood will meet their needs can find plenty of data on the Internet about standardized tests, but they shouldn’t neglect the value of visits to the schools and old-fashioned word of mouth, real estate agents and education experts say.
If you’re working with an agent, don’t expect him to judge the schools for you.
“When my clients begin to ask questions about the quality of the school system, I try to be careful with labeling schools as ‘good’ or ‘bad’ that could be construed as code words to discourage certain groups of people from buying a home in a particular neighborhood, which is a violation of the Fair Housing Act,” said Thomas Minetree, a real estate agent in Weichert’s Gainesville office.




Madison Mayor Proposes Expansion of Low Income Housing Throughout Dane County in an Effort to Reduce the MMSD’s Low Income Population



Dean Mosiman:

Mayor Dave Cieslewicz is proposing a regional approach to affordable housing to help ease high concentrations of poor students in Madison schools.
Cieslewicz is proposing to merge the city and Dane County public housing authorities into a single entity that would take a more regional view.
The authorities handle federal vouchers that offset rent payments, public housing and support first-time buyers.
Cieslewicz also wants to make communities outside Madison eligible for money from the city’s Affordable Housing Trust Fund, which now stands at $4 million.
Over time, the proposals might spread low-income housing more evenly through the region, which would help all schools, Cieslewicz said.

Madison Demographics: 82.2% white (Dane County = 87.5%) with 15% of the population living below poverty (2000 census; Dane County = 9.4%). 43% of the Madison School District’s students were classified as “low income” for the 2007-2008 school year.




Florida’s Virtual School



Curtis Krueger:

At one of Florida’s largest public schools, students take classes in English literature, Spanish and calculus. They join clubs, enter science fairs and talk one on one with their teachers.
But no one complains about mystery meat from the school cafeteria, no one ever gets asked to — or snubbed at — a school dance, and there is no football team to cheer for.
A decade after its founding, the Florida Virtual School has become a quiet force in the state’s education system. It’s an Internet-based school that offers free, accredited classes for middle school and high school students in Florida. More than 54,000 students took courses last year, and it’s growing.
“They are the largest state-led virtual school program based in the United States,” said Susan Patrick, president of the North American Council for Online Learning. “I think that they have one of the most innovative education solutions for how we can better serve students.”
Janice Barnard, whose 17-year-old daughter is taking Virtual School classes in a program affiliated with Tampa’s Blake High School, says, “It’s not for everyone. You must have a self-motivated child, somebody who wants to learn, who wants to achieve.”

Related: Moore’s Law, Culture, School Change and Madison’s “Virtual Campus”. Much more on virtual schools.




5 districts may need taxpayers’ help to avoid default if investment schemes sour



Amy Hetzner & Avrum Lank:

Five Wisconsin public school districts have made an investment gamble that could force taxpayers to finance multimillion-dollar bailouts.
The districts – Kenosha, Kimberly Area, Waukesha, West Allis-West Milwaukee and Whitefish Bay – have piled up debt in deals to help fund health insurance and other non-pension benefits for retirees. But as global financial markets have seized up, the districts have been told the value of their investments has fallen so much that they might need to come up with a combined $53 million to avoid default.
Specifically:
Kenosha might need almost $8 million in additional collateral or risk default on $28.7 million.




Mequon-Thiensville School District’s Declining Enrollment & Budget



Lawrence Sussman:

By this September, the number of teachers who work for the Mequon-Thiensville School District is expected to have shrunk 17% since January 2001, Superintendent Robert Slotterback said last week.
The district, like many others in Wisconsin, is functioning with fewer teachers and dealing with smaller student enrollments, rising costs and an electorate that in referendums in 2006 and 2002 told the district that it could not spend significantly more money.
Slotterback maintains, though, the district has not reduced its course offerings or lowered its standards.
“We have not really had to eliminate student options,” he said. “Your class size may have gotten bigger, but I am not aware of any class option that we have eliminated. We have not purposely shrunk the options for kids up to this point.”




Favorite Education Blogs of 2008



Jay Matthews:

Early last year, as an experiment, I published a list of what I and commentator Walt Gardner considered our favorite education blogs. Neither Gardner nor I had much experience with this most modern form of expression. We are WAY older than the Web surfing generation. But the list proved popular with readers, and I promised in that column to make this an annual event.
My promise was actually more specific: “Next year, through bribery or trickery, I hope to persuade Ken Bernstein, teacher and blogger par excellence, to select his favorite blogs and then let me dump on his choices, or something like that.” As I learned long ago, begging works even better than bribery or trickery, and Bernstein succumbed. Below are his choices, with some comments from me, and a few of my favorites.
They are in no particular order of quality or interest. Choosing blogs is a personal matter. Tastes differ widely and often are not in sync with personal views on how schools should be improved. I agree with all of Bernstein’s choices, even though we disagree on many of the big issues.
Bernstein is a splendid classroom teacher and a fine writer, with a gift for making astute connections between ill-considered policies and what actually happens to kids in school. He is a social studies teacher at Eleanor Roosevelt High School in Prince George’s County and has been certified by the prestigious National Board for Professional Teaching Standards. He is also a book reviewer and peer reviewer for professional publications and ran panels on education at YearlyKos conventions. He blogs on education, among other topics, at too many sites to list. He describes his choices here as a few blogs he thinks “are worthwhile to visit.”




Madison School Board Says No to City Infrastructure Costs for a Potential New East Side School Development



There was an interesting discussion that unfortunately received no publicity during the March 24, 2008 school board meeting regarding proposed Sprecher Road [map] seven figure infrastructure costs (this spending would, perhaps have begun the process of constructing a new east side school). The Board voted 3-3 (Yes: Carstensen, Moss and Silveira; No: Cole, Kobza and Mathiak with Winston absent), which resulted in a no on these costs. Watch the video here. It would seem ill advised to begin borrowing money for a new school given the ongoing budget challenges. Last spring’s downtown school closing unpleasantness is another factor to consider with respect to potential new edge schools.




Madison School District Administration’s Proposed 2008-2009 Budget Published



The observation of school district budgeting is fascinating. Numbers are big (9 or more digits) and the politics significant. Many factors affect such expenditures including local property taxes, state and federal redistributed tax dollars, enrollment, grants, referendums, new programs, politics and periodically local priorities. The Madison School District Administration released it’s proposed 2008-2009 $367,806,712 budget Friday, April 4, 2008 (Allocations were sent to the schools on March 5, 2008 prior to the budget’s public release Friday).
There will be a number of versions between this proposal and a final budget later this year (MMSD 2008-2009 Budget timeline).
I’ve summarized budget and enrollment information from 1995 through 2008-2009 below:

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School Choice, Now More Than Ever



Jason Riley:

This week’s revelation that 17 of the nation’s 50 largest cities have high school graduation rates below 50% surely saddened many. But it surprised few people attuned to the state of U.S. public education. Proponents of education choice have long believed that dropout rates fall when families can pick the schools best suited for their children.
So news that Sol Stern, a veteran advocate of school choice, is having second thoughts about the ability of market forces to improve education outcomes is noteworthy. Mr. Stern explains his change of heart in the current issue of the indispensable City Journal, a quarterly magazine published by the Manhattan Institute. And his revised views on the school choice movement warrant a response.
Inside of two decades, charter school enrollment in the U.S. has climbed to 1.1 million from zero. Two tiny voucher programs in Maine and Vermont blossomed into 21 programs in 13 states and the District of Columbia. Tuition tax credits, once puny and rare, are now sizeable and commonplace. The idea that teacher pay should be based on performance, not just seniority, is gaining ground. Not bad for a small band of education reformers facing skepticism from the liberal media and outright hostility from well-funded, politically connected heavies like the National Education Association.

Related: Alan Borsuk: Wisconsin Black 8th-Graders Rank Worst in Nation in Writing and 2007 Nation’s Report Card: Writing.




NAEP Writing Scores & Texas Reading/Writing Curriculum



Donna Garner:

The National Assessment of Educational Progress (NAEP) released its 2007 eighth-grade writing scores today. These scores have particular significance to Texas because we are engaged in an intense battle over the rewrite of the English / Language Arts / Reading standards.
One side, the Coalition made up of eleven organizations with ties to NCTE and other national organizations, has joined up with the bilingual organizations to impede progress toward changing the way our state teaches students how to read, write, and speak English.
By looking at the NAEP writing results below, it is obvious that Texas needs to change the status quo. Anyone can see that the way English is being taught right now is simply not working.
Those of us who want change are strongly advocating that students need to be taught explicit grammar, spelling, punctuation, and capitalization so that they will have a strong foundation upon which to build good writing skills.
In the new ELAR standards, our side wants to have a separate strand for oral and written conventions so that these skills will be emphasized among our Texas students.




46%



Milwaukee Journal-Sentinel Editorial:

That’s how much a bold initiative aims to cut births to teen mothers in Milwaukee — necessary to break the cycle of poverty to which teen pregnancy contributes.
It is no small thing to set a goal – if you’re committed to meet it.
That’s why Milwaukee should be impressed with one particularly significant goal set this week – decreasing births to teen mothers here by 46% by 2015.
This is setting the bar high. More important, it’s clear from both the people involved and the approach that the intent is genuine.
Milwaukee Health Commissioner Bevan Baker, co-chair of a United Way committee that will oversee the effort, announced the “metric” on Wednesday at the Women’s Initiative Luncheon at the Italian Community Center. Betsy Brenner, president and publisher of the Milwaukee Journal Sentinel, is the other co-chair.




Wisconsin Black 8th-Graders Rank Worst in Nation in Writing



Alan Borsuk:

The classic three R’s of education – reading, writing and arithmetic – became the three R’s of educational alarm for Wisconsin with the release Thursday of nationwide data on eighth-graders’ writing ability.
While Wisconsin students on the whole did better than the national average and better than in 1998, the last time the same tests were given here, Wisconsin’s African-American students had the lowest average score in the nation, and the gap between black and white scores in Wisconsin was the second worst in the United States.
The writing scores lined up with results released in September from national testing that showed the average reading scores of fourth- and eighth-grade black students in Wisconsin were the lowest in the U.S. The gaps between black students and white students in Wisconsin in reading were the largest in the nation, and the situation for math scores was nearly as grim.
The overall message appears clearly to be that something is seriously off course in the education of African-American children in the state, decidedly more so than in other states. Gaps between whites and Hispanics and between kids from lower-income homes and those from higher-income homes are serious but not nearly the size of the racial gaps.

More here:

“Once again, we see Wisconsin at the bottom of the pack when it comes to the performance of African American students. In fact, Wisconsin was one of just three states that lost ground for its African American students between 1998 and 2007. When you compare Wiscosnin to a state like Arkansas, in 1998, Wisconsin was doing much better for its black students than Arkansas. But Wisconsin has since lost a lot of ground, whereas Arkansas gained a lot of ground, and now you see African American students in Arkansas are doing better than African American students in Wisconsin. We know that Arkansas, for example, has been working diligently for the last 10 years to raise expectations for both teachers and students in terms of the kind of content they are supposed to master, and they’ve also had an explicit focus on insuring that there is coordination across the curriculum so that students are writing not just in a prescribed writing block, but they’re writring in their science courses and in their mathematics couses and in their history courses. You’re seeing the pay off here. Wisconsin would be very well advised to look at the practices of states that have frankly passed it by.




“The Future of Education Probably Lies with Digital Games”



Cringely:

It’s easy for old farts like me to assume everybody will learn the way we did, but that’s unlikely simply because the underlying assumptions are changing. When I was a kid human labor was cheap and technology was expensive. Today technology is cheap and getting cheaper, while human labor is expensive and becoming more so. Yet our model of education technology is still so defined by that remembered Apple IIe in the corner of the classroom that is it difficult for many to imagine truly pervasive educational technology.
This is in large part because there is no way that Apple IIe or any PC is going to somehow expand to replace books and teachers and classrooms. For education, the personal computer is probably a dead end. It’s not that we won’t continue to have and use PCs in schools, but the market and intellectual momentum clearly lie elsewhere.
So forget about personal computers: the future of education probably lies with digital games.
I say “digital games” rather than “video games” or “PC games,” or “handheld games,” because the platform doesn’t matter as much as the application. Whether it is a PC or Mac, xBox or PS3, PSP or Nintendo DS, gaming has done an excellent job of proving that the application is more important than the platform on which it runs.
Stories came out this week from the NPD Group announcing that 72 percent of Americans play PC or video games with 58 percent of those played online. Those numbers — which apparently don’t include kids, by the way — are HUGE and explain all by themselves much of what is happening to traditional mass media like TV, magazines and newspapers.
We’re spending so much time playing games that we don’t have as much time for those older pursuits. Only drive-time radio thrives and that’s just because we don’t have a practical model for playing games while driving.
Digital games are a bigger business than Hollywood movies, than book publishing, than television, than music.
My vision for future digital education has a key difference from traditional 20th century education. A fundamental aspect of education has always been that it comes to abrupt and quite specific endpoints associated with various cultural rites of passage. We graduate. There is a first day of school and a last day of school. At some highly specific and anticipated moment we disconnect from the education mother ship and go off on our own, often never to return.
Why?
Well to make room in school for someone else, of course.
Why?
In my future model the “school” is only a PC/game machine/mobile phone/headset thingee that clues me in about everything around me and helps me learn what I need to know. Why would I ever give that up?




Fixing Education Policy



Via a kind reader’s email: Jim Ryan:

Identifying what needs to be fixed in the field of education is easy: the No Child Left Behind Act, currently up for reauthorization but stalled in Congress pending the next election. The elaborate law requires schools to test the bejeezus out of elementary- and middle-school students in reading and math, to test them again in high school, and to sprinkle in a few science tests along the way. Schools posting consistently poor test scores are supposed to be punished so that they’ll clean up their acts and allow NCLB’s ultimate goal to be achieved in 2014. The act imagines that essentially all students across the country will be “proficient” in that year, meaning that they’ll all pass the battery of standardized tests required by the NCLB. Hence the act’s catchy title.
NCLB was enacted in 2001 with huge bipartisan support, though many Democrats in Congress have since disclaimed if not denounced it, presumably having had some time to read it. The act is at once the Bush administration’s signature piece of education legislation, its most significant domestic policy initiative, and the most intrusive federal education law in our nation’s history. The federal government provides less than 10 percent of all education funding, yet NCLB drives education policy in every school district in the country. In short, it’s a big deal. It’s also in need of repair. No one—conservative or liberal, Democrat or Republican—doubts that.




For Little Children, Grown-Up Labels As Sexual Harassers



Brigid Schulte:

In his seven years, Randy Castro has been an aspiring soccer player, an accomplished Lego architect and a Royal Ranger at his Pentecostal church. He also, according to his elementary school record, sexually harassed a first-grade classmate.
During recess at his Woodbridge school one day in November, when he was 6, he said, he smacked the classmate’s bottom. The girl told the teacher. The teacher took Randy to the principal, who told him such behavior was inappropriate. School officials wrote an incident report calling it “Sexual Touching Against Student, Offensive,” which will remain on his student record permanently.
Then, as Randy sat in the principal’s office, they called the police.
“I thought they were going to take me to prison,” Randy said recently. “I was scared.”




Long Beach school district is a finalist for Broad Prize



Seema Mehta:

The Long Beach Unified School District was again named a finalist Wednesday for the prestigious Broad Prize, which honors academic excellence and strong performance by minority and poor students in urban districts across the nation.
“It’s a huge honor,” said Christopher J. Steinhauser, superintendent of the nearly 91,000-student district. “We pride ourselves on a path of continual improvement, and to be recognized by the [Eli and Edythe Broad] foundation as one of the top five school systems in America every time we’ve been eligible is a huge honor for teachers, students and parents.”
In 2003, Long Beach Unified won the prize, which includes $500,000 in college scholarships. The district — the third-largest in California — has been a top-five finalist every year it has been eligible since the inception of the prize, an honor that comes with $125,000 in scholarships. Districts that win the prize are then ineligible for three years.
The four other finalists this year are districts in Fort Lauderdale, Fla., and Miami, as well as the Aldine Independent School District near Houston and the Brownsville Independent School District on the Texas-Mexico border. The winner will be announced Oct. 14 in New York City.




Statistics refute rhetoric on school spending



Dan Walters:

California’s perennial debate over how much it is and should be spending on its largest-in-the-nation public school system has escalated sharply this year as the state faces a whopping budget deficit and Gov. Arnold Schwarzenegger proposes – whether seriously or not is uncertain – to take a big bite out of the schools’ money to close it.
The educational establishment and its allies in the Democratic leadership of the Legislature are howling about the governor’s proposal that school spending be whacked by $4.8 billion from what the constitution otherwise would require it to be through the 2008-09 fiscal year.
The Democrats have vowed to block any budget that makes a substantial reduction in state school aid and the California Teachers Association and other school groups have resumed their high-decibel complaint that California’s per-pupil spending is already near the bottom of the states.
Republicans and other critics, meanwhile, complain that California is wasting much of its school money on bloated administration and ineffective, faddish educational nostrums. They cite the state’s near-bottom rankings in national educational achievement test scores.
In the midst of this Sturm und Drang, the Census Bureau on Tuesday issued an extremely detailed accounting of what states (and the District of Columbia) are spending on their schools. It undercuts the mantras being chanted by both of the Capitol’s warring political factions.




Class Size Reduction “Not a Silver Bullet,” New Research Review Finds; Poor and Minority Students Benefit Most Quality Teaching, Political Climate, Are Key Determinants of Success



Teachers College @ Columbia University:

Ask the average parent or teacher what change they’d most like to see in their school, and there’s a good chance the answer will be “smaller classes.”
Now a new review of major research on the subject finds that reduced class size is far from a universal panacea, and may have no bearing at all on student achievement unless enacted under the right political, economic and academic conditions. Those include quality teaching, targeting of schools and children likeliest to benefit, and avoidance of perverse incentives that can spawn unintended negative consequences.
“Class size reduction is not a silver bullet,” writes Douglas Ready, Assistant Professor of Education at Teachers College, Columbia University, in his paper, Policy, Politics and Implications for Equity. “Establishing appropriate class size is a balancing act between children’s development needs and contemporary fiscal realities. The matter assumes even greater complexity when we consider the relationship between class size and educational equity.”
Ready’s review of the literature does show that poor and minority students are likelier to benefit from class size reduction efforts than white students and students from wealthier families.




Bad News U: Colleges Reject Record Numbers



Anjali Athavaley:

The college-admissions season set records this year — both in the number of students who applied, as well as the number of students who were rejected.
Harvard University has a record applicant pool of 27,462 and an admissions rate of 7.1%, meaning that 1,948 students were accepted — the lowest number in the school’s history and a drop from last year’s 8.9%. Yale University received 22,813 applications and accepted only 8.2%, down from 9.6% last year. And at Princeton University, of the 21,369 applications, 9.3% were accepted, down from 9.5% last year.
State schools, too, are reporting a tough admissions season, with acceptance rates down at the University of Texas and the University of North Carolina, among others.
On the positive side for some students this season, schools are having a hard time predicting their all-important “yields” — the percentage of students admitted who will actually attend. And high-school counselors are hoping that ambiguity will result in more acceptances for students who are on waiting lists — a strategy schools use to reach enrollment targets.




Introduction to a standards-based educational system #3



Madison School District Teaching & Learning Department:

The Madison School District is making the full transition to a standards-based educational system. Here is the third in a series of articles about a standards-based system, with this one focusing on instruction.
Introduction to a standards-based system… instruction
The Wisconsin Model Academic Standards (WMAS) articulate what students should know and be able to do in each curricular area. Madison Metropolitan School District staff elaborated upon these state standards to frame district curriculum and instruction.
Curriculum is the planned educational experiences taught in each subject area at each grade level. This issue focuses on instruction, which is the action or practice of teaching the curriculum.
Instruction is standards-based when the knowledge and skills that are the primary focus of the lesson support students’ continual progress toward meeting the standards.
This article shares an example from language arts to show how instruction in the MMSD is standards-based.

Much more on the proposed report card changes here.




Does Computing Add Up in the Classroom? On The “Mediocre Level of American Students’ Math Achievement



Steve Lohr:

Computing is essentially math on steroids. So, at first glance, it would seem no surprise that the recent report by the National Mathematics Advisory Panel would include computer-based instruction among its recommendations to address the “mediocre level” of math achievement by American students.
But the champions of computing in the classroom have hailed the math panel report as an encouraging win for their side. It suggests, they say, that computing should be seen as a valuable tool in mainstream education, like math and science, in kindergarten through high school curriculums.
“There is a real battle going on to determine the role that computing is going to play in K-12 education,” observed Robert B. Schnabel, a computer scientist at Indiana University, who is chairman of the Association for Computing Machinery’s education policy committee. “Is it going to be integrated into math and science curriculums or is it going to be more like shop?”




Reality Check



James Fallows, writing from China:

This is the kind of scene I wish I could convey to people who worry about China as the all-conquering juggernaut that has coped with every internal challenge and is sitting around thinking about how to take over the world.
My wife and I spent the afternoon at a public “High Tech Middle School” in Ningxia autonomous region, in western China bordering Inner Mongolia. The students could not have been more charming or open-spirited. Here’s how a few of the girls looked:




New Madison School Chief Meets & Greets



Susan Troller:

Dan Nerad is already beginning to reach out to the community, three months before he formally steps into his new role as Madison’s next superintendent of schools.
In The Capital Times’ offices on Wednesday, School Board President Arlene Silveira introduced Nerad to staff members, noting that last week was spring break in Green Bay, where he is currently the superintendent of schools.
“Dan spent his vacation in the Doyle Building,” Silveira said, referring to the site of the Madison school district’s central administration.
Nerad was in Madison Wednesday, speaking to media editorial boards and joining current Superintendent Art Rainwater to address a lunch meeting of the Madison Downtown Rotary club.
“My role will be to add value to what is already an excellent school district,” Nerad told the Rotarians. He added that he is committed to the goal of continuous improvement.
“You have to focus on the next steps,” he said.
During his visit to The Capital Times, Nerad described innovations in Green Bay during his tenure. They include specialty focus areas in each of the district’s four high schools and a plan for 4-year-old kindergarten slated to begin during the 2008-2009 school year.

Watch a brief video of Dan Nerad’s remarks at Saturday’s Memorial / West Strings Festival.




An Unlikely Obsession: School Auctions



Winnue Hu:

PATTY FURNER circled the chandelier-lit catering hall, trolling for bargains as she passed by row after row of gorgeously wrapped gift baskets at an auction this month to benefit the Hillside Elementary School in Livingston, N.J.
Ms. Furner, in her worn white sneakers, walked by cliques of well-heeled Livingston parents without bothering with small talk. She glanced right over a sketch of a new playground to be financed with auction proceeds, since her two daughters do not go to school there.
Instead, Ms. Furner, 44, a stay-at-home mother from nearby Union Township, had only one thing in mind: sizing up the 230-plus gift baskets to decide how to spread around her baby-sitting earnings. “It’s an addiction,” she said. “It’s the excitement of trying to win that prize you want.”




2007 “Nation’s Report Card – Writing” Now Available



National Center for Education Statistics:

This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White — Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts.

36% of Wisconsin 8th grade students scored proficient and advanced, tied for 9th best. Complete Report: 3.9MB PDF File.
Sam Dillon:

About one-third of America’s eighth-grade students, and about one in four high school seniors, are proficient writers, according to results of a nationwide test released on Thursday.
The test, administered last year, showed that there were modest increases in the writing skills of low-performing students since the last time a similar exam was given, in 2002. But the skills of high-performing eighth and 12th graders remained flat or declined.
Girls far outperformed boys in the test, with 41 percent of eighth-grade girls scoring at or above the proficient level, compared with 20 percent of eighth-grade boys.
New Jersey and Connecticut were the two top-performing states, with more than half their students scoring at or above the proficient level (56 percent in New Jersey, 53 percent in Connecticut). Those two and seventeen other states ranked above New York, where 31 percent of students wrote at the proficient level.

Joanne offers notes and links.




Elmbrook passes state’s largest school referendum



Andy Szal:

The largest school district referendum on the ballot was approved but most other large school spending measures failed when submitted to voters in the spring election.
A total of 30 referendums totaling more than $165 million were approved Tuesday. Thirty-one failed, representing nearly $285 million.
The Elmbrook school district gained $62.2 million to renovate and expand Brookfield Central and East high schools. A referendum last year for $108.8 million failed in the suburban Milwaukee district.
Of the 12 districts with referendums exceeding $10 million, only measures in Racine and La Crosse passed. Racine passed a $16.5 million referendum, while La Crosse passed a $20.9 million referendum. Voters in La Crosse also rejected a second referendum for $35 million to construct a new elementary school.

Wisconsin DPI Referenda site. More from George Hesselberg.




If You Text in Class, This Prof Will Leave



Scott Jaschik:

Some professors threaten to confiscate students’ cell phones if they go off during class. Laurence Thomas has his own approach to classroom distractions. If the philosopher at Syracuse University catches a student sending text messages or reading a newspaper in class, he’ll end the class on the spot and walk out. It doesn’t matter if there is but one texter in a large lecture of hundreds of students. If you text, he will leave.
Last week, when a student in a large lecture — in the front row no less — sent a text message, Thomas followed through on his threat (as he had done just a few days earlier). And he then sent the university’s chancellor, his dean, and all of the students an e-mail message explaining his actions and his frustration at the “brazen” disrespect he had received in class. In the e-mail, he noted that the student who sent the text message is Cuban, and that last year, two Latino students had started to play tic-tac-toe during his class.
While Thomas noted that white students are also rude, he expressed frustration that — especially as a minority scholar himself — he would be treated in this way. “One might have thought that for all the talk about racism and the good of social equality, non-white students would be particularly committed to respecting a black professor,” Thomas wrote.
Thomas followed up with a second e-mail, noting that at least one parent of a student had complained about two classes being called off. “Everyone has to understand that respect is a two-way street. I respect you, as I endeavor to do and you respect me. My experience has been that confronting students directly and asking them to stop has virtually no effect. I walk out to underscore the importance of what this means to me,” he wrote.




Texas School Borrows Honor Code from BYU



Steve Inskeep:

Students at the University of Texas at San Antonio were determined to uphold standards at their school. They wrote an honor code that discouraged both cheating and plagiarizing. But they weren’t going to waste a lot of time writing the darn thing themselves. The wording of a draft of the honor code appears to match the honor code at Brigham Young University. The student in charge of the project says the lack of a proper citation was just an oversight.

audio.




Head teachers want to drop National Curriculum in UK schools



Julie Henry:

The attack on the National Curriculum, which has dictated school timetables for 20 years, could spell the end of separate classes in history, geography, literature, languages, art and music.
Instead, schools would be allowed to decide how they teach big themes such as global warming, conflict and healthy living.
The present list of subjects would be reduced to little more than English, mathematics and computing. The National Association of Head Teachers, responding to a select committee inquiry into whether the National Curriculum is “fit for purpose”, said its structure of 14 compulsory subjects should be replaced by a “minimum framework” that would be “skills and competence-based, rather than prescriptive and knowledge-based”.
Growing calls for flexibility, coupled with a series of curriculum reviews ordered by ministers, represent a serious threat to the future of the traditional timetable.




Computer Erases Students Grades



AP:

A computer malfunction wiped out a month’s worth of grades at three high schools and one middle school, giving struggling students a second chance but dismaying others.
The Evansville-Vanderburgh School Corp. announced on its Web site that the malfunction occurred during spring break.
Students at Harrison High had mixed reactions, depending on how the second semester was going for them, senior Ibrahim Dughaish said Monday.
“Some are really upset because they worked hard for five weeks,” but others saw it as a reprieve, he said.




Spellings: Graduation Rates Should Be Uniform, Disaggregated



David Hoff:

Secretary of Education Margaret Spellings says she will soon propose rules that would require all states to use the same formula to calculate high schools’ graduation rates. She said she would require schools to disaggregate data by socioeconomic status, race, and other categories—just as schools are required to do for test scores under NCLB.
She announced the plan in a speech she delivered at an event kicking off a series of summits on drop outs sponsored by America’s Promise Alliance. But she left many questions unanswered.




Wisconsin Heights Plots Cost Cutting Strategy After Failed Referendum



Channel3000:

t said that he believes Tuesday’s school referendum failed because it had “no light at the end of the tunnel”.
Terry Zander was one of three school board members opposed to holding the referendum and said that he voted against it. He doesn’t, however, rule out the possibility of another referendum being held later, perhaps next spring, WISC-TV reported.
District voters saw their total property tax bills rise 16 percent last year when adding together school and all other property taxes. They narrowly defeated Tuesday’s plan, which sought to exceed state revenue caps and increase spending by a total $800,000 to cover budget deficits during the next two years.
The measure was defeated by a mere 53 votes, but Zander said that the “people have spoken” and the amount of votes shouldn’t matter.
He said that he doesn’t believe people change a budget deficit situation overnight. He said that past cuts are still being implemented and that voters want the board to work together to find a long-term solution to the situation. When that is done, Zander said that if a deficit remains, he could see holding another referendum.
This is the second referendum in two years that has failed to get approved, WISC-TV reported.




The Grinding Battle with Circumstance: Charter Schools and the Potential of School-Based Collective Bargaining



Jonathan Gyurko [196K PDF]:

Despite its teacher union origins as a vehicle for teacher-led, bottom-up innovation and early bi-partisan support, the charter movement was adopted by political conservatives as a vehicle for market-oriented education reforms. In the process, teacher unions largely repudiated an idea they helped launch. Yet recently, a flurry of discussion has emerged regarding an evolving and potentially productive relationship between charter schools and teacher unions. These discussions were precipitated by the recent actions of a few notable policy entrepreneurs whose work may suggest political and policy alternatives that could advance and sustain the policies embedded in the charter model.
This paper chronicles the political history of the charter school movement in the United States, starting with ideas promulgated by the late American Federation of Teachers President Albert Shanker and continuing through the embrace of charter schools by political conservatives. Through a review of available research, the paper assesses the current state of the charter school movement, including an assessment of charter school achievement data and a critique of the charter school policy framework, with particular emphasis on charter school financing, philanthropic support, and access to human capital. The paper also describes the recent and politically counter-intuitive work by the United Federation of Teachers, New York City’s teachers union, in founding two charter schools.
With the broad history and state of the charter school movement established, this paper analyzes recent events through the agenda setting frameworks developed by Baumgartner and Jones (1993) and Kingdon (1984). Specifically, the paper argues that the charter school movement may be approaching an instance of “punctuated equilibrium” due to the charter school movement’s changing “policy image” and the loss of “monopolistic control” over the charter school agenda by a small interest group. The paper concludes that school-based collective bargaining may be a “new institutional structure” that could have transformative and productive consequences for the charter school movement.




Wisconsin Per Student Spending Drops in National Rankings from 11th to 17th, Remains Above Average



Alan Borsuk:

For better or worse – and you could get heated arguments about it – Wisconsin appears to be well on its way to becoming a middle-of-the-pack state when it comes to the amount of money put into grade school and high school education.
Wisconsin collected the 17th highest amount per student in taxes to pay for education in 2005-’06, the U.S. Census Bureau said in a report released Tuesday. And the gap between Wisconsin and the national average was less than $400.
A decade earlier, the state ranked 11th, and education revenue per student was almost $800 more than the average.
Those indicators mesh with other data, such as reports on teacher salaries nationwide, that indicate spending on education in Wisconsin remains above national averages but is moving down.
The heated debate about what that all means would come from people such as Republicans in the state Legislature who have argued for years that taxes are too high and education spending should be brought into line with other states, and school district officials and teachers organizations that claim services and staff are being cut because of spending caps that have been in place for almost 15 years.

Related by Pete Selkowe:

This gloomy Monday brings another of those reports about Wisconsin’s economy guaranteed to add to your malaise. (Like last week’s report on the county’s slow real estate value growth, Property values, the have’s and the have not’s.)
Today’s report — Measuring Success: Benchmarks for a Competitive Wisconsin — grades the state (alas, no curve, no Gentleman’s C) by comparing us to other states. Sit down before you read further, because the news isn’t good.
— For example: Wisconsin’s per capita income is $34,476, compared to the national average of $36,629, a difference of 5.9% (and the largest gap since 1991). The comparison is worse when our incomes are matched against folks in Illinois ($38,297) and Minnesota ($38,751).
— Not only do our jobs not pay as much, but we’re not growing very many more of them. In 2006, the number of Wisconsin jobs increased 0.7%, down from a growth rte of 1.1% in 2004 and 1.2% in 2005. Wisconsin trails the national average of 1.8% job growth.
— How about the growth in private businesses? The number of new private businesses in Wisconsin dropped 0.4% in 2006, while the number of businesses nationally grew 2.5%. All of Wisconsin’s neighbors had increases in 2006.
The study is released annually by Competitive Wisconsin, Inc. (CWI), a nonpartisan consortium of state agriculture, business, education and labor leaders. Measuring Success grades Wisconsin on 33 areas of interstate competitiveness; compared to our performance in past years, 17 benchmarks changed this year: eight improvements and nine declines.

K-12 Tax & Spending climate summary. Channel3000 has more.




Admission Impossible



Keith Gessen:

At the end of our freshman year at Harvard, my roommates and I, having done so well so far in the lottery of life, did badly in the housing lottery. We were sent to live in the Quad, a group of dorms half a mile northwest of the main campus. This was in the mid-’90s, before global warming, so on cold winter days, while our classmates rolled out of bed and into lecture with a steaming hot coffee and a warm apple fritter, we trudged through snow and wind to sit there for an hour in our wet socks. On the other hand, cut off from civilization, we had a lot of time to think. We thought about modernity, the Renaissance, etc.; we played a lot of Ping-Pong; and we considered our lives, thus far, and what Harvard meant to them. One of my friends formulated an idea. “We’ve done the hardest thing,” he said, meaning getting into Harvard. He came to be fond of this statement, and in lulls in dining hall conversation he’d return to it. “We’re 19 years old and we’ve done the hardest thing there is to do,” he’d say, and then we’d sit there, looking stupidly at one another.
In the years since, as I learned from Joie Jager-Hyman’s FAT ENVELOPE FRENZY: One Year, Five Promising Students, and the Pursuit of the Ivy League Prize (Harper, paper, $14.95), it’s only gotten harder. A former Dartmouth admissions officer, Jager-Hyman follows five high school high-achievers trying to get into Harvard.
And it is scary.
Before reading “Fat Envelope Frenzy,” I was convinced that our nation’s youth spent all their time uploading party photos to the Internet. I still think that. Yet it appears that a division of labor has been effected. Reading about Felix, who at 14 spent the summer assisting doctors at a rural orphanage in his parents’ native China; and Nabil, a top “mathlete” already familiar with the work of his potential future professors; and Lisa, a national champion rhythmic gymnast who tells Jager-Hyman that gymnastics “is like my anti-drug — not that I’d be doing drugs,” I kept thinking of poor John Stuart Mill, the original early applicant, whose father home-schooled him from the age of 3, teaching him Greek and Latin and the theories of Jeremy Bentham, but not how to feel. At the age of 20, Mill suffered a breakdown; already one of the most brilliant polemicists in England, he couldn’t say anymore what the point of it was. As he later wrote, “The whole foundation on which my life was constructed fell down.”




Informative, Not Scripted



American Educator 350K PDF:

To some readers, “clear, specific content” may sound like a euphemism for “script.” But Core Knowledge demonstrates that standards could—and should—be heavy on content and light on pedagogy. By clarifying what to teach, but letting teachers decide how to teach, Core Knowledge supports good instruction.
Instead of writing a typical standards document, Core Knowledge developed a bare-bones “sequence” of content for grades K-8. It then developed a detailed teacher handbook for each grade that provides key information—like vocabulary, background knowledge, and connections to other subjects. Teachers can use the sequence to quickly see what is taught in the grades above and below theirs, and the handbook to guide their lesson planning and teaching. Here, we show the full fourth-grade language arts sequence, which includes speeches by Patrick Henry and Sojourner Truth, and the speeches section of the fourth-grade teacher handbook (p. 34-37).
The handbooks have some teaching suggestions, but they do not mandate any particular way of teaching, and they don’t offer anything that even resembles a script. But don’t just take it from us, read what two teachers have to say about it. We asked Kethkeo Vichaiyarath and Xia Lee to discuss how they have used the handbook as they developed lessons on the speeches. Both have nine years’ experience and currently teach fourth grade at Phalen Lake Elementary in St. Paul, Minn. Nearly 70 percent of the students are English language learners and roughly 90 percent qualify for free or reduced-price lunch. Core Knowledge provides Kethkeo and Xia the rich content their students need. —Editors




Best Grad Schools 2009



US News:

U.S. News has collected data from more than 12,000 graduate programs to bring you this year’s rankings. Start by selecting a discipline for access to our top program rankings.




Mom Called and Said, “Slow Down”



Christopher Lawton:

Stephanie Wade, a Peck, Kan., mother of six, didn’t make her children wear seat belts in the car when they were younger. So years later, it was difficult to persuade her 16-year-old daughter Kelsie to wear one when she got her driver’s license in November.
To police her child, Ms. Wade in January had a video camera installed in plain view in Kelsie’s car. The camera, made by DriveCam Inc., records both the inside of a car and the view outside through the windshield. Whenever the vehicle makes a sudden move, the camera wirelessly transmits a digital recording to DriveCam’s central-monitoring station, where it’s analyzed and emailed to her parents within 24 hours. DriveCam also sends a weekly report rating the teen’s driving and safety skills.
Using DriveCam’s service, Ms. Wade saw that her daughter wasn’t wearing her seat belt. “We started saying, ‘Kelsie, you have to be buckled and anybody in the car has to be buckled,’ ” says Ms. Wade, 43. Kelsie complied — a move that later may have saved her life.
DriveCam’s $900-a-year camera and one-year monitoring contract were paid for by the Wades’ car-insurance company — an incentive increasingly offered by insurers to attract younger drivers. But it’s also one of several new tools that help parents keep track of teenage drivers.




Uncontested election gives new board members opportunities



Susan Troller:

Without opponents in their races for Madison School Board seats, candidates Ed Hughes and Marjorie Passman have spent more time identifying issues that unite rather than divide them.
Although both candidates said they were concerned by the lack of interest in this spring’s school board race, they admitted that it had offered some unique opportunities.
“In a contested election, there’s a tendency to pigeonhole the candidates,” Hughes, a Madison attorney who is running for his first elected office, said in a recent interview.
Hughes said that in a more normal election, Passman’s extensive classroom experience and passionate enthusiasm for teaching and teachers would have labeled her as the teachers’ union candidate.
“She would have been pushed towards MTI. It’s likely I would have been pushed in the other direction. It’s far more subtle than that and it’s not fair to either one of us,” he observed.




School Board? Who…. me?



Erin Richards:

According to the Wisconsin Association of School Boards, candidates for local office should have these qualifications:

  1. A belief that all kids are entitled to a good education
  2. An open mind
  3. A willingness to attend seminars to help them make intelligent decisions about school affairs
  4. An ability to work with other school board members
  5. Time

There are a few others, but you get the idea; it’s not like you need a graduate degree in economics for this gig. So why, according to a recent Journal Sentinel analysis, are almost 70% of local school board races in the five-county metro area going uncontested?
Seems like with all the concern over achievement rates, No Child Left Behind testing and cuts to school programs that more people, rather than fewer, would be interested in having a vote on what happens to their local district. One person has told us that part of it may be because so many schools have cut civics courses that illuminate how local government works.




Salute to D.C.’s College Tuition Champion



Mary Beth Sheridan:

He is a seven-term U.S. representative and a prominent Republican, but Tom Davis hasn’t forgotten what it was like to grow up as one of five children in a struggling family, with a father serving time in prison.
“We had no money,” Davis (R-Va.) said recently at a reception, recounting how he went to Amherst College thanks to a scholarship. “I understand what it means to be a young kid, when you talk about college, and make that a reality.”
Davis is a champion of a federally funded initiative that has sent thousands of D.C. residents to college. He and other supporters of the D.C. Tuition Assistance Grant Program were honored at the reception this month in the Senate.
The program, launched in 2000 and recently renewed, provides tuition subsidies of up to $10,000 per year to D.C. residents to attend public colleges elsewhere in the country. It offers smaller amounts to those choosing private colleges in the D.C. metropolitan area or historically black colleges around the nation. It aims to compensate for the District’s lack of a full public university system.




RISE OF THE ‘ROCK STAR’ SCHOOL SUPERINTENDENT



Patrick Jonsson:

No Child Left Behind has created a demand for school administrators who can take the pressure, and some 20 percent of school districts are now seeking superintendents because of a shortage.
The list reads more like demands from a Hollywood agent than from a candidate to lead the schools for an antebellum-tinged suburb of Atlanta.
To come to work here in Clayton County, a failing school district in Georgia, former Pittsburgh superintendent John Thompson wants $275,000 in salary, a $2 million consulting budget, a Lincoln Town Car with a driver, and money to pay a personal bodyguard.
Sound a bit hefty for someone likely to pull a power lunch in a junior high cafeteria? Maybe not.
Fewer qualified candidates, rising expectations, and a near-impossible job description are creating a new breed of superintendents: Call them central office rock stars. These candidates say that, for the right price, they’re willing to do an unpopular job that can take a heavy personal and professional toll to whip underperforming districts into shape.
The trend is exacerbated in struggling minority districts – many in the South – the very ones feeling the greatest pinch from new federal and state accountability laws.




Restructuring at Pasadena’s Muir High School



Seema Mehta:

Pasadena ‘school in crisis’ requires all teachers to reapply for their jobs as part of arduous restructuring.
The statistics at John Muir High School are alarming: five principals in six years and test scores so dismal that the state has been monitoring the Pasadena school for four years. To turn around the troubled school, administrators, teachers and community members are undertaking an ambitious — and unusual — effort that includes requiring all teachers and staff to reapply for their jobs.
The rehiring process, the most emotionally difficult piece of the school’s reconstitution so far, was completed Friday, but educators predict a tumultuous road ahead.
“It is a school in crises,” said Renatta Cooper, a member of the Pasadena Board of Education. “Turning a school around is always very difficult. People are so protective of Muir that the amount of change that is going to have to take place to really change the academic climate at the school is going to make people uncomfortable.”
Muir High School, a mission-style complex nestled at the base of the San Gabriel Mountains, serves nearly 1,300 students from northwest Pasadena and Altadena. Open as a high school for more than half a century, Muir occupies a sentimental spot in the community, most visible in the large alumni turnout at the annual Turkey Tussle football game between the Muir Mustangs and arch-rival Pasadena High School’s Bulldogs.

Clusty search: Pasadena Muir High School.




What’s Missing from Math Standards? Focus, Rigor and Coherence



William H. Schmidt:

Why do some countries, like Singapore, Korea, and the Czech Republic, do so much better than the United States in math? I’ve heard all sorts of reasons; diversity and poverty top the list. But after some 15 years conducting international research, I am convinced that it’s the diversity and poverty of U.S. math standards—not the diversity and poverty of U.S. students—that are to blame.
The single most important result of the Third International Mathematics and Science Study (TIMSS) is that we now know that student performance is directly related to the nature of the curricular expectations. I do not mean the instructional practices. I mean the nature of what it is that children are to learn within schools. (In the U.S., the curricular expectations are usually referred to as standards; in other countries they are known by various names.) After all, what is more central to schooling than those things we, as a society, have chosen to pass on to our children?
The TIMSS research has revealed that there are three aspects of math expectations, or standards, that are really important: focus, rigor, and coherence. Let’s take a brief look at each.




Washington’s Math Evolution Takes Another Detour



AP:

The people revising the way students learn math in Washington would like the adults in the state to do them a favor.
Please stop saying: “Math is hard. I’ve never been good at it.”
But if math is so easy, why is the process to revise the state’s math standards taking so long?
The journey that began in the summer of 2006 with a consultant-led review of the old learning requirements is nearing its second anniversary. The new completion goal — a third extension granted by the Legislature earlier this month — is the end of summer.
Lawmakers and education officials say the process is taking so long because they want to make sure they get it right. They have a lofty goal: to finish the process with the best math system in the country.




Raised on a Farm, She Found her Calling in the Milwaukee Public Schools



Lawrence Sussman:

In her 11 years as a special education and second-grade teacher for the Milwaukee Public Schools, Pam Young started a Cub Scout pack at Clarke Street Elementary School and later formed Cub Scout Pack 22 at Starms Discovery Learning Center.
The Boy Scouts of America recently gave her its distinguished merit award.
“It’s a predominantly female profession, and they already had a Girl Scout troop and a Brownie pack at the schools,” her husband, James Young II, said Sunday. “But there was nobody to do the Cub Scouts, and she volunteered because the boys needed it.”
“She was one of the few people in my life who actually put all others ahead of herself,” Young said.
Pam Young died of brain cancer Thursday at Columbia St. Mary’s hospice unit. She was 37.




Ways to Measure Schools Without High-Stakes Testing



Jay Matthews:

Who is going to be our next education president? I know, but I’m not telling. Most of The Washington Post’s political reporters these days are young, strong and potentially dangerous. They have warned me about previous attempts to tread on their turf. So I am going to confine myself to helpful advice for our future chief executive, without revealing that person’s name.
I have gotten some astute assistance in this effort from Sharon L. Nichols, an educational psychologist who is an assistant professor at the University of Texas at San Antonio, and David C. Berliner, Regents’ Professor of education at Arizona State University. Their 2007 book “Collateral Damage: How High-Stakes Testing Corrupts America’s Schools” is the latest selection to our Better Late Than Never Book Club, this column’s way of spotlighting good work that I really should have read when it appeared months, sometimes years, before.
Nichols and Berliner attack from all sides the state testing that we use to assess schools under the No Child Left Behind law. Their analysis is clear, their arguments strong. What particularly impressed me was their willingness to suggest viable alternatives to testing as a way for us voters, parents and taxpayers to know which of our schools are doing well and which are not, a service to which some critics of testing seem to think we are not entitled.




Western colleges find school mates in India



Indrajit Basu:

Last month, St Xavier’s College of Kolkata, one of the most orthodox educational institutions in India, announced collaboration with the University of Manitoba, Canada.
For St Xavier’s, one of the country’s oldest and most prestigious educational institutions that has steadfastly stuck to its independent values, this collaboration is significant – it is its first partnership with any external institution in its 150-year history. Despite being affiliated with a local university, St Xavier’s resisted all types of external intervention and insisted on autonomy, which it finally gained two years back.
“It is significant because for one, St Xavier’s has become sufficiently flexible to make educational collaboration workable,” said Professor Michael Trevan, dean of the University of Manitoba, Canada. “[And also because] this bilateral agreement may be used in future to create multi-lateral pacts globally where St Xavier’s could be a part of such pacts.”
St Xavier’s is not alone. Over the past two years, India has seen an influx of many marquee names, including Harvard, Kellogg, Michigan University, Carnegie Mellon, Georgia Institute of Technology (all in the US), Grenoble Ecole de Management (France), and Aston Business School (United Kingdom), while research-oriented institutions like the London Business School, Stanford University and University of California Los Angeles Anderson School of Management, and many others from the world over are working towards setting up bases in India.




‘A truly great man’: Milt McPike dies at 68



Channel3000.com:

McPike Battled Rare Adenocystic Cancer. After battling cancer, popular former Madison East High School principal Milton McPike died on Saturday night.
The Madison Metropolitan School District said that McPike passed away overnight at a hospice care facility, WISC-TV reported.
Family, friends, former staff and students said that they’re remembering McPike as a man many called an educational hero.
For 40 years, McPike made his life educating youth. He spent 28 of those years in the Madison school district. For five years, he was an assistant principal at West High School, then as principal at East High School for 23 years.
“I’ve seen so much success through kids who everybody else has given up on,” McPike said in a 1992 interview.
He shared his secrets on building relationships with his students.

Samara Kalk Derby:

Milton McPike, a giant in the Madison educational community, died Saturday night at HospiceCare Center in Fitchburg, surrounded by his family. He was 68.
At 6-foot-4, the former San Francisco 49er cut an imposing figure at East High School, where he served as principal for 23 years.
McPike was diagnosed with adenocystic carcinoma, a rare cancer that attacked his sinus area.
Superintendent Art Rainwater called McPike “a truly great man” and “an icon in our community.”
“Milt was first of all a tremendous person. He was obviously extremely well respected and a talented educator,” Rainwater said. “He led East for 23 years and really and truly was not only important to East High School, but was also important to our community.”
Even after he retired from East in 2002, McPike continued to contribute to the community by being a member of the University of Wisconsin System Board of Regents and recently heading a gang task force in Dane County, Rainwater said. “So his loss will be deeply felt.”

Clusty Search: Milt McPike.




It’s time to deal with students who cheat



Regan McMahon:

In late March and early April, anxious high school seniors wait for little white envelopes or big fat mailing packets indicating whether they gained admission to the college of their choice. They did everything they could to make the grade. And for 75 percent of them or more, according to a national study conducted by Duke University, that included some form of cheating.
Yet despite the prevalence of academic cheating – ranging from copying homework to plagiarizing off the Internet to purloining test answers – and the concern that without ethics you get Enron, there are no statewide or school-district wide academic integrity standards. Perhaps it’s time to make curbing cheating part of the public policy agenda.
Among the consequences of letting it go unchecked is student and teacher alienation. As I reported in the Chronicle Magazine last September, many students, under intense pressure to get good grades for college admission, believe they’re chumps if they don’t cheat. And many teachers report that when they catch cheaters red-handed, the administration doesn’t back them up.




California’s Content-Rich History “Framework”



American Educator:

Excerpt from the Framework for Grade Ten—World History, Culture, and Geography: The Modern World
World War I and Its Consequences
The growth of nationalism, imperialism, and militarism provides the backdrop for consideration of World War I, which permanently changed the map of Europe and deeply affected the rest of the world. Students should understand the political conditions that led to the outbreak of the war in Europe. Caused in large measure by nationalism, the war stimulated even greater nationalist impulses by dissolving old empires, unleashing irredentist movements, and promoting the spirit of selfdetermination. Within the context of human rights and genocide, students should learn of the Ottoman government’s planned mass deportation and systematic annihilation of the Armenian population in 1915. Students should also examine the reactions of other governments, including that of the United States, and world opinion during and after the Armenian genocide. They should examine the effects of the genocide on the remaining Armenian people, who were deprived of their historic homeland, and the ways in which it became a prototype of subsequent genocides.




“Wisconsin School financing deserves an F”



Wisconsin State Journal Editorial:

For more evidence of why Wisconsin residents should demand reform of the state ‘s school financing system, consider this:
On Tuesday, 41 school districts — nearly one of every 10 in the state — will be responding to a financial squeeze by asking voters for permission to spend more money.
That ‘s in addition to the 14 districts that did the same in last month ‘s primary election.
A few districts are requesting to borrow money to build or renovate or to buy land. But the majority are districts with leaky roofs to fix, outdated textbooks to replace, heating systems to repair and parking lots and athletic fields to maintain.
And they have no money to do it with because the state has boxed school boards, and the public they serve, into a no-win situation.
Whether these referendums deserve approval — or, even if they do, whether taxpayers can afford the cost — will be up to the voters.

Related: K-12 Tax & Spending Climate notes that Wisconsin K-12 spending has increased by an average of 5.10% annually (Madison is 5.25%).




Texas English Teachers Fight Board Mandated Reading Lists



Terrence Stutz:

cores of English teachers urged the State Board of Education on Wednesday to reject proposed curriculum standards that would spell out what literary works their students should read, insisting they are best suited to make those decisions.
Educators from North Texas and across the state said board members should listen to teachers before they adopt curriculum standards for English that will remain in place for the next decade, influencing not only what is taught in the classroom but also providing the basis for state tests and textbooks used in public schools.
Carrollton-Farmers Branch English teacher Elsa Anderson said a board proposal to establish reading lists for English and reading classes is a mistake and would “tie teachers’ hands and deprive them of making decisions about books that are best for their students.”
Ms. Anderson, representing the Texas Council of Teachers of English Language Arts, said the book titles included in the board proposal — most of them classics — are “extremely limited in diversity” and would have a negative impact on the reading achievement of minority students.




Calling for Clear, Specific Content



American Educator:

Nearly 20 years ago, the nation coalesced around a sound idea for improving schools: standards-based reform. The standards were supposed to establish what students ought to know and be able to do and, as a result, offer clear guidance to teachers, curriculum writers, textbook and assessment developers, and professional development providers. They were supposed to result in a well-aligned system that provides teachers all the resources and supports they need—at least, that’s what we were promised.
Teachers know all too well just how broken that promise is. The typical state’s standards are nowhere near strong enough to serve as the foundation for a well-aligned, coherent educational system. The AFT has been reviewing state standards for more than a decade, and our findings—that state standards are, for the most part, either much too vague or much too long (and sometimes, oddly, both)—have been confirmed by many other reviewers.
We should be outraged. As readers of American Educator know, cognitive science has established that knowledge builds on knowledge-the more you know, the faster you learn.* And so it’s imperative that standards offer carefully sequenced content from the beginning of kindergarten through the end of high school. But they don’t. And as a result, we have some serious problems:




Creativity Step by Step: A Conversation with Choreographer Twyla Tharp



Diane Coutu:

The notion that some people are simply born artistic – and that there is a profile that can help organizations identify them – is quite firmly entrenched. All the talk of genetic determination nowadays undoubtedly has a lot to do with that. But the idea that creativity is a predetermined personality trait probably appeals at a psychological level because it gives people an excuse for not innovating or initiating change themselves, reducing the problem of creativity to a recruitment challenge.
Significantly, the people least likely to buy into the idea that creativity is preordained are the creative geniuses themselves. Choreographer Twyla Tharp, for one, doesn’t subscribe to any notion of effortless artistry. As someone who has changed the face of dance, she’s certainly qualified to have an opinion. The winner of a MacArthur fellowship (popularly called “the genius grant”), two Emmy awards, and a Tony award, she has written and directed television programs, created Broadway productions, and choreographed dances for the movies Hair, Ragtime, and Amadeus. Tharp, now 66, did all this while creating more than 130 dances—many of which have become classics—for her own company, the Joffrey Ballet, the New York City Ballet, the Paris Opera Ballet, London’s Royal Ballet, and American Ballet Theatre. The author of two books, she is now in the process of simultaneously developing new ballets for the Miami City Ballet, American Ballet Theatre, and Pacific Northwest Ballet.
At her Manhattan home, Tharp met with HBR senior editor Diane Coutu to discuss what it takes to be a choreographer. In these pages, she shares what she has learned about fostering creativity, initiating change, and firing even top-notch performers when push comes to shove. In her suffer-no-fools way, she talks about her “monomaniacal absorption” with her work and the need to be tough, even ruthless, when that work is at stake. What follows is an edited version of their conversation.




Mississippi’s School Board Trainning Law



Shelia Byrd:

Gov. Haley Barbour has signed several bills into law, including one that would require additional training for school board members in low-performing districts.
The bill becomes law July 1. It would affect local school boards that serve in districts with one or more underperforming schools or in districts with serious financial problems.
The members would undergo training geared toward improving learning and promoting effective financial management. The training would be provided annually by the Mississippi School Boards Association.
Sen. Alice Harden, D-Jackson, a former teacher and a member of the Senate Education Committee, said the bill doesn’t go far enough. She said the additional training should be required for school board members in all districts.
She said many of the state’s school board members are elected, and while they’re committed to supporting the district, “they don’t exactly understand their responsibilities.”
“What they do is set the philosophy of what a district should be doing,” Harden said Wednesday. “The teachers are teaching, the environment is conducive to learning and the school is up to par.”




Annual review rates state-funded preschool programs



Karen Uhlenhuth:

Although many states, including Kansas, are subsidizing public preschool for growing numbers of children, Missouri is serving fewer than it did five years ago.
The National Institute for Early Education Research on Wednesday released its yearly review of state-funded preschool. It found that more states are spending more money to enroll more children in higher-quality preschools. That’s important because children who attend good preschools on average do better on social and learning yardsticks.
Nationally, spending bumped to $3,642 per child, reversing four years of falling support. And for the first time, more than 1 million children nationwide were enrolled in state-funded preschool during the 2006-2007 school year.
Locally, the picture differs quite a bit between Kansas and Missouri.
Support for preschool is reflected in Kansas’ At-Risk Four-Year-Old Children Preschool Program. From the 2001-2002 school year, enrollment grew 168 percent to 5,971 in 2006-2007.
In Missouri, enrollment for 3- and 4-year-olds in 2006-2007 was 4,972, a 12-percent increase over the year before, but a 12-percent drop from 2001-2002. One factor has been stagnant funding, said Jo Anne Ralston, director of Early Childhood Education for the state education department.
“Legislators have crafted bills to get more funding for preschool, but there has not been a lot of support,” she said. On the contrary, Ralston said, Missouri’s preschool program competes with veterans and other constituencies for fees from casinos.

8.4MB complete 2007 report.




Up Close, Typical State Biology Standards Don’t Have the Content or Coherence of the International Baccalaureate



Paul Gross:

Since the beginning of the standards movement, national and state science standards have been padded with politically correct matter having little to do with the substance of scientific knowledge. According to philosopher of science Noretta Koertge, this invasion can be traced to the 1996 National Science Education Standards. They were developed by the National Research Council and have served as a model for the states. Koertge doesn’t blame the national standards; she merely notes that they created the opportunity:

[The National Science Education Standards] note that learning about science as process is not enough. Understanding of content is also required…. But one of their goals opens wide a door [for] … political correctness [to] … intrude. This is the requirement to present Science in Personal and Social Perspectives. “An important purpose of science education is to give students a means to understand and act on personal and social issues.” What might this mean in practice?1

In practice, it could mean almost anything except the actual content of science. As she notes, the national science education standards do recognize content as important. But they don’t resist the politicized formulas and prescriptions for science, nor the sociological turn, that came into prominence during the 1980s and 1990s. Since then, many 18-wheelers, loaded with cargo other than science content, have barreled through the wide-open door.




Teachers Face Large & Growing Professional Pay Gap



AFT:

Compared with workers in occupations that have similar education and skill requirements, public school teachers face a large and growing pay gap, according to a new analysis from the Economic Policy Institute (EPI).
Over the last decade, the report shows, the teacher pay gap increased from 10.8 percent to 15.1 percent. That translates into weekly earnings that are about $154 lower than comparable workers’. (The report compares teachers to accountants, reporters, registered nurses, computer programmers, clergy and personnel officers.)
AFT executive vice president Antonia Cortese notes that this is just the latest study to confirm the same discouraging trend. “Teachers continue to be vastly underpaid compared with similar workers,” she says in a prepared statement. “This makes recruitment and retention of the best and brightest increasingly difficult, even as the nation recognizes the growing need for high-quality teaching.”
For female teachers and for those with more seniority, the gap is especially striking. In 1960, women teachers were better paid than other similarly educated workers-by about 14.7 percent. By 2000, the situation had reversed to the point where female teachers faced a 13.2 percent annual wage deficit. The pay gap for teachers who are early in their careers has grown only slightly in the past 10 years, the EPI says. For senior female teachers (in the 45-54 age group), the deficit grew 18 percent during that same period.




More on Generational Change, Education & Moore’s Law



Cringely:

Let’s consider for a moment what many readers will find to be a politically incorrect position: because of cheap computers and the Internet, the ability to solve problems ad hoc has become more efficient than teaching kids about problems and issues that will never face them. As a result, the United States has let itself become less competitive by putting so much money into a product (a kid) making both its cost and its ability globally uncompetitive. So, instead of putting more effort into making globally competitive products, we put more effort into blaming those who are smarter at using technology that was mostly invented here.
If the idea is to give everyone a nice comfortable pension, if the same money invested each year in a typical kid’s education was instead invested in an IRA, it would give that kid a very comfortable living upon reaching age 65.
Well this is a terrible position to take, don’t you think? It treats our children like capital goods and denies them any ability to excel, dooming them to mediocrity.
Really?
My Mom (Mrs. Cringely to you) once said, “I may not have been the best mother, but at least I got all my kids through school.”
“No you didn’t,” I replied (this is a true story, by the way). “We would have made it through school with or without you.” And we would have.
Not wanting to put too much of a Libertarian spin on it, because I am certainly not a Libertarian, this is a fact that is missed by so many people. There will always be achievers, whether they go to public schools, private schools, home schools, magnet schools, charter schools, or no schools at all. While it is fine for society to create opportunities for advancement, what’s more important is removing BARRIERS to advancement. And for the most part that’s not what we are about.
What we tend to be about as a society is building power structures and most of those power structures, including schools and governments, are decidedly reactive. This is not all bad. After all, the poster child for educational and government proactivity in the 20th century may have been the Taliban in Afghanistan.

Related: Moore’s Law, Culture & School Change.




Children, Technology, Risk Taking and the “Nanny State”



Dr. Tanya Byron [2.5MB PDF]:

When I was asked by the Prime Minister to carry out an independent review of the risks children face from the internet and video games, I realised two things.
First, how integral these new technologies have become to the lives of young people and second, how important it is that we educate ourselves about the benefits and dangers they bring.
As a clinical pyschologist specialising in child and adolescent mental health – and as the mother of two children – I wanted to understand how and why young people use the internet and video games.
Hardly a day goes by without a news report about children being brutalised and abused in the real world or its virtual counterpart. Some make links between what happens online or in a game, and what happens on the streets or at home.
These headlines have contributed to the climate of anxiety that surrounds new technology and created a fiercely polarised debate in which panic and fear often drown out evidence. The resultant clamour distracts from the real issue and leads to children being cast as victims rather than participants in these new, interactive technologies.
It quickly became apparent that there was a big difference between what concerned parents understand and what their technologically savvy children know. The rapid pace at which new media are evolving has left adults and children stranded either side of a generational digital divide. Put bluntly, the world of video games has come a long way since the early days of Pac Man. And while change and innovation are undoubtedly exciting, they can also be challenging or just plain scary.
But panic or no panic, the virtual world and the real world do contain risks, and children left to navigate a solo path through either, face many dangers.
The trouble is that although as adults we instinctively know how to protect our children offline, we often assume that their greater technological expertise will ensure they can look after themselves online. But knowledge is not the same as wisdom.
This review is about the needs of children and young people. It is about preserving their right to take the risks that form an inherent part of their development by enabling them to play video games and surf the net in a safe and informed way.
By listening to children and young people and putting them at the heart of this review – and by replacing emotion with evidence – I hope I have provided some very necessary focus to what is a very necessary debate.

Slashdot discussion.




John Matthews has run Madison’s teachers union for 40 years. Is it time for a change?



Jason Shephard:

But while Matthews laments the failures of government to improve teaching and learning, he glosses over his own pivotal role in local educational leadership. That role includes standing in the way of programs like 4-year-old kindergarten that could help the district meet its educational objectives.
Beginning in the next few weeks, a school board made up mostly of rookies will begin to address the challenges ahead. A new superintendent starting July 1 — Daniel Nerad, formerly top dog in Green Bay — inspires hope of new solutions to nagging problems. But the third pillar of power is John Matthews. He’s been around the longest and arguably knows the most.
Already, Matthews has cemented his legacy from building a strong, tough union. But now, some are wondering if Matthews will also leave behind a legacy of obstructing key educational change.

Clusty Search: John Matthews.




Coverage of the Madison School Board Elections: 2008



Marc Eisen @ Isthmus:

Just because they’re uncontested, you shouldn’t overlook the two races for the Madison school board on the April 1 ballot.
There isn’t a tougher job or a more important one in local politics than maintaining the high quality of the Madison schools and dealing with the serious problems that confront them.
Over the past five weeks, we’ve queried retired teacher Marj Passman, the lone candidate for Seat 6, and attorney Ed Hughes, the lone candidate for Seat 7, on the important issues.
Here’s the week-by-week breakdown of our questions:




Numbers Don’t Tell Whole Story at Madison’s Glendale Elementary



Susan Troller:

Glendale Elementary may be failing by test-based standards, but it’s succeeding by human ones.
The question of how we recognize good schools and bad ones has become a pressing issue.
In Washington, Congress is debating the reauthorization of the No Child Left Behind legislation. Locally, Madison and Sun Prairie parents have recently been upset over boundary changes that some see as sending their children to less desirable schools.
At the same time, the movement toward inclusivity in special education, a growing minority population and increasing poverty rates throughout Dane County, particularly in Madison, have put a sharp point on some important questions:

  • Do advanced students suffer when they share a classroom with struggling students?
  • How should schools address the stresses of poverty?
  • Are test scores a reliable measure of a school’s effectiveness?

This story doesn’t attempt to answer those questions; educational researchers have been struggling with them for decades. Instead, it puts one Madison elementary school under the microscope where all those currents come together — a school that by No Child Left Behind’s test-based standards is clearing failing. Yet, by the assessment of a number of parents, volunteers and other fans, the school is succeeding beyond all expectations.
A closer look at Glendale Elementary, a 50-year-old Madison school within the noisy shadow of U.S. 51, shows a school where success is occurring in ways that test scores can’t measure and poverty rates don’t reveal.




For Marj Passman & Ed Hughes: Madison School Board Candidates



Capital Times Editorial:

For the first time in years, Madison has no contested School Board races this year.
On April 1, voters will elect two new members of the board. Traditionally, open seat contests have been intense, highlighting ideological, practical, geographic and stylistic divides not just between the candidates but within the community.
This year, there is no such competition.
Retired teacher Marj Passman is running without opposition for Seat 6.
Attorney and veteran community leader Ed Hughes is the sole contender for Seat 7.
They will be elected Tuesday and quickly join a board that faces serious budgeting, curriculum and structural challenges at a time when funding has been squeezed and the district superintendent, Art Rainwater, is retiring.
That does not mean that voters should take a pass on these races, however.




Ohio Governor’s Education Reform Outline



Scott Elliott:

“Summary of Education Reform Process” sketches out four phases designed to result in a plan to be implemented in March 2009 although it appears many of the ideas would require approval from the Republican-controlled legislature.
Strickland’s spokesman, Keith Dailey, cautioned that the document did not constitute a plan or proposal.
“The collection of ideas merged over the past year,” he said. “This isn’t the governor’s plan. This is a process that is geared toward ongoing discussion and through the conversation the governor believes consensus for reform will emerge.”
Among the ideas on the discussion list are:
—Junking the Ohio Graduation Test in favor of “portfolio” approach that would require students to complete a senior project, a community service project and both the ACT college entrance exam and end-of-course exams when the complete core high school subjects.




Tax credits for private-school grants a win-win



Erich Cochling:

Education spending has increased at a breakneck pace in Georgia over the past decade, outpacing inflation substantially. Since 1994 per-student spending has more than doubled, representing an increase in spending each year of nearly 10 percent. In 2007 per-student spending exceeded $10,000 for the first time in Georgia’s history.
But despite the high level of spending, Georgia was ranked 48th among the states in high school graduation rates in 2007. That is exactly where the state ranked in 2000. In some of the intervening years, Georgia dropped to 50th, managing to beat out only the District of Columbia and avoid the dishonorable title of “worst in the nation.” State SAT scores have remained stagnant for years in Georgia, with rankings hovering painfully close to 50th. While that trend seems to have changed in 2007, a positive thing no doubt, time will tell whether the improvement is based in real academic achievement or a redesigned exam.
These facts point to a sobering reality that demands our attention: Every four years a generation of students in failing schools graduates unprepared for higher education or the work force, if they graduate at all. To these students, the lack of a quality education can and likely will have devastating results. And requiring students to be subjects in a protracted experiment in education reform seems inhumane at the very least.
Fortunately, Gov. Sonny Perdue and the General Assembly have recognized the plight of these students and have championed legislation to give them hope through education choice.




States’ Data Obscure How Few Finish High School



Sam Dillon:

When it comes to high school graduation rates, Mississippi keeps two sets of books.
One team of statisticians working at the state education headquarters here recently calculated the official graduation rate at a respectable 87 percent, which Mississippi reported to Washington. But in another office piled with computer printouts, a second team of number crunchers came up with a different rate: a more sobering 63 percent.
The state schools superintendent, Hank Bounds, says the lower rate is more accurate and uses it in a campaign to combat a dropout crisis.
“We were losing about 13,000 dropouts a year, but publishing reports that said we had graduation rate percentages in the mid-80s,” Mr. Bounds said. “Mathematically, that just doesn’t work out.”
Like Mississippi, many states use an inflated graduation rate for federal reporting requirements under the No Child Left Behind law and a different one at home. As a result, researchers say, federal figures obscure a dropout epidemic so severe that only about 70 percent of the one million American students who start ninth grade each year graduate four years later.




Multiculturalism is a sedative



Salim Mansur:

Perhaps the most apt manner to describe multiculturalism as an ideology and government policy in western liberal democracies would be what the incomparable English writer, journalist and non-conformist, Malcolm Muggeridge, wrote in his 1970 essay, The Great Liberal Death Wish.
Perhaps also no contemporary of Muggeridge (1903-90), nor anyone after him, made as incisive a dissection of the deepening liberal malaise in the 20th century as he provided. He also exposed apologists of liberalism and their untiring efforts to discredit and dissolve the West as a uniquely gifted civilization.
In every culture there are to be found some dissidents or skeptics questioning its legitimacy and moral authority as those in the former Soviet Union — Andrei Sakharov, Alexander Solzhenitsyn and others not as well known — did. They exposed the lies of a system that rationalized the organized effort of tyranny to extinguish freedom, and their sacrifice eventually contributed to its demise.
But the oddity about skeptics in the West, as Muggeridge wrote about them and their liberalism, is the death wish to undo a culture where freedom, having sunk deep roots, thrives. They would replace this culture with a pale shadow of one negating all that is noble, life affirming, uplifting and founded on the values celebrated by the Christian church.
This is the great liberal death wish, a twisted psychology of that intellectual class which willingly goes out to buy the lies of a culture that entombs freedom, as was done in the Soviet Union — and continues in places such as China and Saudi Arabia — and fashion these lies as a cure for manufactured ills in the West, with the purpose of undermining it.




South Dakota School Funding Increase Tied to Teacher Salary, Benefit Boosts



EdWeek:

last week, with Gov. Michael Rounds’ March 17 signing of a $337 million school spending package—part of a state budget totaling $3.6 billion.
The Republican governor had argued for a 2.5 percent increase, well below a 4.25 percent hike that the Republican leader of the Senate, Dave Knudson, had pushed through that body.
Under the measure approved in the last minutes of the 2008 session, school districts must use the full increase for teacher salaries and benefits or see it trimmed by half a percentage point.




Offering Teachers Incentives; and a Chance to Live Their Faith



Samuel Freedman:

Nearly every morning last September, his first month teaching at St. Patrick’s School here, Raymond Encarnacion arrived to find the same girl waiting outside his closed and darkened classroom. She stood with her backpack and coat, and sometimes she gave a joking groan when he showed up, because his presence meant there wouldn’t be some pushover of a substitute.
All Mr. Encarnacion initially knew about her from the roster of his sixth graders was that her name was Ashley. So he asked in perfect innocence why she was always at school so early. The answers trickled out. Her father had died, her mother worked a daybreak shift, and Ashley herself was responsible for waking, feeding, dressing and checking the homework of several younger cousins. She usually got up at 4 a.m.
Hearing her disclosures, so unpitying and matter-of-fact, Mr. Encarnacion thought back to his own year as a sixth grader. His family lived in Westfield, N.J., a prosperous suburb with renowned public schools. His mother, a nurse, was his alarm clock, his breakfast chef, his chauffeur to school. “Everything,” he put it recently, recalling the childhood comforts, “was right there for me.”




“Professor Strengthens Math, Science Education”



Madeline Fisher:

Talk with Terry Millar long enough and it’s bound to happen: The mathematics professor will begin drilling you in math. He’ll slip in a question such as “What is pi?” and before you know it you’re being coached to a whole new level of mathematical understanding.
Linda McQuillen refers to it as having Millar “attend to her mathematics” and as his long-time collaborator she’s well acquainted with the experience.
“Traveling with him [to meetings] and when we’d do presentations for various audiences, on the cab rides to and from the airport, we were always doing mathematics,” laughs McQuillen, a retired math teacher and a former leader of the Madison school district’s math goals. “The problem is, Terry can do it verbally and I can’t. He’s just amazing.”
If Millar’s enthusiasm for teaching math can be overwhelming, it’s also true he has put the energy to good use. For well over a decade, Millar has worked to improve math and science instruction for students at all levels by bringing together the knowledge of university mathematicians and scientists with the teaching and curricular expertise of educators.

Terry Millar and Linda McQuillen participated in the Math Forum. Check out the notes, audio and video here.




Delaware Gubernatorial Candidates Discuss Education



Beth Miller:

No barbs were tossed, no snide remarks made, no mud slung.
Instead, the two men locked in what may be Delaware’s fiercest Democratic gubernatorial primary ever spent a full hour talking about public education to about 500 people at The Grand in Wilmington.
It was the first major debate of the 2008 election season for Lt. Gov. John Carney Jr. and State Treasurer Jack Markell and it drew teachers, businessmen, parents, policymakers, young and old, undecided voters and plenty of campaign workers.
The men talked about how to pay for schools, find good teachers, scrap the state’s testing program and make sure kids get the best shot they can at a good future, no matter what their present circumstances.
On many issues, their views were similar. Both support most recommendations of the Vision 2015 panel of experts, who have developed plans and pilot programs to give Delaware “world-class” schools by 2015. Both want more money to address Delaware’s high dropout rates, especially among Hispanic and black students.
Both were cautious about endorsing widespread expansion of Delaware’s charter school programs, urging an evaluation of that 10-year-old effort to bring innovation to the school system. Neither would commit to adding state money for charter school capital projects.




Common Ground: Clear, Specific Content Holds Teaching, Texts and Tests Together



Heidi Glidden 352K PDF:

Imagine for a moment that you are a new fourth-grade teacher with 25 children squirming in front of you. There’s a test at the end of the year, though you really aren’t sure what’s on it, and there are stacks of enormous textbooks— too enormous to tackle cover-to-cover—on the shelf. The one thing that is abundantly clear is that you are supposed to teach to the standards.

So, when you open up that standards document, do you hope to see something like this?
Analyze the style or structure of a text.
or something like this?
Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales.

Example: After reading some of the Greek or Norse myths found in such books as Book of Greek Myths or Book of Norse Myths, both by Ingri and Edgar D’Aulaire, discuss how myths were sometimes used to explain physical phenomena like movement of the sun across the sky or the sound of thunder.
Both are from current state standards, but one, obviously, offers much more guidance as to what your fourth-graders need to learn. If your instruction is guided by the first standard, you may or may not adequately prepare students for the test—or for fifth grade. But if your instruction is guided by the second standard, your students have a much better chance of being on grade level. And we can imagine an even clearer, more specific standard that would give you greater confidence that your instruction was on target.
For example, instead of merely suggesting books to draw from, the latter standard could specify exactly which myths, fables, legends, etc. students should read and ensure that none of those selections is repeated in other grades.




The Changing of the Madison School Board



Jason Shephard:

A lawyer and former teacher will replace a lawyer and former teacher in the uncontested Madison school board elections on April 1. The result will be the most inexperienced board in years at a particularly important time for the city’s public schools.
The school board is perhaps the hardest-working body of local elected officials and, judging by the throngs that flock to public meetings on issues big and small, also the most democratic. While the board’s past effectiveness has been marred by infighting and grandstanding, the last two years have been much more congenial, under the presidencies of Johnny Winston Jr. and Arlene Silveira.
After the elections, the seven-member board will lose the inquisitive eye of Lawrie Kobza and the institutional memory of Carol Carstensen. Replacing them are Ed Hughes, a reserved but intriguing lawyer, and Marj Passman, a provocative and passionate retired teacher.
They will join rookies Beth Moss and Maya Cole, who are still struggling to master the issues. Silveira is likely to remain president, and Winston will be the most senior member. Rounding out the board is Lucy Mathiak, whose temper, colleagues say, has muted her effectiveness.




Kenya: No Equity in Learning, Says Former VC



Watoro Kamau:

Access to public secondary schools and universities by the poor has remained elusive despite government efforts to ensure equity in provision of education, a former university don has said.
Prof Ezra Maritim, a former Egerton University Vice-Chancellor, said the apparent stratification of secondary schools promotes inequality and inequity in access to higher education.
Prof Maritim said that despite tuition fee waiver in secondary schools, children from poor backgrounds had continued to be marginalised as some national schools charges are in excess of Sh60,000 annually.
Many children from poor families perform well in KCPE and are admitted to national schools but are locked out due to their inability to pay the high fees. The former vice-chancellor argued that while the government was committed in theory to equity in education in general, the achievement of that commitment at the university level remains elusive.
He said the categorisation of secondary schools into four classes; district, provincial, national and private has only helped in widening the gap and denying the poor access to higher education.




Spoilt Children Disrupt Schools



Hannah Goff:

Primary schoolchildren spoilt by their parents can cause disruption in the classroom by repeating manipulative behaviour used at home, a report says.
Research for the National Union of Teachers (NUT) suggested a minority of children threw tantrums, swore and were physically aggressive.
NUT boss Steve Sinnott is calling for more advice for parents who struggle to say “no” to their children.
The government says it recognises parents want more support.
Cambridge University held 60 interviews with staff and pupils in 10 schools.




There’s a Hole in State Standards And New Teachers Like Me Are Falling Through



A Second Year Teacher:

All states should have clear, specific, grade-by-grade, content-rich standards. When they don’t, it’s the students who miss out on a top-notch education and the teachers—especially the new teachers—who find more frustration than fulfillment. Below, we hear from a new teacher who laments the lack of direction she received in her first year on the job. We have withheld her name and school district to allow her to speak frankly and to emphasize that new teachers across the country are facing similar challenges.
–Editors

First days are always nerve-racking—first days attending a new school, first days in a new neighborhood, and especially first days at a new job. My first day as a high school English teacher in a large, urban public school was no exception. It was my first “real” job after graduating college just three months earlier, and to add to my anxiety, I was hired just one day, precisely 24 hours, before my students would arrive. But my family and friends, mentors, and former professors all assured me that, like all other first days I had conquered, this day would be a successful start to a successful career. Unfortunately, this time they were wrong.
My first day on the job, I entered the building expecting to be greeted by the principal or chairperson, guided to my classrooms, and provided with what I considered to be the essentials: a schedule, a curriculum, rosters, and keys. Instead, the only things I received were a piece of paper on which two numerical codes were written, and a warning not to use the women’s bathroom on the second floor. After some frantic inquiring, I learned that the codes signified that I would be teaching ninthand tenth-grade regular English. As various colleagues pulled at my paper to get a glance, some nodded approvingly, while others sighed sympathetically. Eager to make a judgment of my own, I asked a question that, two years later, has yet to be answered: “What is taught in ninth- and tenth-grade regular English?” In response, I was given book lists containing over 20 books per grade, ranging from Robert Lipsyte’s The Contender to William Shakespeare’s The Taming of the Shrew on the freshman list alone, and even greater disparities on the other three lists. I was told to select six books from the appropriate list for each grade I taught, and “teach a book for every six weeks of the school year.” Unsatisfied with this answer, yet slowly beginning to feel foolish for asking (Should I know the answers to these questions? Am I unqualified to be a teacher if I don’t know what ninth- and tenth-grade English means?), I gathered the courage to inquire further. “What concepts are we supposed to teach the students through these books?” Now growing visibly agitated, several colleagues responded, “Teach literary elements and techniques. They need to re-learn those every year, and prepare them for the state test, and teach them some grammar and vocabulary as well as whatever concepts each book calls for.”

Much more on Wisconsin’s standards here.




Plugging the Hole in State Standards



E.D. Hirsch, Jr. [300K pdf]:

Like other forward-looking organizations, the American Federation of Teachers believes that we need to have better state standards if we are truly going to improve K-12 education. I’ve earnestly stated that same view. That’s no doubt why I’ve been invited to write on this subject.
I’m genuinely flattered. But after living with this question for more than two decades, my views have become so definite (some might say extreme) that I decided to conceive of this piece as a guest editorial where no one should think I am speaking for anyone but myself. That will allow me to speak my mind, which will I hope be more useful to readers than an attempt to find and express a consensus view on behalf of American Educator and the AFT on this controversial subject.
E. D. Hirsch, Jr., is professor emeritus at the University of Virginia and author of many articles and books, including the bestselling Cultural Literacy and The Schools We Need. He is a fellow of the Academy of Arts and Sciences and founder of the Core Knowledge Foundation. His most recent book is The Knowledge Deficit: Closing the Shocking Education Gap for American Children.
The subject is controversial in part because some teachers do not like explicit subject-matter standards. In my own state of Virginia, some teachers are quite annoyed with me personally because many years back my writings influenced the Virginia Board of Education when they introduced the “Virginia Standards of Learning”—the much debated, often dreaded SoLs. But let me say to those teachers, and to other teachers, that the state did not pay attention to what my colleagues and I said back in 1988. We said that subject-matter standards and tests of them should be just two prongs of a four-pronged policy. Standards and tests needed to be accompanied by good teacher training in the subject matter specified in the standards and by good classroom materials that clearly indicate what to teach, but not how to teach it. The last two prongs have never come properly into existence in Virginia, nor to my knowledge in any other state. Moreover, the Virginia standards (not to mention the tests) are not nearly as good as they should be. other state standards are even worse. No wonder there is such dissatisfaction!
But many teachers I have talked to have agreed that they would very much prefer to work in a more coherent system, one that ensured that students who entered their classrooms were adequately prepared.

Thanks to a reader for mentioning this article.




‘OPERATION SAFE PASSAGE’ | Parents keep kids home, fearing retaliation — so cops will escort them



Maudlyne Ihejirika:

“You got one of ours. We’re gonna get one of yours.”
That reality of gang life has kept nearly 200 Crane High School students from the ABLA Homes out of school since March 7, when a reputed gang member from ABLA gunned down another student who lived in rival gang territory. Their parents refuse to send them.
“You know they’re coming for somebody from ABLA, and it doesn’t have to be a gang member,” said a 16-year-old girl, a junior who was afraid to be identified.
So officials have come up with “Operation Safe Passage,” an unprecedented plan to protect students who fear they may be the next target.
Police to watch over buses
When spring break ends next week, Crane students from ABLA — also known as “the Village” — will gather at one central location each morning. CTA buses will pick them up after they’ve walked en masse to the bus stop.
Then a Chicago Police escort will follow the buses to a transfer point, where under the watchful eyes of even more officers, they will board second buses to Crane at 2245 W. Jackson. They will enter the school under police watch.




Allergies Alter Kids’ Sleep, Play and Concentration, Study Says



Nicole Ostrow:

The sneezing, wheezing and sinus congestion of allergies can affect children’s sleep, as well as their ability to compete in sports and concentrate in school, according to a survey involving more than 1,000 families.
Twice as many parents of children with allergies as those without the condition said it limited their child’s activities in research to be reported tomorrow at the American Academy of Allergy, Asthma and Immunology meeting in Philadelphia. Almost half of parents surveyed said their children use prescription medicine to treat their allergies.
Allergic rhinitis affects about 40 million people in the U.S., including up to 40 percent of children, according to the researchers. The condition is most severe in the spring when plant and tree flowers fill the air with pollens that trigger immune responses. Severe allergies can lead to asthma, chronic sinus problems or ear infections, researchers said.
“Allergies are more than just a sneezing nose, running nose or itching. They have a major effect on children,” said study author Michael Blaiss, a Memphis, Tennessee, allergist who is a past president of the allergy group, in a March 14 phone interview. “One has to realize that allergic rhinitis is not a trivial condition. We see marked impairment in children.”




Glimmers of Progress at a Failing School



Winnie Hu:

THIRD grade has always been a hard year for Rahmana Muhammad’s children, and therefore for her. All of a sudden, it seems to this mother of four, their textbooks have fewer pictures, their homework lasts for hours, and their test scores plummet.
So Ms. Muhammad, 39, was not sure what to expect last month when she arrived at the Newton Street School in Newark to pick up a report card for her youngest child, Dyshirah, 9, who is in third grade. After climbing the concrete stairs to Dyshirah’s classroom, Ms. Muhammad greeted the teacher, Kevin Kilgore, and hunkered down at a low table with the report card. Opening it, she found a C in reading, and a D in math.
Ms. Muhammad looked over at Dyshirah, a slight girl with a head full of braids, who was tracing sentences in a book with her finger. Mr. Kilgore, 22, assured Ms. Muhammad that Dyshirah had made a lot of progress, earning an average of 51 percent on her class math tests compared with 17 percent at the beginning of the marking period.
“I’m not happy but I’m optimistic,” said Ms. Muhammad, a supermarket customer service representative who graduated from Newton in 1982. “I see the changes. Before, I couldn’t pay her to read anything, and now she’ll come in and say, ‘Can I read this to you?’ ”