Like dozens of other Pakistani-American girls here, Hajra Bibi stopped attending the local public school when she reached puberty, and began studying at home.
Her family wanted her to clean and cook for her male relatives, and had also worried that other American children would mock both her Muslim religion and her traditional clothes.
“Some men don’t like it when you wear American clothes — they don’t think it is a good thing for girls,” said Miss Bibi, 17, now studying at the 12th-grade level in this agricultural center some 70 miles east of San Francisco. “You have to be respectable.”
Across the United States, Muslims who find that a public school education clashes with their religious or cultural traditions have turned to home schooling. That choice is intended partly as a way to build a solid Muslim identity away from the prejudices that their children, boys and girls alike, can face in schoolyards. But in some cases, as in Ms. Bibi’s, the intent is also to isolate their adolescent and teenage daughters from the corrupting influences that they see in much of American life.
About 40 percent of the Pakistani and other Southeast Asian girls of high school age who are enrolled in the district here are home-schooled, though broader statistics on the number of Muslim children being home-schooled, and how well they do academically, are elusive. Even estimates on the number of all American children being taught at home swing broadly, from one million to two million.
No matter what the faith, parents who make the choice are often inspired by a belief that public schools are havens for social ills like drugs and that they can do better with their children at home.
“Public Schools Expand Online Curriculum”
When senior Zack Jackson wanted to take a class in mythology, he wasn’t out of luck just because his small high school in rural Virginia didn’t offer it. Instead, he headed online.
The course comes courtesy of Virtual Virginia, a state program that offers dozens of online classes to middle and high school students. The program allows children to take classes that aren’t offered at their schools. Nationwide, programs like Virtual Virginia help hundreds of thousands of students take the kinds of unusual courses that make colleges sit up and take notice.
Most of the 3,000 students in the Virtual Virginia program enroll in online advanced placement courses. And thanks to the program, Zack’s school, Rappahannock County High, can offer more AP classes, allowing it to compete with local private schools, which often use AP courses as a selling point.
Principal Robyn Puryear says students have to be self-directed to succeed in an online class. Since online courses are self-paced, there’s a temptation to procrastinate — and that leads to trouble.
Related Links:
- Virtual Virginia
- Celeste Roberts posted a useful look at Madison’s relatively obscure Virtual Campus initiative.
Abramson’s article includes a chat with online Mandarin teacher Susan Cox. Virtual courses would seem to be ideal for a number of subjects that are often sparsely offered. Mandarin for example, is only available at Madison’s Memorial High School.
Pennsylvania Plans to Boost Gifted Programs
The state Board of Education today will consider a new process for identifying “gifted” children and beefing up the monitoring of gifted programs, steps advocates say would help provide a mind-stretching education for the state’s top students.
Under the current law, students are classified as gifted if they score at least 130 on an IQ test and meet other criteria, such as performing one or more years above grade level and excelling in one or more subject areas.
The proposed change would classify students as gifted if they meet the IQ threshold or meet multiple other criteria. Advocates said the change is needed because IQ tests don’t always flag gifted students, particularly those from disadvantaged homes, children with disabilities and deep-thinkers who don’t do well on timed tests.
“There are many school districts that will look at that and say, ‘If you do not have the magic number, you are not in,’ ” said David Mason, president of Pennsylvania Association for Gifted Education and a retired York County school administrator.
Advocates said they didn’t consider the potential change a watering down of eligibility criteria or something that would swell the ranks of gifted students. About 70,000 of the state’s 1.8 million school-age children receive gifted services, according to the state board.
Schools embrace fingerprint scanning
The lunch lines in West Virginia’s Wood County schools move much faster than they used to. After students fill their trays with food, they approach a small machine, push their thumbs against a touch pad — and with that small movement, they’ve paid for their meal.
For half the state’s school districts, as well as hundreds more across the country, the days of dealing with lost lunch cards or forgotten identification numbers are over.
“A student cannot forget their finger,” said Beverly Blough, the director of food service in Wood County School District, which in 2003 became the first district in West Virginia to use finger scanners.
But the emergence of finger scanning has also sparked a backlash from parents and civil libertarians worried about identity theft and violation of children’s privacy rights. In several cases when parents have objected, school districts have backed down, and some states have outlawed or limited the technology.
Saving the Children
Killing himself was the only way the 11-year-old boy could think of to be with his mom, who died of cancer three years ago.
So he tried — twice. The first time was around two years ago, near the first anniversary of her death. He tried to strangle himself at home with rosary beads, even though his dad told him it was a mortal sin to take his own life.
The second attempt was near the second anniversary of his mom’s death, when he wrapped the straps of his bookbag around his neck in the coat room at his school.
In addition to the two suicide attempts, the boy had been soiling himself. His hygiene was poor. His grades were down. He was written up at school 40 times for various infractions.
After the coat room incident, Wilmington police got involved. When an officer responded and saw the marks on the boy’s neck, his training with the department’s Special Victims Unit of social workers kicked in.
He referred the boy’s father to a social worker and a grief counselor.
Now, a year later, the boy has made a complete turnaround. No more of the old problems. He has not been written up at all this year.
Unready Soon Quit College
It’s the second week of school, and Phil Farmer’s pre-algebra class at Diablo Valley College already has empty seats.
His roll call brings silence after several names. Call it a result of the January rain, or even of the agonizing early semester parking space hunt, but definitely call it a problem.
Statistically, it’s safe to say that only 30 percent to 40 percent of Farmer’s students will advance to basic algebra.
Community colleges nationwide labor under the weight of ill-prepared students. Some colleges estimate that nearly every student is unprepared in math, reading or writing — or all three.
Consider the sheer magnitude of California’s problem:
- Nearly 670,000 California college students were enrolled in basic English and math courses last year, with additional students in remedial reading courses and English-as-a-second-language classes. It’s estimated that far more students need remedial work but don’t enroll, and half the remedial and second-language students leave school after their first year.
- One in 10 students at the lowest remedial levels — community colleges sometimes have up to five courses below the lowest college-level course — reaches a college-level course in that subject. The numbers are worse for black and Latino students.
- Nearly three-quarters of the students who take placement tests are directed to remedial math courses, compared with 9 percent being placed in college-level courses.
Texas panel nixes talk of school vouchers for dropouts
A special state committee on high school dropouts on Tuesday appeared to nix the idea of a private school voucher program for those students, but left open the possibility of the state contracting with private firms to help dropouts complete their education.
Before adopting its long-range plan to reduce the dropout rate and improve the college and workforce readiness of high school graduates in Texas, the nine-member state panel reacted to widespread criticism from education groups that it was opening the door to a limited voucher program.
Key members of the High School Completion and Success Initiative Council said they don’t believe a traditional school voucher program could be launched without approval of the Legislature. Under a voucher program, students can attend any school their parents choose – private or public – at state expense.
“I do not read this language in any way supporting a voucher program,” said Don McAdams, a member of the council and former president of the Houston school board.
His reference was to language in the council’s plan that states, “All students should have the opportunity to select from multiple pathways, including alternative delivery systems, to achieve postsecondary success.”
Fired Madison Teacher Fights Back
A fired Madison teacher cried foul about how district officials treated her and claimed there’s a double standard in evaluating the conduct of men and women staff members.
Hawthorne Elementary School fourth and fifth grade teacher Lynette Hansen was fired last month for crossing the boundaries of what’s appropriate in teacher-student interactions. Hansen was also fired six years ago from a middle school job because school board members determined her physical affection for students crossed a line into inappropriate contact. But an arbitrator reinstated Hansen, with conditions she refrain from displaying physical affection for students.
“(I was)Vindicated because even though I’d taken a hit, I prevailed,” Hansen told 27 News. “I’m a very good teacher.” Before Hansen’s 2002 dismisal, several school parents praised her teaching and doubted her affectionate-style with children amounted to a problem.
Hansen’s reinstatement at Hawthorne was interrupted in Feburary 2007 when district officials recommended she be dismissed again. In school district documents, officials cited Hansen’s inappropriate conduct with students at Hawthorne, including having a student sit on her lap, telling a student he had “luscious lips,” and getting a requested hug from a student. School Board members agreed with district officials and fired Hansen last month. Hansen said Superintendent Art Rainwater argued leniency for Hansen’s hug of a nine year old boy would represent a “double standard.”
“Rainwater said if he hugged a nine year old girl, it would be viewed seriously,” Hansen told 27 News.
Hansen told 27 News her actions were out in the open, brief and prompted by school situations.
District spokesperson Joe Quick has yet to return a call from 27 News seeking comment on Hansen’s firing. School Board President Arlene Silveira told 27 News she could not comment on a personnel matter.
Madison school board candidates Hughes and Passman discuss the achievement gap
In one key way, the Madison school district is no different than any other urban school system in the country — poor kids and kids of color just aren’t learning as much as other students.
We asked the two Madison school board candidates on the April 1 ballot — Marj Passman is the lone candidate for Seat 6, while Ed Hughes is running unopposed for Seat 7 — how they would address the achievement gap.
Interestingly, both see early education as part of the solution, but both also stopped short of endorsing the introduction of 4-year-old kindergarten in Madison.
We ended our five-week series of questions for the candidates with an open-ended query on what they felt were an overlooked issue in the schools.
Both gave thoughtful responses.
Passman suggested the schools needed to do more about the pervasiveness of substance abuse among teenagers, while Hughes said the district needs to pay more attention to why parents pull their children out of the Madison schools.
AP Course Audits
When the College Board announced last year that every high school Advanced Placement teacher would have to prove he or she was actually teaching a college-level course, there was widespread fear the process would purge worthy teachers from the program, weeding out good courses along with the bad.
They needn’t have worried. In the first quality-control audit of the AP program, no AP teacher or course was rejected in the Fairfax, Montgomery, Prince George’s or District school systems, according to area education officials. Of the 146,671 AP courses submitted for review nationwide, 136,853, or 93 percent, were approved.
The year-long audit, which ended in January, addressed mounting concern that rapid expansion of the college-preparatory program over the past decade had brought about a decline in the rigor for which it is known and that some students were not learning material worthy of an introductory college course.
But the ease with which many teachers passed the audit has prompted some to question its value. Thousands of teachers submitted exact copies of course outlines from colleagues who had been previously audited and approved. The College Board condoned the practice, as long as everyone submitting the same syllabus vowed to teach more or less the same course.
Related: Dane County AP course offering comparison.
Author Works To Prevent Reading’s ‘Death Spiral’
He’s got a serious new title: the very first officially declared U.S. National Ambassador for Young People’s Literature. But author Jon Scieszka is on a mission to get schools and parents to lighten up when it comes to selecting books for children.
It’s time, he said, for reading to be fun again.
Scieszka was picked recently by Librarian of Congress James H. Billington to fill the newly created role, designed to raise the profiles of reading and good books for young people. He is traveling the country, talking to adults about how to get children to read more, especially those who find reading a chore.
Legions of children know him from his award-winning books, including “The Stinky Cheese Man,” and his GuysRead.com Web site, which promotes books for boys. He also has Trucktown, a new series for preschool and kindergarten students, who wouldn’t be at all surprised by his unorthodox views about reading, although some adults might.
The way he sees it, parents and teachers should:
What Books When?
Parents at Green Acres, a private school in Montgomery County, complained this month when a teacher read to a group of third-graders from a book containing gruesome descriptions of violence against enslaved Africans and the conditions on the ships that brought them to the United States. They said the children were too young for the difficult theme and graphic language.
At Deal Junior High School in the District, some parents wondered why their children were reading books this year that they considered too easy for advanced seventh-grade students (“Treasure Island” by Robert Louis Stevenson) or books without much literary merit (“The Seven Habits of Highly Effective Teens” by Sean Covey.)
The episodes illustrate how difficult it is for librarians, teachers and parents to match children with the right book at the right age in an effort to turn young people into lovers of reading. And experts say that process is becoming increasingly complicated.
Madison’s New Superintendent Meets the Mayor
Jason Joyce’s weekly look at Madison Mayor Dave Cieslewicz’s schedule reveals a meeting with Madison’s new Superintendent, Dan Nerad this Thursday morning, along with Joel Plant. [clusty / google]
No-test option gives Lawrence a different look
Elizabeth Byers didn’t really worry about having the academic chops to get in to college.
She was a valedictorian at Reedsburg Area High School, had a 4.0 GPA and had a nice set of scores: a 29 on the ACT and a 1980 on the SAT.
Still, when Lawrence University in Appleton asked if she wanted her test scores to be considered, she checked the “no” box – and breathed a sigh of relief.
“I was just sort of, like, ‘Oh! That’s nice!’ ” Byers said. “So many kids are really great students and don’t have great test scores. I have good test scores, but if they were going to recognize me for what I did in school, I wanted to take advantage of that.”
Lawrence is among a growing list of more than 750 colleges and universities that have some kind of test-optional admissions, according to FairTest, a Massachusetts-based nonprofit that opposes heavy reliance on the tests. The trend comes as standardized tests have faced increased scrutiny for possible bias against students who are the first in their family to go to college, minorities or non-native English speakers.
Madison’s Paul J. Olson Elementary School
Madison’s new elementary school on the far west side will bear the name of Paul J. Olson, a beloved Madison teacher, principal and ardent conservationist, following a vote at Monday night’s School Board meeting.
Olson, who was born in Mount Horeb and attended the University of Wisconsin-Madison, spent most of his life on crutches following a childhood bout with polio. He died in 1993 at age 84.
Three of Olson’s four children were at Monday’s meeting.
“The thing that always struck me most about my dad was his optimism. He believed in the art of the possible,” Tom Olson said following the meeting. He said his father’s focus on overcoming any obstacle was what he taught his students.
The younger Olson and his brother Jim attended the meeting with their sister, Karen Sullivan of Janesville. They noted their father loved the natural world and was a committed environmentalist, fisherman and outdoorsman. He enjoyed canoeing and navigated the Boundary Waters on crutches.
Michigan’s School Finance Plans
Gov. Jennifer Granholm’s educational ideas are hitting roadblocks as lawmakers start working on how to spend the state’s money in the next budget year.
The Democratic governor’s proposals for making daylong kindergarten mandatory, offering two years of free community college tuition to laid-off workers and setting up smaller high schools all could face trouble in the Republican-led Senate, and some face changes in the Democratic-led House.
The reasons for the disagreements range from the practical to the ideological.
Some lawmakers are leery of spending as much as Gran-holm has proposed because of the economic uncertainty the state faces.
Granholm’s budget plan would raise spending by 2.9 percent, to $44.8 billion, in the fiscal year that starts Oct. 1.
But the Senate now says the increase should be smaller because revenues may be less than expected.
California Resists Home School Ruling
The parents of some 200,000 home-schooled kids in California were stunned last week when they learned that a judge had declared home schooling illegal unless conducted by a licensed teacher. For the moment, though, those parents can breathe a sigh of relief. Yesterday, Jack O’Connell, the State Superintendent of Public Instruction, released a statement saying that the California Department of Education will not go after parents who do not have teaching credentials: “I have reviewed this case, and I want to assure parents that chose to home school that California Department of Education policy will not change in any way as a result of this ruling,” O’Connell said in his statement. “Parents still have the right to home school in our state.”
Is a Vocab Battle the New Spelling Bee?
NPR:
High school junior Aliya Deri, from Pleasanton, Calif., has been crowned the National Vocabulary Champion in the second year of a contest that’s already attracting more than 100,000 kids for a spot at the title and $40,000 in scholarship money.
audio
Are Hard-Working Chinese Kids A Model for American Students?
In November 2006, Jack Li’s father, a longtime Caterpillar employee in Beijing, was transferred to Peoria, Ill. Jack enrolled in high school as a ninth-grader. His parents, good friends of mine for almost a decade, weren’t particularly worried about their son adapting to a new school in a foreign country — at least not academically. They believed that China has better K-12 education than the U.S.
Jack didn’t disappoint them: Three months later, he scored high enough on the SATs to put him in the top 3% in math and well above-average in writing and reading. Last fall, he transferred to Illinois Mathematics and Science Academy, a college-prep program for Illinois students. He took advanced chemistry last semester and will study basic calculus next semester.
Chinese students like Jack are examples of why Microsoft’s Bill Gates asked Congress today to spend more to improve American education in math and science. Unless more students can be attracted to those subjects, Mr. Gates warned, the U.S.’s competitive advantage will erode and its ability to create high-paying jobs will suffer.
I know many Americans don’t believe him. They argue that American kids may not be as good at math and science as Chinese and Indian kids, but they’re more well-rounded. But that’s increasingly untrue. For example, Jack isn’t your stereotypical Chinese nerd. He’s the captain of IMSA’s sophomore basketball team and tried out for the tennis team today.
A Boy the Bullies Love to Beat Up, Repeatedly
All lank and bone, the boy stands at the corner with his younger sister, waiting for the yellow bus that takes them to their respective schools. He is Billy Wolfe, high school sophomore, struggling.
Moments earlier he left the sanctuary that is his home, passing those framed photographs of himself as a carefree child, back when he was 5. And now he is at the bus stop, wearing a baseball cap, vulnerable at 15.
A car the color of a school bus pulls up with a boy who tells his brother beside him that he’s going to beat up Billy Wolfe. While one records the assault with a cellphone camera, the other walks up to the oblivious Billy and punches him hard enough to leave a fist-size welt on his forehead.
The video shows Billy staggering, then dropping his book bag to fight back, lanky arms flailing. But the screams of his sister stop things cold.
The aggressor heads to school, to show friends the video of his Billy moment, while Billy heads home, again. It’s not yet 8 in the morning.
Norman Fried has more.
Are our children all above average? New study says no
Low graduation rates, high tuition and a disconcerting achievement gap at Minnesota colleges and universities, especially among minorities, are revealed in a new study.
Minnesotans pay twice as much as the national average to get a public college education, but they’re not getting double the results.
Fewer than 40 percent of students at Minnesota’s colleges and universities graduate in four years, according to a report released this week by the Minnesota Office of Higher Education. In addition, students of color have less than a 50-50 chance of graduating at all.
For a state where high school students traditionally fare well on college entrance exams, that’s disconcerting to those in charge of assessing the quality of higher education in Minnesota.
“Part of our concern is that we start out so high, and then once the students get into school, our results tend to be really national average,” said Susan Heegaard, director of the Office of Higher Education. “The question for Minnesota as a state is, ‘Is this where we want to be?’ If we want to compete nationally and internationally, our argument is that we need to do better than average.”
Slow to graduate: For high school students who entered a four-year school in the fall of 2000, only 36.7 percent of them graduated in four years and 57.5 percent graduated in six years. Only five of the state’s 36 four-year schools — public or private — had a four year graduation rate of better than 70 percent.
Rates are particularly low at schools in the Minnesota State Colleges and Universities system. According to the report, only 20.6 percent of MnSCU students graduated in four years, and fewer than half had graduated after six years.
Minnesota Higher Education Accountability Report.
Madison to Finalized Elementary School Name Tonight
The long saga of naming Madison’s newest elementary school will end tonight as the School Board makes its selection from four final choices.
The names are Jeffrey Erlanger, an advocate for people with disabilities; Paul J. Olson, a conservationist and well-known Madison educator; Howard Temin, a Nobel Prize-winning UW cancer researcher; and Ilda Thomas, a community activist who helped found Centro Hispano.
The Erlanger and Olson names have received the most community support to date.
“We have the school, the principal, the boundaries. We are looking forward to having a name,” School Board President Arlene Silveira said this morning.
The four final names were recommended to the board by a citizen committee which met extensively in January and early February, winnowing a pool of 87 names submitted by the public down to four.
Charter advocates rethink school reform
Die-hard charter school advocates are rethinking their approach to school reform and the ability of competition and charter schools alone to transform American urban schools and their awful student achievement rates.
It’s a surprising change and it’s hardly common, particularly at the grassroots level.
Still, in recent weeks a number of the country’s leading pro-charter think-tanks and leaders have published pieces, announced policies or made statements indicating their reconsideration — and it likely will have an enormous impact on policymaking and Republican politics.
From New York City to Detroit to Atlanta, charter advocates have echoed writer Sol Stern, an important conservative voice on education reform, when he wrote in a recent edition of the City Journal: “education reformers ought to resist unreflective support for elegant-sounding theories, derived from the study of economic activity, that don’t produce verifiable results in the classroom.”
A Home-Grown Solution to Bad Schools
“It’s hard to generalize about home-schoolers, but if there’s one thing we know, it’s that we are changing the world, or at least the world of education choices. Others, though, see us as either misguided or a threat — and probably cheered last month’s California appeals court ruling that all children in the state must be taught by credentialed teachers. … Nonetheless, home-schooling is booming. In 2003 the National Center for Education Statistics estimated that the home-schooled population nationwide was 1.1 million. The National Home Education Research Institute estimates that it may be growing at double-digit rates. … The results? Studies have shown that home-schooled children outperform the conventionally schooled not only on standardized academic tests but also on tests of social skills.”
Gregory J. Millman, co-author of the forthcoming “Homeschooling: A Family’s Journey,” will be online Monday, March 24 at 1 p.m. ET to discuss his Outlook article about home-schooling and the ways it improves upon conventional public education.
A Decade of the Challenge Index: Send Me Your School and Your Opinion
The Challenge Index, my device for assessing high schools on college-level course participation, was born 10 years ago this month in The Post and Newsweek. At the beginning it was mostly a way to draw attention to a book I had written, “Class Struggle: What’s Wrong (and Right) with America’s Best Public High Schools.” I feared that my prose was far too stuck in the minutiae of classroom life to win much of an audience but hoped that a list of schools ranked in a new way might tweak some curiosity.
In May, Newsweek will again publish its annual Top High Schools list, using the Challenge Index rating method, just as The Post published its annual Challenge Index list of D.C. area schools in December. These lists have taken on a life of their own. Newsweek’s Top High Schools was the most visited feature on the Newsweek.com Web site last year. The Post’s local list is also popular, and both are targets of controversy, producing by far the most questions and comments coming to my e-mail boxes.
Is this good? I would like you to tell me. These past 10 years I have been quoting regularly from the lists’ most acidic critics, as well as their warmest friends. But the arguments on both sides have grown stale and predictable. I have a new idea for advancing the debate.
First, I would like to ask all high schools that have strong Advanced Placement, International Baccalaureate or Cambridge programs and have NOT gotten the Newsweek list entry form to e-mail highschools@newsweek.com right away and request one. If you gave at least as many AP, IB or Cambridge exams last May as you had graduating seniors last year, you should qualify for the Newsweek list. We gather all of our information for the list directly from the qualifying high schools. We have sent out thousands of forms, but we don’t want to miss anybody. If you know of a high school that you think has been overlooked, please forward this column to the principal. I figure the more schools on the list, the more varied and interesting the opinions of the list.
“Why Our Children Isn’t Learning”
Because their educators waste time on crap like this:
To soothe the bruised egos of educators and children in lackluster schools, Massachusetts officials are now pushing for kinder, gentler euphemisms for failure.
Instead of calling these schools “underperforming,” the Board of Education is considering labeling them as “Commonwealth priority,” to avoid poisoning teacher and student morale.
Schools in the direst straits, now known as “chronically underperforming,” would get the more urgent but still vague label of “priority one.”
The board has spent parts of more than three meetings in recent months debating the linguistic merits and tone set by the terms after a handful of superintendents from across the state complained that the label underperforming unfairly casts blame on educators, hinders the recruitment of talented teachers, and erodes students’ self-esteem.
Quality Time Seems Stacked In Favor of Firstborns
When her oldest child was in kindergarten, Laura Haggerty-Lacalle sat down with her every day to review reading or math, intent on providing that most precious commodity of all: parent time. “Oh my God, it’s the most important thing you can do,” she said.
But when her second child hit the same age, life was more hectic. Now, with a third child, Haggerty-Lacalle, 37, feels good when she gets five minutes to stack blocks or build Legos in her Oak Hill home. “When you have three kids,” she says, “you’re just trying to survive.”
Within this familiar progression of family life, new research has confirmed what some parents recognize and others quietly fear: Their firstborn children get more of their time than others in the family — on average, 3,000 extra “quality” hours from ages 4 to 13, when sisters and brothers are in the picture.
That’s 25 extra minutes a day with mothers on average and 20 extra minutes a day with fathers across a nine-year span of childhood, according to a study by economist Joseph Price of Brigham Young University.
Senate Backs Bill to Keep Students in School Until 17
Maryland high school students would have to stay in school until they turn 17, a year later than current law requires, under a bill that won preliminary approval yesterday in the state Senate.
Lawmakers representing struggling school districts in Prince George’s County and the city of Baltimore have pushed the General Assembly for five years to raise the compulsory attendance age to reduce rising dropout rates. The effort has been stymied by estimates that keeping more students in school would cost millions of dollars.
Under the legislation, which passed a preliminary test on a 28 to 16 vote yesterday, the attendance age would rise in the 2010-2011 school year. An amendment would allow it to go up only if the governor set aside at least $45 million a year in the state budget to compensate school districts.
Students who are home-schooled, ill, in the military or considered by school officials to be disruptive or violent would be exempt from the bill.
Carstensen Poised to Move on From Madison School Board
Madison School Board member Carol Carstensen has handed out enough high school diplomas to know that, eventually, everyone must move on.
It is her turn now. After six terms and 18 years on the board, she will step down following the April 1 elections.
Some say it’s too soon; others say it’s about time.
A steadfast liberal, Carstensen, 65, can exasperate conservatives. Perhaps no one is more responsible for higher school property taxes in Madison in recent years — she supported all 14 referendum questions during her tenure and instigated several of them.
Yet she never lost a board election, even after enraging some constituents by supposedly disrespecting the Pledge of Allegiance. As she leaves, there is apt symbolism in the years she has served.
“At 18, you get to graduate,” she says.
Invitation to HOPE/SIS Forum on Educational Equity – April 3
You are all enthusiastically invited to attend a public forum on Educational Equity on April 3, 2008 at 6:30pm at Centro Hispano of Dane County [Map] organized by HOPE (Having Options in Public Education) and SIS (School Info System). Rafael Gomez will be leading a panel discussion on the topic of Equity in Public Education followed by an audience Q & A that will focus on the following questions:
- Are equal programs the same as equitable programs?
- How do recent Board decisions (e.g., attendance boundaries and high school design) ensure equity and/or address the achievement gap?
- Have other recent decisions/changes been made that will positively impact closing the achievement gaps?
- How are we addressing the issue of ensuring equity in education in a diverse urban population?
Other panelists will include a member of the MMSD Board of Education, a representative from the Urban League, a representative from Centro Hispano, and a former member of the MMSD Equity Task Force. (The Equity Task Force’s final report from March 2007 is attached.)
Thank you for your commitment to quality in our public schools and we sincerely hope you will be able to join us for this interesting and informative conversation.
Nancy Donahue, HOPE Organizer
320-9847
Moore’s Law, Culture & School Change
Here, buried in my sixth paragraph, is the most important nugget: we’ve reached the point in our (disparate) cultural adaptation to computing and communication technology that the younger technical generations are so empowered they are impatient and ready to jettison institutions most of the rest of us tend to think of as essential, central, even immortal. They are ready to dump our schools.
I came to this conclusion recently while attending Brainstorm 2008, a delightful conference for computer people in K-12 schools throughout Wisconsin. They didn’t hold breakout sessions on technology battles or tactics, but the idea was in the air. These people were under siege.
I started writing educational software in 1978. The role of instructional technology has changed since then from a gimmick to a novelty to an effort to an essential component of any curriculum. Kids can’t go to school today without working on computers. But having said that, in the last five years more and more technical resources have been turned to how to keep technology OUT of our schools. Keeping kids from instant messaging, then text messaging or using their phones in class is a big issue as is how to minimize plagiarism from the Internet. These defensive measures are based on the idea that unbound use of these communication and information technologies is bad, that it keeps students from learning what they must, and hurts their ability to later succeed as adults.
But does it?
These are kids who have never known life without personal computers and cell phones. But far more important, there is emerging a class of students whose PARENTS have never known life without personal computers and cell phones. The Big Kahuna in educational discipline isn’t the school, it is the parent. Ward Cleaver rules. But what if Ward puts down his pipe and starts texting? Well he has.
Andy Hertzfeld said Google is the best tool for an aging programmer because it remembers when we cannot. Dave Winer, back in 1996, came to the conclusion that it was better to bookmark information than to cut and paste it. I’m sure today Dave wouldn’t bother with the bookmark and would simply search from scratch to get the most relevant result. Both men point to the idea that we’re moving from a knowledge economy to a search economy, from a kingdom of static values to those that are dynamic. Education still seems to define knowing as more important than being able to find, yet which do you do more of in your work? And what’s wrong with crimping a paragraph here or there from Cringely if it shows you understand the topic?
This is, of course, a huge threat to the education establishment, which tends to have a very deterministic view of how knowledge and accomplishment are obtained – a view that doesn’t work well in the search economy. At the same time K-12 educators are being pulled back by No Child Left Behind, they are being pulled forward (they probably see it as pulled askew) by kids abetted by their high-tech Generation Y (yes, we’re getting well into Y) parents who are using their Ward Cleaver power not to maintain the status quo but to challenge it.
There’s no question that revolution is in the air. The education process is ripe for change for a number of reasons, including those mentioned by Cringely. We’ve seen substantial education spending increases over the past decade, which are unlikely to continue growing at the same pace, given other spending priorities such as health care and infrastructure. The ongoing flap over the proposed Madison report card changes is another example of change in the air. Links:
Cringely has posted a followup article here.
DC School Budget Transfers Some High Cost Programs to the City
The D.C. schools’ proposed $773 million fiscal 2009 budget is garnering attention not only for the millions added for art and music classes, but for what it doesn’t have — money for special education tuition, transportation and attorney’s fees, which annually created huge shortfalls.
Under Mayor Adrian M. Fenty’s takeover of the 49,600-student school system, city officials have shifted to the Office of the State Superintendent of Education a total of $231.5 million in costs associated with educating about 2,000 disabled students in private schools. For years, severe overspending on tuition, transportation and attorney’s fees has contributed to budget gaps, forcing the system to lay off teachers and shift as much as $54 million from classroom instruction.
Previously, the system assumed the duties of a state and a local district, essentially overseeing itself. That structure led to the mismanagement of millions of dollars in federal funds, according to the Department of Education, which designated the system a “high risk” grantee.
In the new structure, all oversight responsibilities and other duties associated with a state were transferred to the state superintendent. Another problem area — school construction and maintenance — was shifted to the new Office of Public Education Facilities Modernization.
Schools give extra as top leaders leave: Retirement packages go beyond contracts
Some Milwaukee-area school boards have given cash and insurance benefits worth tens of thousands of dollars to departing superintendents that are above and beyond what
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In Germantown, where a $16.5 million school referendum is on the April 1 ballot, Superintendent Victor Rossetti’s contract was set to expire at the end of this school year. But the School Board decided to give him early retirement benefits for which he had not qualified.
Rossetti, who has worked for the district for seven years, will retire June 30 with an additional $54,000 in cash and insurance benefits, including $15,000 for severance pay and two weeks of unused vacation.
Germantown School Board President Michael Erdmann could not be reached for comment on why the board in January approved the retirement package. Vice President Michael Schultz referred questions to Erdmann. were called for in the superintendents’ contracts.
Interview for College, Be Accepted to College: Programs Give Immediate Offers
Rockville High School senior Saba Gongbay was ready for her college admission interview with Morgan State University — she had copies of her high school transcript, SAT scores and even a letter of recommendation.
When it was her turn, she sat down opposite college admissions officer Lee Ann Lewis. After a few questions about Gongbay’s interest in the university and a quick glance at her records, Lewis gave the 18-year-old the good news.
“Welcome to Morgan,” Lewis said after handing Gongbay a letter of acceptance.
As she walked out of the guidance center at Springbrook High School, Gongbay had a lightness in her step. “I’m happy, relieved,” she said. “At least I’m going to college.”
Teaching Economics
Resources for teaching economics to students is not something we hear a lot about and yet knowledge in this area is something that is vital for one’s entire life. Strategies for teaching this are available for all ages. As a teacher, parent, or student, here are some you might want to investigate.
There’s an article in The Duke Gifted Letter that reviews two board games for parents who are interested in teaching their children the complexities of the stock market: Bull Market, by the Great Canadian Game Company Inc. for ages 8 to adult, and Stock Market Tycoon, by Vida Games LLC for ages 12 to adult.
The State of Mediocrity: A Look at Wisconsin’s State Budget
Wisconsin is not one of the nation’s best-managed states. Such is the conclusion of Governing Magazine in its March cover story. The magazine’s annual report card, done in conjunction with the Pew Center on the States, gives Wisconsin a B-minus, ranking it above just 19 states, including big loser New Hampshire (D-plus).
But 30 states ranked above Wisconsin, including such paragons as Utah and Virginia, which both got an A-minus.
The report ranked states on money (including budget and finances), people (hiring, training, retaining employees), infrastructure (maintenance, capital planning) and information (auditing and evaluation, etc.).
Wisconsin got a black eye for how it is handling state employees. “Hiring freezes, ongoing budget disputes and lagging pay scale help explain why Wisconsin has the second-highest turnover rate in the country for veteran employees,” the story noted.
Readers of this column will recall my questioning whether Gov. Jim Doyle has been cutting state employees at all costs to live up to his campaign promise to slash the total payroll by 10,000 employees. The approach seems to be creating problems. “The state is contracting out for all sorts of things without monitoring them sufficiently,” one high-level state employee told the magazine. Had this sort of thing happened under a Republican governor, Democrats would be crying foul.
The magazine also notes the saga of civil-service employee Georgia Thompson, whose life was made a hell because of an unnecessary prosecution by U.S. Attorney Steven Biskupic. True enough, but I question whether this anomaly of a case, which was thrown out on appeal, has led to any turnover.
The story also notes the state’s continuing structural deficit, which has been around forever, probably since Jim Doyle had hair, and was estimated at $2.4 billion at the end of fiscal 2007.
It is difficult to see state school spending materially changing in the near term.
Harvard Law, Hoping Students Will Consider Public Service, Offers Tuition Break
Concerned by the low numbers of law students choosing careers in public service, Harvard Law School plans to waive tuition for third-year students who pledge to spend five years working either for nonprofit organizations or the government.
The program, to be announced Tuesday, would save students more than $40,000 in tuition and follows by scant months the announcement of a sharp increase in financial aid to Harvard’s undergraduates. The law school, which already has a loan forgiveness program for students choosing public service, said it knew of no other law school offering such a tuition incentive.
“We know that debt is a big issue,” said Elena Kagan, dean of the law school. “We have tried to address that over the years with a very generous loan forgiveness program, but we started to think that we could do better.”
For years, prosecutors, public defenders and lawyers in traditionally low-paying areas of the law have argued that financial pressures were pushing graduates toward corporate law and away from the kind of careers that they would pursue in the absence of tens of thousands of dollars in student loans.
Mathematics: Let’s Talk About Figures
The eternal language of numbers is reborn as a form of communication that people all over the world can use—and, increasingly, must use
BRILLIANCE with numbers is a curious thing. Paul Erdos, a Hungarian who died in 1996, used to travel the world and stop briefly at the offices and homes of fellow mathematicians. “My brain is open,” he would announce as, with uncanny intuition, he suggested a problem that, without realising it, his host was already half-way to solving. Together they would find the solution.
In a discipline-wide joke, grateful mathematicians still use “Erdos numbers” to indicate how close they were to contact with the great man: “Erdos 1” describes his co-authors, “Erdos 2” indicates their co-authors, and so on. And in all seriousness, the fruits of Erdos’s 83-year life include more than 1,500 jointly authored publications, and a network that extends via his collaborators not only into most areas of mathematics but into many other fields—physics, biology, linguistics and more.
Making Physics Fun
When I was little, I wanted to be an inventor. Not the next Edison, perhaps, but at least Caractacus Potts, who built “Chitty Chitty Bang Bang,” or Bernie in the “Sugar and Spike” comic books.
Alas, unlike those fictional whizzes, I have never been able to fashion a teleportation device from an eggbeater and flashlight, or create a flying car. It’s the 21st century and I really want a flying car. Maybe if I had visited the UW-Madison’s physics museum as a child, I could have one by now.
As public school break draws to a close, a trip to the museum might encourage your own budding inventors, and demonstrate that science can be as much fun as vacation — at least when presented the right way.
The L.R. Ingersoll Physics Museum occupies room 2130 of Chamberlin Hall. It’s a long, gold-colored chamber of hands-on exhibits overlooking University Avenue. The physics department’s original pendulum clock ticks ponderously as busts of Newton, Tesla and Einstein glower over candy-colored amusements whose names sound as if they were drawn straight from a magic show.
Home Unschooling: Practice
One point I should have made at the beginning of the previous post is the distinction between unschooling and homeschooling. Most home schooling is not unschooling–the parents have a curriculum and are following something closer to the conventional model than we are. And one can do unschooling in a school. Our kids were in a very small private school modeled on Sudbury Valley School for some years. Eventually problems arose, we switched from school unschooling to home unschooling, and on the whole found it more satisfactory. Hence the titles of these posts.
When our daughter was five, she was going to a local Montessori school. Her mother thought she was ready to learn to read; they didn’t. So Betty taught her to read, using Doctor Seuss books. Our son, three years younger, observed the process and taught himself. We heard about the local Sudbury school, new that year, brought our daughter over to visit. She decided she preferred it to the Montessori school, so we shifted her. A few years later we added her brother, a few years after that shifted to home schooling.
The Sudbury model includes classes if students want them. When our daughter was about ten there was a class, lasting somewhat over a year, in math. It started assuming the students knew nothing, ended with the early stages of algebra. That is pretty much all of the formal instruction either of them had. In addition, we required them to learn the multiplication tables, which are useful to know but boring to learn. That, I think, was the closest thing to compulsory learning in their education.
Living in a Post-National Math Panel World
The British mathematician J. E. Littlewood once began a math class for freshmen with the following statement: “I’ve been giving this lecture to first-year classes for over twenty-five years. You’d think they would begin to understand it by now.”
People involved in the debate about how math is best taught in grades K-12, must feel a bit like Littlewood in front of yet another first year class. Every year as objectionable math programs are introduced into schools, parents are alarmed at what isn’t being taught. The new “first-year class” of parents is then indoctrinated into what has come to be known as the math wars as the veterans – mathematicians, frustrated teachers, experienced parents, and pundits – start the laborious process of explanation once more.
It was therefore a watershed event when the President’s National Mathematics Advisory Panel (NMP) held its final meeting on March 13, 2008 and voted unanimously to approve its report: Foundations for Success: The Final Report of the National Mathematics Advisory Panel.
Teachers Union Gives Backing to Slot Machine Initiative
Bolstering the campaign to expand legal gambling in Maryland, the state’s powerful teachers union announced its endorsement yesterday of the November referendum to legalize slot machine gambling.
After fierce lobbying from proponents and opponents, the Maryland State Teachers Association board of directors voted to support legalizing slots, taking a stance for the first time on an issue that has long divided politicians in Annapolis. The 70,000-member union said it would soon launch an independent campaign to convince voters that expanded gambling revenue is critical to funding education priorities.
The blessing from teachers is no small victory for slots supporters, who are planning to link the referendum to the needs of public schools. The union’s 14 board members deliberated more than five hours into the night Friday, debating whether to take a position or follow the pleas of some local affiliates, including the Montgomery County teachers union, to remain neutral.
Middle school sports proposal really a tax hike
The issue: A proposal to allow non-public school students to play on sports teams at Eau Claire’s public middle schools.
Our view: The purpose is to skirt state-imposed levy limits, which doesn’t get at the heart of the problems that cause ongoing government deficits.
At first blush, an Eau Claire school district proposal to invite non-public school middle-schoolers to participate in seventh- and eighth-grade athletics seems like a nice gesture to offer team sports opportunities to young people who otherwise might not have them.
But no doubt the key reason for the proposal, which the board hasn’t approved, is that it allows the school district to move $705,000 from the general fund, which is subject to levy limits, to something called the “community service fund,” which operates outside of those state-imposed constraints.
School board member Mike Bollinger leveled with the taxpayers at last week’s board meeting. “I want to be very, very clear to our public – this is a ($705,000) tax increase … in a non-referendum format. If there is input to be had out there, we want to hear it.”
How Can the Achievement Gap Be Closed? A Freakonomics Quorum
The black-white gap in U.S. education is an issue that continues to occupy the efforts of a great many scholars. Roland Fryer and Steve Levitt have poked at the issue repeatedly; a recent study by Spyros Konstantopoulos looked at class size as a possible culprit, to little avail.
We gathered a group of people with wisdom and experience in this area — Caroline Hoxby, Daniel Hurley, Richard J. Murnane, and Andrew Rotherham — and asked them the following question:
How can the U.S. black-white achievement gap be closed?
Here are their responses:
Educational Equity
Do we have an “achievement gap” in schools in the United States or an “educational debt” that we owe many of our children and communities? This is the question that Forum Convener Gloria-Ladson Billings puts before us in her featured piece in this edition of The Forum’s newsletter. It is a question that challenges us to revisit our nation’s oft-repeated but yet-to-be realized commitment to equal educational opportunity – a commitment fundamental to our future as a democracy.
Repaying the Educational Debt is the third in a series we have sent out asking for your comments. (See earlier essays from Convener’s Carl Glickman and Deborah Meier.) These essays are being developed in conjunction with The Forum’s white paper on the appropriate federal role in supporting public schooling, which will be released on April 23rd of this year. We intend to follow this framework document with recommendations on equity, teaching and learning, and community accountability in calling for a renewal of our commitment to the public, democratic purpose of our public schools. Your comments on each of these essays are helping us frame these recommendations.
Passing Eighth Grade Gets a Little Harder
The Bloomberg administration won approval for a new eighth-grade promotion policy last night at a meeting repeatedly interrupted by the chanting and heckling of parents who contend that the policy amounts to blaming students for the failings of the city’s middle schools.
The policy requires next year’s eighth graders to pass classes in core subject areas and to score at a basic level on standardized English and math exams to be promoted. The Panel for Educational Policy, which oversees the city schools, approved the policy by a vote of 11 to 1 in its meeting at Tweed Courthouse, the Education Department’s headquarters. Eight of the 13 members on the panel — there is one vacancy — are appointed by Mayor Michael R. Bloomberg, and the five borough presidents appoint one each.
From the moment the meeting began, it was punctuated by parents chanting, “Postpone the vote” and “No plan, no vote,” a reference to what they said was the department’s lack of a comprehensive plan for fixing the city’s middle schools.
3 more districts expect to offer 4-year-old kindergarten
Two area school districts will begin offering kindergarten for 4-year-olds in the fall.
A third will do it, but only if it gets state help.
The Stoughton and Deerfield school boards voted Monday night to provide half-day 4K.
The Cambridge School Board approved it, but made its approval contingent on receiving state money.
Cambridge Board Vice President Marcia Staubli said today, “If we don’t get the grant, we’re going to revisit the issue” on April 28, the next regular board meeting.
Stoughton and Deerfield officials said they also plan to apply for state start-up grants, for up to $3,000 per student.
They join Marshall and Wisconsin Heights, which now offer 4K, and Monona Grove, which will begin in the fall. About two-thirds of districts statewide now have 4K. To enroll, children must be 4 years old by Sept. 1, 2008. Conventional kindergarten starts at age 5.
Related: Marc Eisen on 4 year old kindergarden. More here
Milwaukee Parent Site Digs into the School Budget
How can Milwaukee Public Schools support its high-achieving programs while meeting its mandate to improve struggling schools?
That’s the central question at a web site parents at Milwaukee German Immersion School have launched to weigh in on the district’s budget process for the 2008- ’09 school year.
District officials have asked the specialty elementary school, which has just over 580 students and consitently gets more than three-fourths of them scoring in the proficient or advanced range on state test scores, to cut around $180,000 from next year’s budget.
Last month, principal Albert Brugger and the school’s Governance Council responded by submitting a proposal that cuts music and physical eduation from the school’s offerings. The school has lost its assistant principal and art teacher in recent years due to budget constraints.
Principal Recruitment Another Move in Reform
D.C. Schools Chancellor Michelle A. Rhee likes to tell a story about one of her principals who pledged to improve student achievement scores by 43 percentage points by the end of the school year.
How? Rhee asked.
” ‘I’m going to pray,’ ” the principal said, according to Rhee.
“It showed me,” Rhee recently told the Washington-based Institute for Education, “that there’s a very significant disconnect with some of our school leaders in really understanding what challenges they’re up against.”
In the Mainstream but Isolated
Victoria Miresso cannot button a shirt, match a sock or tell one school bus from another. Yet at Roberto Clemente Middle School in Germantown, she is expected to function much like any other sixth-grader, coping with class changes, algebra quizzes and lunchroom bullies.
Victoria’s parents say she is a victim of inclusion: a trend, in Montgomery County and across the nation, toward shutting down traditional special education classes and placing special-needs students in regular classrooms at neighborhood schools.
“At this point, we’re about halfway through the school year, and she hasn’t learned anything,” said Laura Johnson, her mother. “It’s not fair for her to go to school and sit there and be teased because she doesn’t understand what they’re teaching her.”
Montgomery school officials say Victoria is no victim. She is, however, one of the first generation of students who cannot attend secondary learning centers, a network of self-contained classrooms open to special education students at eight middle and high schools in the county since the 1970s. Montgomery school leaders decided in 2006 to phase out the centers, part of an ongoing shift of special-ed students and teachers out of separate classrooms and into the general school population.
US Eases No Child Sanctions
Sanctions would be eased for some schools that narrowly miss academic targets in a pilot program the Education Department announced yesterday, marking a significant shift for enforcement of the No Child Left Behind law.
Education Secretary Margaret Spellings, using her administrative authority, said she will allow 10 states to move away from the 2002 law’s “pass-fail” system, which makes no distinction between a school in which many students fail reading and math tests and one that misses targets because a few students fall short. She said the pilot will allow states to focus on schools with students that need the most help.
Put young children on DNA list, urge police
Mark Townsend & Anushka Asthana:
Primary school children should be eligible for the DNA database if they exhibit behaviour indicating they may become criminals in later life, according to Britain’s most senior police forensics expert.
Gary Pugh, director of forensic sciences at Scotland Yard and the new DNA spokesman for the Association of Chief Police Officers (Acpo), said a debate was needed on how far Britain should go in identifying potential offenders, given that some experts believe it is possible to identify future offending traits in children as young as five.
‘If we have a primary means of identifying people before they offend, then in the long-term the benefits of targeting younger people are extremely large,’ said Pugh. ‘You could argue the younger the better. Criminologists say some people will grow out of crime; others won’t. We have to find who are possibly going to be the biggest threat to society.’
Pugh admitted that the deeply controversial suggestion raised issues of parental consent, potential stigmatisation and the role of teachers in identifying future offenders, but said society needed an open, mature discussion on how best to tackle crime before it took place. There are currently 4.5 million genetic samples on the UK database – the largest in Europe – but police believe more are required to reduce crime further. ‘The number of unsolved crimes says we are not sampling enough of the right people,’ Pugh told The Observer. However, he said the notion of universal sampling – everyone being forced to give their genetic samples to the database – is currently prohibited by cost and logistics.
Via Bruce Schneier.
Some missed gist of school choice report
We released a set of five baseline reports on the Milwaukee Parental Choice Program last month, the first new studies of the voucher program using individual student data since 1995. Since then, many stories and commentaries have been published. Some of those contained inaccurate, incomplete or misleading information.
First, our research project is supported by a large consortium of philanthropies with diverse positions regarding school choice but a uniform commitment to non-interference in the research. We would not conduct this research under any other conditions. Our funders include the Annie E. Casey, Joyce, Kern, Lynde and Harry Bradley, Robertson and Walton Family foundations.
We listed this complete set of funding organizations at the start of each of our five reports. Unfortunately, Alan J. Borsuk’s Feb. 26 Journal Sentinel story about the studies (“Voucher study finds parity,”) reported the names of only three of the six philanthropies. The omission created a false impression – subsequently repeated by Mary Bell (“Voucher school achievements are still not measurable,” March 8) – that the evaluation is primarily backed by “pro-voucher” foundations.
That is simply not true.
Second, no reliable conclusions about the effectiveness of the choice program can or should be drawn from these initial descriptive data. We provided that important guidance throughout our reports. Nevertheless, many commentators chose to ignore it.
My Stroke of Insight
Neuroanatomist Jill Bolte Taylor had an opportunity few brain scientists would wish for: One morning, she realized she was having a massive stroke. As it happened — as she felt her brain functions slip away one by one, speech, movement, understanding — she studied and remembered every moment. This is a powerful story about how our brains define us and connect us to the world and to one another.
Transcript.
One of the most remarkable presentations I’ve seen.
PSYCHOLOGYZATION
At Harvard University, the Harvard Graduate School of Law is called Harvard Law School, the Harvard Graduate School of Medicine is called Harvard Medical School, but Harvard Education School is called the Harvard Graduate School of Education—surely that indicates something…
In any case, Harvard Education School is kind enough to offer, on its website, an insight into the research interests of its faculty. Their centers for research include: “The Center on the Developing Child; Change Leadership Group; Chartering Practice Project; Civil Rights Project; Collaborative on Academic Careers in Higher Education; Dynamic Development Laboratory; Everyday Antiracism Working Group; GoodWork Project; Harvard Family Research Project; Language Diversity & Literacy Development Research Group; National Center for the Study of Adult Learning and Literacy (NCSALL); NICHD Study of Early Child Care & Youth Development; Project IF; Project on the Next Generation of Teachers; Project Zero; Projects in Language Development; Project for Policy Innovation in Education; Public Education Leadership Project (PELP); and Understanding the Roots of Tolerance and Prejudice.”
The mission of some may be less clear. The “GoodWork®” Project explains that: “The GoodWork® Project is a large scale effort to identify individuals and institutions that exemplify good work—work that is excellent in quality, socially responsible, and meaningful to its practitioners—and to determine how best to increase the incidence of good work in our society.” There is no indication that they are interested in good academic homework. Project IF is about “Inventing the Future.” Project Zero is home to work on multiple intelligences, among other things.
If you dig down further into the research interests of individual faculty, also kindly provided on the site, you may have the same difficulty I do in finding anyone interested in the work of the schools in teaching math, science, history, literature and foreign languages. There may be exceptions, but the overall impression is that academic work, of the sort we are asking students to do in our schools, gets little attention.
There is concern for finding and retaining teachers, but not too much for seeing that they have the academic preparation to be successful in promoting the study of math, science, history, literature, and foreign languages among their students.
The Undercover Parent
NOT long ago, friends of mine confessed over dinner that they had put spyware on their 15-year-old son’s computer so they could monitor all he did online. At first I was repelled at this invasion of privacy. Now, after doing a fair amount of research, I get it.
Make no mistake: If you put spyware on your computer, you have the ability to log every keystroke your child makes and thus a good portion of his or her private world. That’s what spyware is — at least the parental monitoring kind. You don’t have to be an expert to put it on your computer. You just download the software from a vendor and you will receive reports — weekly, daily, whatever — showing you everything your child is doing on the machine.
Scary. But a good idea. Most parents won’t even consider it.
Maybe it’s the word: spyware. It brings up associations of Dick Cheney sitting in a dark room, rubbing his hands together and reading your most private thoughts. But this isn’t the government we are talking about — this is your family. It’s a mistake to confuse the two. Loving parents are doing the surveillance here, not faceless bureaucrats. And most parents already monitor their children, watching over their home environment, their school.
Today’s overprotective parents fight their kids’ battles on the playground, berate coaches about playing time and fill out college applications — yet when it comes to chatting with pedophiles or watching beheadings or gambling away their entire life savings, then…then their children deserve independence?
Length of Suspension for Gun Threat Bewilders Pr. William Boy, Parents
On Wednesday morning, instead of heading to Rosa Parks Elementary School in Prince William County, James Falletta clambered downstairs to his basement bedroom. He plopped onto his blue New York Giants bedspread and stared at his pet mouse, Ratatouille, clawing inside a cage.
James, an honor-roll fifth-grader, was not sick. He was starting the 10th day of a seemingly indefinite school suspension for a threat he said was made in self-defense. Late last month, James said, a bully stalked him and his younger brother on their way home from school. To ward him off, James said he was going to go home and get a gun.
That apparently ended the incident but began a 12-year-old’s hands-on lesson on zero-tolerance policies in today’s schools. Administrators, mindful of fatal shootings that have occurred on or near campuses across the country, say they must intervene swiftly and forcefully any time gun threats emerge.
Wait for Autism Care Outlasts Bill
Cindy Brimacombe has known for almost two years that her son has autism, but she won’t be able to get him the full treatment he needs until next year because of a long waiting list.
Republicans and Democrats in the Legislature both had plans that would have helped Brimacombe and her 3 1/2 -year-old son, Max. But they ended their session last week without a compromise, guaranteeing that nothing will change until next year.
“It’s so sad,” the Oconomowoc mother said of the stalemate. “It’s so sad because these children have so many special gifts. . . . How can you deny these little ones help?”
Such is the nature of a Capitol under split control, where little gets done but lawmakers build up records they can tout on the campaign trail.
10 Signs of What Is Not a Crummy Poor-Kid School
Two engaging books came out a year ago, each so compelling I planned a major column with guest commentators and debates and confetti and dancers and rock music. Then life intruded. I never got it together. Now my only face-saving option is to make these books the latest selections to our Better Late Than Never Book Club, this column’s way of heralding works that I never get around to reading when I should.
The books are ” ‘It’s Being Done’: Academic Success in Unexpected Schools” by Karin Chenoweth, and “Collateral Damage: How High Stakes Testing Corrupts America’s Schools,” by Sharon L. Nichols and David C. Berliner. My mistake was to see the two volumes as yin and yang, left and right, liberal and conservative, a distillation of the education wars, when they are in some ways complementary. So I will do Chenoweth’s book today and Nichols-Berliner in two weeks.
I need to issue a bias alert for ” ‘It’s Being Done.’ ” Chenoweth is a former Washington Post columnist whose work I have admired for many years. She said she was hired by the Achievement Alliance–a coalition of five educational organizations–to find and describe “schools where poor children and children of color do better than their peers in others schools.” She profiles several regular public schools that meet her criteria. But the most interesting part of the book is her description of a school she removed from her list, even though its test scores looked good.
Madison Parents Want Bilingual Education Through 8th Grade
A group of Madison parents want their children’s intensive Spanish lessons to continue past 5th grade.
Currently, Nuestro Mundo’s Dual Immersion Program is only available for K-5.
Last Saturday, parents presented a proposal to create Wisconsin’s first dual immersion middle school.
Classrooms would be split between native English and Spanish speakers.
Parents worry without a middle school, bilingual students will lose their language skills.
Teacher’s high standards help kids tackle math
Failure is not an option in Linda Jarzyniecki’s math classes. If Jarzyniecki needs to give a pep talk or threaten to call parents to get the job done, then so be it.
“Students come into my class hesitantly,” says Jarzyniecki (Jar-za-NEEKY), or “Mrs. J.,” who teaches advanced algebra, trigonometry and calculus at Greenville High. “I want to challenge my students, but I want them to experience some success so they don’t become discouraged and they remain in mathematics.”
Mrs. J. faces challenging demographics. Greenville High is a school with about 750 students in a rural central Alabama town of about 8,000. The median income for a family of four is about $25,000 a year, according to Census figures, and 69% of the students qualify for free or reduced-price lunch.
“Despite the high poverty rate our children live with, many students are diligent, industrious young people who have a goal to complete a two- or four-year college or technical school,” she says. But they often feel pressure to work to help support the family.
Growing Cheers for the Home-Schooled Team
Taber Spani, one of the best high school girls basketball players in the nation, holds hands with two opponents as a coach reads a Bible verse. It is the way each game in the National Christian Homeschool Basketball Championships begins.
This is more than a postseason tournament for the 300 boys and girls teams from 19 states that have competed here over the past six days. As the stands packed with parents and the baselines overrun by small children attest, this is also a jamboree to celebrate faith and family.
“You build friendships here with other girls who know what it’s like to be self-motivated and disciplined and share your values,” said Spani, a junior who plays for the Metro Academy Mavericks of Olathe, Kan. “I wouldn’t trade this tournament for anything.”
Only a decade ago, home-school athletics was considered little more than organized recess for children without traditional classrooms. Now, home-school players are tracked by scouts, and dozens of them have accepted scholarships to colleges as small as Blue Mountain in Mississippi and as well known as Iowa State.
State science fair serves as showcase for young talent
Toni Cattani had never been to a science fair. On Saturday morning, the 16-year-old junior from Kettle Moraine High School felt “completely terrified.”
Since eighth grade she’d been thinking about her project, the development of eyedrops that could replace contact lenses. She wears glasses but finds plastic contacts too uncomfortable. Some nights she would lie awake imagining possibilities for her research, things she could try. She would fall asleep at 3 a.m., wake at 5:30 and get ready for school.
Now she was sitting in a room with some of state’s finest young scientists. From across Wisconsin, 100 students had brought months and even years of research to Marquette University for the seventh annual Badger State Science and Engineering Fair.
School Budget Math Hard to Calculate as Property Values Fall
Loudoun Supervisor Susan Klimek Buckley understood how parents felt at a recent meeting, imploring county officials to fund the school board’s full budget request.
She got her start in county politics by doing the same thing.
“My whole citizen activism started with going to a public hearing in March of 2004 where I spoke in support of full funding of the school operating budget,” she said, recalling her three-minute address to a packed board room that earned her a modest ovation.
A Summary of April 1 School District Referendums
In what has become a semi-annual exercise in public solicitation — some might call it survival — scores of the state’s 426 school districts will ask voters for more money April 1.
Forty-one districts will be holding referendums to issue bonds or exceed state-mandated revenue limits. The requests are in addition to the 14 school referendums in last month’s primary. (Of those, six passed and eight failed.)
The districts are not just asking for money to build schools. They need it to fix roofs, update textbooks, upgrade computers and, in some cases, just keep up the upkeep.
Administrators have led citizens, some querulous, others just curious, on tours of buildings to point out the leaks, the rust, the crumbling concrete.
In southwestern Wisconsin, six school districts have the unfortunate coincidence of asking for extra cash at the same time as the area technical college.
New report card for Madison middle schoolers draws praise, criticism
Congratulations, dear seventh grader, for nailing science class.
Your science grade this quarter is A, 4, 3, 3, M, S, R.
Now, let’s take a look at your English grade…
That’s a preview of how, beginning in the fall, parents of middle school students might read a new type of report card coming to the Madison School District.
The change will make Madison one of the first districts in Dane County to adopt middle school report cards based directly upon how well students are mastering the state’s standards that list what they’re supposed to learn in every subject.
In some ways, Madison’s change isn’t radical. The district is retaining traditional report card letter grades. And the district’s elementary students, like many around the state, already receive report cards based upon the state’s academic standards.
The shift is being met, however with a mixture of criticism and hope.
Related: Madison Middle School Report Card/Homework Assessment Proposed Changes.
Dual Enrollment Grows: Pennsylvania High School Students Take College Classes via State Program
Sitting in the back row of her South Fayette High School economics class, Emily Cord waved off her teacher as he passed out voter-registration cards.
“I’m not 18 till June,” she said.
An hour later, however, she was sitting in ECO102, Principles of Macroeconomics, at Community College of Allegheny County, with classmates beyond not just the voting age but the drinking age.
Emily is one of thousands of Pennsylvania students enrolled in both high school and college classes through the state’s dual enrollment program, which pays part of the college tuition.
A state report released last month notes “extraordinary demand and interest on the part of students” in the program. Since the dual enrollment program started in the 2005-06 school year, state funding has doubled, to $10 million for the current school year.
In the 2006-07 school year, the number of participants increased 69 percent from the previous year, from 7,270 students to 12,267 students statewide.
Related:
- Wisconsin “Part Time Enrollment” information
- The Madison School District has been grappling with the creation of a policy on credit for non-district courses for a number of years.
Can You Read as Well as a Fifth Grader? Check the Formula
If you’ve checked the grammar of a Microsoft Word document, you may have encountered a baffling number. The readability formula purports to represent the text’s appropriate grade level. But it has its roots in research from 60 years ago.
Before computers, reading researchers attempted to quantify the ease of a work of writing using short excerpts and simple formulas. Despite computing advances, Word still follows the same model: It multiplies 0.39 by the average number of words per sentence, adds that to 11.8 times the average number of syllables per word, and subtracts 15.59 from the total. The result is the supposed minimum grade level of readers who can handle the text in question.
Similar formulas are used by textbook publishers and in dozens of states’ guidelines for insurance policies.
College Admissions: How Involved Should Parents Get?
After bending her work schedule to help her older daughter apply to college a few years ago, Suzanne Ducharme knew the admissions competition looming for her younger daughter would be tougher. So as her second daughter neared college, Ms. Ducharme, a New York human-resources manager, did what seemed the only sensible thing: She quit her job, she says, “to be here full time” with her daughter as she applied.
You’ve heard of parents quitting work to care for babies or wayward teens. Now they’re quitting — or considering doing so — to help their kids get into college.
As the biggest high-school graduating class in history — the class of 2009 — begins the college-search process, parents are abuzz over how to help. One mother of a high schooler, a manager for a New York financial-information concern, says friends are pressuring her to devote full time to the college search. With other parents on the case 24/7, she says, “they argue that by working, I’m putting my daughter at a disadvantage in today’s hypercompetitive college-admissions game.”
Virtual schools measure passes
Stacy Forster & Patrick Marley:
The Assembly overwhelmingly voted for a bill protecting virtual schools Tuesday – a compromise measure Gov. Jim Doyle and other key Democrats support.
The bill was passed in a flurry of activity as the Legislature winds down the regular session that ends Thursday. The Assembly also approved a bill to remove teacher residency requirements in Milwaukee, and the Senate passed a bill requiring new police officers to undergo psychological exams.
Democrats in the Assembly were unsuccessful in attempting to force a vote on the Great Lakes compact.
Tuesday also marked the all-but-certain death of a bill requiring the state to provide information about involuntary mental health commitments to a federal database checked for gun purchases. Supporters of the measure, including Doyle, said the bill was necessary to help avoid shootings like the one last year at Virginia Tech.
The virtual schools bill passed 96-1 Tuesday; Rep. Dave Travis (D-Waunakee) voted against it. The agreement was reached after Doyle said he would sign a bill on virtual schools only if it capped enrollment.
Related editorial.
Celebrity Culture Harms Pupils
Children’s educational aspirations risk being damaged by the cult of celebrity, teachers leaders have warned.
Teachers fear their pupils’ obsessions with footballers, pop stars and actors are affecting their progress in school, and limiting their career aspirations.
Some 60% of teachers said their pupils most aspired to be David Beckham, in a survey of teachers for the Association of Teachers and Lecturers.
More than a third said pupils wanted to be famous for the sake of being famous.
Some 32% of the 304 teachers quizzed said their pupils modelled themselves on heiress Paris Hilton.
Milwaukee’s School Choice: Preliminary Analysis Gives Average Grades
Back in 2001, then-Milwaukee Mayor John Norquist summarized his case for school choice by stating: “Vouchers work. They don’t hurt taxpayers, and they encourage public schools to do better.”
Norquist’s conviction was strongly supported by school choice proponents and vociferously refuted by opponents. All the while, the Public Policy Forum cautioned that very little data existed to either support or refute him.
Now, for the first time in over a decade, data are available to shed light on the efficacy and effectiveness of Milwaukee’s private school voucher program. An ambitious five-year longitudinal study is under way to evaluate the school choice program and compare its performance to Milwaukee Public Schools. Last month’s research reports, the study’s first, provide us with the long-elusive data.
As expected, school choice proponents and opponents each have come away with their own distinct interpretations of this data. However, certain conclusions are inescapable.
First, the new findings have reframed the policy debate over school choice, pulling it away from the original goals of school choice proponents. There was a time when school choice was touted as a panacea, as the competitive leverage the public schools needed to improve, as a means to empower parents and save low-income students from bad schools. With the latest data, however, the Milwaukee voucher program is now simply portrayed as a popular program that pleases parents and performs at least as well as MPS.
A Short Video on the Decline of US Math Skills
Q: What does a major state university do when test scores on a precalculus math exam for incoming freshmen continue to decline year after year, while at the same time high school GPAs of incoming freshmen are going up?
A: If your answer is “make the test easier,” go to the head of the class!
Wisconsin High School Graduation Data Comparison
According to an independent research group, Wisconsin has the nation’s 11th highest graduation rate. However, the rate reported by the group is lower than estimates by the state Department of Public Instruction and the U.S. Department of Education.
That and other facts about the state’s schools are included in a new report card released today by the Alliance for Excellent Education, an advocacy organization that has pushed hard in recent years to increase the rigor of the nation’s secondary schools. (One of the members of the organization’s governing board, by the way, is Clinton-era U.S. Education Secretary Richard Riley.)
Although apparently updated, the report includes mostly recycled data, including a reference to the controversial notion that some of Wisconsin’s schools are “dropout factories” where 60% of students fail to reach 12th grade after four years.
Madison West High Bids Adieu to Their Writing Lab
Today, my English teacher shared with our class the quite saddening news that the West High Writing Lab [Ask | clusty | google | Live | Yahoo], a venerable institution of many years, is slated to be cut next year as part of the annual round of budgeting. For those on this listserv who don’t know, the Writing Lab provides a place for students of all grades and abilities to conference one-on-one with an English teacher about their work. Everyone — from the freshman completely lost on how to write his first literary analysis to the AWW alum who wants to run her college application essay by someone — is welcome to stop by during three or four hours of the day as well as before school, during lunch, and after school. I know that in my four years at West, I’ve found this an immeasurably useful resource, not only to help me polish papers for my classes, but also as a way to get editing help on college essays and other extracurricular writing. And judging by the reaction in my English class, I’m far from alone.
Which is why I am so distressed by this development. I’ve always considered the English department, by and large, as one of West’s finest. The array of classes at every ability level is wonderful, and the fact that I’ve been able to take IWW and AWW — two classes designed solely to improve my writing itself — has been great. These classes do a fabulous job of teaching students to write — but an important part of writing well is being able to receive feedback on that writing, being able to dialogue with someone about it, and then being able to “have another swing at things.” But of course, it’s simply impossible for a teacher in any English class to meet, one-on-one, with every student. The Writing Lab has provided a great way for students to ensure that they will have this valuable opportunity.
It would be interesting to find out what’s happening with the high school budget allocations. The only information I’ve found on the 2008-2009 MMSD Budget is this timeline, which mentions that “Allocations & Formula $ to Buildings” occurred on March 5, 2008. The School Board is not scheduled to see the balanced budget until April 3, 2008.
Related:
- 2006-2007 Budget Already Implemented, What’s the Current Fanfare About?
- A history of Madison School District budgets and staffing.
- 2007-2008 $339,685,844 Citizen’s Budget
District critical of costs to settle special education litigation
Private negotiations to settle a lawsuit over how Milwaukee Public Schools handles special education students broke into the open Thursday when MPS rejected a proposal that could extend such services to thousands of students who are suspended from school frequently or held back a grade.
With harsh words particularly for the state Department of Public Instruction, MPS leaders said the proposed settlement could cost tens of millions of dollars, harm the education of students who don’t need special education services and interfere with the pursuit of broader goals for improving MPS.
But Jeffrey Spitzer-Resnick, an attorney for Disability Rights Wisconsin, which brought the suit in 2001, said the agreement was a “fantastic” opportunity for MPS and that MPS had not negotiated in good faith. He said it was frustration with MPS negotiators that led his organization and DPI to reach a separate settlement and to demand MPS take it or leave it.
The terms of the settlement would put special education in MPS under the control of an outside authority; require MPS to make major improvements in identifying students who need special education services; and potentially extend services to thousands of students.
High school students to test their ingenuity in hard-charging robotic competition
A few of the robots charged out of their starting positions as if fired from cannons, blazing across the track, extending wiry metal arms and slapping huge, brightly colored balls off a catwalk hovering above.
Some robots limped a few feet before sputtering to a stop. Others collided with their mechanical teammates, spinning out of control.
It’s a good thing Thursday was just practice.
The idea of battling robots might conjure up images of smashing and bashing, but at the FIRST Wisconsin Regional Robotics Competition today and Saturday at the U.S. Cellular Arena, it’s all about technology and teamwork.
Sixty high school squads from nine states are competing, including 27 from Wisconsin. The event is free and open to everyone, and the players promise to put on a show.
Learn more here.
Contraband candy = Skittles suspension
AP:
Contraband candy has led to big trouble for an eighth-grade honors student in Connecticut.
Michael Sheridan was stripped of his title as class vice president, barred from attending an honors student dinner and suspended for a day after buying a bag of Skittles from a classmate.
School spokeswoman Catherine Sullivan-DeCarlo says the New Haven school system banned candy sales in 2003 as part of a district wide school wellness policy.
Michael’s suspension has been reduced from three days to one, but he has not been reinstated as class vice president.
Joanne has more.
“Why Yes, it is My Job”
Darling PreTeenDaughter:
Since you asked, yes, I AM the “meanest” mother of all your friends’ mothers. As you can see, this doesn’t bother me. Not because I am mean. Because I love you. That doesn’t mean that you have to be thrilled about every decision I make.
Yes, that embarrasses you. But not as much as if I walked around in public with my finger up my nose to the first knuckle, or wearing a muumuu with sandals and hairy legs, or with dirty hair and a cigarette hanging from my lip.
You will NOT wear the word “Juicy” across your behind– temporarily or permanently.
You WILL ingest protein of some kind each day.
You will NOT raise your voice to your parents in public– and even when you do it in private, there will be consequences.
You WILL read before you get to watch TV.
Janesville School Board, Teachers Union Release Contract Details
Late Monday night, negotiators for the Janesville School Board and teachers union reached a tentative contract agreement.
Today, they made the details of that contract public.
It took them a year to get to this point.
“This long and stressful process has a positive and a big sigh of relief,” School Board member Amy Rashkin said.
“Everyone made sacrifices and I think it was well worth it,” Janesville Education Association President Sam Loizzo said.
Big points reached in the agreement were health care and in-service hours for teachers.
Instead of 2 days per month of in-service, they now have one.
“We agreed to make premium share payments ranging from $17 to $115 a month,” JEA negotiator Dr. David Parr said.
Madison school board candidates discus the Anthony Hirsch case and school boundaries
Hmm. This is interesting. To varying degrees, both Madison school board candidates express unease with the school district’s failure to report a suspected sex offender to state authorities.
Ed Hughes, who is running unopposed for Seat 7, raises the most questions, but Marj Passman, the lone candidate for Seat 6, also is critical.
On the other hand, both support the Madison school board’s recent decision on school boundaries, and both Passman and Hughes praise a committee’s recent report on school names.
Here’s what we asked the two candidates this week.HE DAILY PAGE: DO YOU AGREE WITH HOW THE MADISON SCHOOL DISTRICT ADMINISTRATION AND THE TEACHERS UNION HANDLED THE ANTHONY HIRSCH CASE?
HIRSH RESIGNED AS A SPECIAL EDUCATION AIDE AT LA FOLLETTE HIGH SCHOOL IN 2006 (HE WAS HIRED IN 1998) AFTER A FEMALE STUDENT COMPLAINED THAT HE TOUCHED HER LEG IN A SEXUALLY SUGGESTIVE WAY. HIRSCH DENIED IT HAPPENED.
THE SEPARATION AGREEMENT SIGNED BY THE DISTRICT AND THE UNION SAID THAT IN RETURN FOR HIRSCH RESIGNING THE DISTRICT WOULD OFFER A “NEUTRAL REFERENCE” TO POTENTIAL EMPLOYERS, AND THAT THE DISTRICT WOULD NOT NOTIFY THE STATE DEPARTMENT OF INSTRUCTION THAT IT SUSPECTED HIRSCH HAD ENGAGED IN IMMORAL CONDUCT.
HIRSCH WAS SUBSEQUENTLY HIRED BY THE WAUNAKEE SCHOOL DISTRICT AND IS NOW FACING FELONY CHARGES OF POSSESSING CHILD PORNOGRAPHY AND OF HAVING A SEXUAL RELATIONSHIP WITH A 14-YEAR-OLD LA FOLLETTE STUDENT. HE HAS YET TO ENTER A PLEA.
Gifted Kids Blog: Unwrapping the Gifted
I have a pet peeve. Well, my sister would tell you that I have more than one pet peeve … but when it comes to the education of gifted children, there’s something that really irritates me. I have a few examples that will help me to explain and illustrate…
A month or two ago, a tiny article appeared deep in an area newspaper with the headline, “Chancellor wants math, science program for elite high schoolers.” The article stated that the chancellor at Montana Tech (an excellent engineering, math, science, and mining school) is considering creating a residential program for about 40 of Montana’s top math and science students. They would be dual enrolled in high school and college for the two year program. The students would be selected based on test scores, interviews, and recommendations, and would have to be Montana residents at least 15 years old. An anonymous donor is willing to help significantly with the program’s costs.
While many, if not most, of you live in states where Governor’s Schools and other such similar options are available for some of your gifted students, nothing of the sort exists here in Montana. To my knowledge, this would be the first option of its kind in my state.
I excitedly read the little article until I came upon the last paragraph. And that’s when my ears started steaming: “Concerns include the effect on local school districts if their top students transferred to the program at Tech. Districts’ financial support is based partly on the size of enrollment, and outstanding students often help to boost schools’ composite scores on standardized tests.”
“America’s Math Education System is Broken”
The National Mathematics Advisory Panel was convened by President Bush in April 2006 to address concerns that many of today’s students lack the math know-how needed to become tomorrow’s engineers and scientists. The 24-member panel of mathematicians and education experts announced recommendations to improve instruction and make better textbooks and even called on researchers to find ways to combat “mathematics anxiety.”
Larry R. Faulkner, panel chairman and former president of the University of Texas at Austin, said the country needs to make changes to stay competitive in an increasingly global economy. He noted that many U.S. companies draw skilled workers from overseas, a pool he said is drying out as opportunities in other countries improve.
“The question is, are we going to be able to get the talent?” Faulkner said in a briefing before the report’s release. “And it’s not just a question of economic competitiveness. In the end, it’s a question of whether, as a nation, we have enough technical prowess to assure our own security.”
Google News. Math Forum audio / video.
Joanne rounds up a few more links.
At L.A. school, Singapore math has added value
In 2005, just 45% of the fifth-graders at Ramona Elementary School in Hollywood scored at grade level on a standardized state test. In 2006, that figure rose to 76%. What was the difference?
If you answered 31 percentage points, you are correct. You could also express it as a 69% increase.
But there is another, more intriguing answer: The difference between the two years may have been Singapore math.
At the start of the 2005-06 school year, Ramona began using textbooks developed for use in Singapore, a Southeast Asian city-state whose pupils consistently rank No. 1 in international math comparisons. Ramona’s math scores soared.
“It’s wonderful,” said Principal Susan Arcaris. “Seven out of 10 of the students in our school are proficient or better in math, and that’s pretty startling when you consider that this is an inner-city, Title 1 school.”
Ramona easily qualifies for federal Title 1 funds, which are intended to alleviate the effects of poverty. Nine of every 10 students at the school are eligible for free or reduced-price lunches. For the most part, these are the children of immigrants, the majority from Central America, some from Armenia. Nearly six in 10 students speak English as a second language.
Joanne has more.
Life Expectancy Tied to Education
In U.S., college-educated live longer than those who only finish high school, study finds
Life expectancy in the United States is on the increase, but only among people with more than 12 years of education, a new study finds.
In fact, those with more than 12 years of education — more than a high school diploma — can expect to live to 82; for those with 12 or fewer years of education, life expectancy is 75.
“If you look in recent decades, you will find that life expectancy has been increasing, which is good, but when you split this out by better-educated groups, the life expectancy gained is really occurring much more so in the better-educated groups,” said lead researcher Ellen R. Meara, an assistant professor of health care policy at Harvard Medical School.
“The puzzle is why we have been successful in extending life span for some groups. Why haven’t we been successful in getting that for less advantaged groups?” Meara said.
The answer may lie with tobacco, the study found.
Waukesha Restores Gifted Program Chairperson
Taking advantage of a $700,000 saving from its newly settled teachers contract, the School Board on Wednesday reinstated the School District’s chairperson in charge of gifted education for the 2008-’09 school year, a position it voted in January to cut.
Retention of the leadership post was done at the urging of parents of gifted and talented students, who argued that the district might otherwise violate state law requiring school systems to designate someone to oversee such programming for students.
The chairperson is the district’s last employee solely devoted to gifted education in the district, following the board’s elimination of its gifted teaching staff for the current school year. Keeping the position is expected to cost the district about $100,000.
In addition to reinstating the post for next school year, School Board members urged administrators to advance a proposal to distribute $2,000 to each district school as stipends for advocates who could work with parents and teachers on issues related to gifted education.
Officials increase security at Toki Middle School
Madison school officials on Tuesday said they ‘re strengthening security at Toki Middle School to calm concerns from staff members and parents that the building is becoming too chaotic.
Beginning today, Toki will get a second security guard and also will get a dean of students to assist with discipline problems. The guard is being transferred from Memorial High School, while the dean of students is an administrative intern who has served at La Follette High School.
“I think very shortly Toki will get back on its feet, ” said Pam Nash, the Madison School District ‘s assistant superintendent overseeing middle and high schools.
The moves come a week after about 100 parents, school staff members and top district officials attended an emotional, three-hour Parent Teacher Organization meeting at which speakers expressed fears about safety and discipline at the West Side school.
via Madison Parents’ School Safety Site.
Channel3000:
Police were called to Toki 107 times last school year for incidents that included 17 disturbances, 11 batteries, five weapons offenses and one arson, WISC-TV reported.
So far this year, police have been called to 26 incidents. The district security chief said the school is safe, though, and he warned the numbers can be misleading.
There was no way to compare those numbers to police calls at other Madison middle schools because the district doesn’t keep that data itself. But the district security chief said they are working on that.
Toki PTO President Betsy Reck said “it’s a start,” but she said she believe there needs to be a clearly defined “behavior plan” posted immediately that shows appropriate behaviors and the consequences if they are not followed.
Reck said she wants consistent consequences applied to negative behavior.
Madison Metro West Transfer Point Incident
5602 Tokay Blvd. (West Transfer Point)
Suspect(s) Suspect #1: Male, age 16, Madison; Suspect #2: Male, age 16, Madison
Suspect #1 was arrested and tentatively charged with Robbery (Party to a Crime).
Suspect #2 was arrested and tentatively charged with Robbery (Party to a Crime), and Possession of Drug Paraphernalia.
California Home Schoolers Get the Heave-Ho
NPR:
An appellate court in California recently ruled that parents who home school their kids may be breaking the law. The decision requires parents to have filed paperwork to run their own private school, or to have enrolled their kids in a satellite school or to have credentialed tutors to do the teaching.
Luis Huerta, an assistant professor of education and public policy at Columbia University, says the decision could have massive implications not just for the nation’s home schoolers, but for privacy advocates and future Supreme Court decision-making.
It’s difficult to give a snapshot of the people who home school in the United States, Huerta says. “It’s an elusive number, and it’s very difficult to track them down,” he says. “If they chose to home school, they’ve chosen not to report to the state.” He says there are probably 1.2 million children taught at home in the United States, up from 600,000 in 1996, a doubling in a little more than 10 years.
School is the “Last Moral Force”
Poor parenting and the erosion of family life are leaving schools as the only moral framework in many children’s lives, says a head teachers’ leader.
Schools were increasingly expected to “fill the vacuum”, John Dunford told the Association of School and College Leaders annual conference, in Brighton.
They now sometimes had to teach social skills such as eating a meal together.
“Schools have a much stronger role in bringing up children than in previous years,” Dr Dunford said.
Madison School District Presentation on Standards Based Report Cards
 |
Watch the District’s presentation to the Madison Board of Education. Much more on the proposed “Standards Based” report cards, here. |
How to Fix K-12 Education
This month, I want to use this forum to publicize a report that came out last fall with solid advice for how to improve our schools. As we think about K-12 mathematics education, as we engage in the debate of what should succeed No Child Left Behind, I believe that this report provides a useful, research-based framework in which to situate that debate. And I believe that this report has implications for how we think about mathematics teaching in our colleges and universities, a topic to which I shall return in later columns.
The report in question was issued by McKinsey & Company in September, 2007, How the world’s best-performing school systems come out on top [1]. Their procedure was straight-forward. They took the ten top-performing countries according to the OECD’s Programme for International Student Assessment (PISA): Australia, Belgium, Canada, Finland, Hong Kong, Japan, Netherlands, New Zealand, Singapore, and South Korea, and asked what practices are common among them. They tested their conclusions by comparing these practices with those in the US school systems that have seen the most dramatic increase in National Assessment of Educational Progress (NAEP) or TIMSS scores or have been consistent finalists for the Broad Prize for Urban Education. These school systems are Atlanta, Boston, Chicago, New York, and Ohio.
None of their conclusions should be surprising. The three practices that they identified are on most people’s lists of what they would like to see. What is eye-opening is how effective these practices can be and how important it is to focus on them. In my own paraphrase, they are
- Recruit teachers from among the most highly literate and numerate college students.
- Support teachers with continual coaching, peer-mentoring, and professional development.
- Have clear standards for system performance, intervene quickly and effectively when problems arise, and allocate resources so that those with the greatest need get the most support.
Doyle announces plan to prevent deficit
Patrick Marley and Stacy Forster:
Gov. Jim Doyle today offered a $527 million package to repair the state budget with cuts and delays to new programs, as well as a new tax on hospitals and a transfer of $243 million from the state’s transportation fund.
The budget that runs through mid-2009 is $650 million short, though Doyle already whittled that down through austerity measures, including delaying paying off some debt.
The budget is short because the slumping economy has led the state to collect fewer taxes than projected.
“Just like any real solution to a budget gap, this plan cuts spending and looks for good sources of revenue,” Doyle said, adding that it protects such priorities as health care, education and job creation.
Although Doyle said he wanted to avoid some of last year’s budget fights, he reopened one by introducing the tax on hospital revenue.
Should We Put the Brakes on Advanced Placement Growth?
Patrick Mattimore — lawyer, teacher and freelance journalist — is one of the most insightful writers about schools I know. So when he published a piece in Education Week criticizing the rapid growth in Advanced Placement courses in the country, I read it carefully and asked him to discuss it with me in this column. Mattimore is not only an astute judge of AP policy, but until recently, he was an AP Psychology teacher in San Francisco. He knows the territory like few others, and unlike many people in the debate over how to use AP, he has accomplished the rare feat of changing his mind after discovering facts at odds with his views.
His March 5 Ed Week commentary points out that if you look at all high school graduates, the percentage taking and passing AP exams is increasing. But if you look at the percentage of exams with passing grades — 3 or above on the 5-point tests — that is declining in many subjects. To Mattimore, this means the program is growing too fast — a 10 percent jump every year in the number of exams taken. He says the rapid expansion ought to be reined in until school systems improve instruction in lower grades so students are better prepared for the rigors of AP.
“The College Board would like to continue the expansion of the AP program, and suggests that equity demands all students have access to the most advanced instruction high schools can provide,” he writes. “The back story of AP expansion, however, is not that it is a means of benefiting minorities, but that it has become an out-of-control shootout for top students vying for spots at selective colleges. Before we invest more dollars in expanding the Advanced Placement program, we must provide the pre-AP infrastructure in our middle schools to ensure that students are prepared to meet the challenges of the program. Otherwise, we can expect that our AP failure rates will continue to climb.”
On Teacher Unions: Teaching Change
WHEN teachers at two Denver public schools demanded more control over their work days, they ran into opposition from a seemingly odd place: their union. The teachers wanted to be able to make decisions about how time was used, hiring and even pay. But this ran afoul of the teachers’ contract. After a fight, last month the union backed down — but not before the episode put a spotlight on the biggest challenge and opportunity facing teachers’ unions today.
While laws like No Child Left Behind take the rhetorical punches for being a straitjacket on schools, it is actually union contracts that have the greatest effect over what teachers can and cannot do. These contracts can cover everything from big-ticket items like pay and health care coverage to the amount of time that teachers can spend on various activities.
Reformers have long argued that this is an impediment to effective schools. Now, increasingly, they are joined by a powerful ally: frustrated teachers. In addition to Denver, in the past year teachers in Los Angeles also sought more control at the school level, and found themselves at odds with their union.
MUAE “Conversation With the Candidates”
Madison United for Academic Excellence (MUAE) will be hosting a “Conversation With the Madison School Board Candidates” on Tuesday, March 11, at 7:00 p.m. in the Wright Middle School LMC, 1313 Fish Hatchery Road. Marjorie Passman and Ed Hughes are running for Seats 6 and 7, respectively. Both are running unopposed. Please join us for a relaxed and productive dialogue, sans political sparring. Bring your questions, comments, concerns and ideas. The candidates are as eager to listen as they are to speak.
As an introduction to the candidates —
Isthmus Take-Home Test, Week One: http://www.thedailypage.com/daily/article.php?article=21758
Isthmus Take-Home Test, Week Two: http://www.thedailypage.com/isthmus/article.php?article=21825
Marjorie Passman’s website: http://marjpassmanforschoolboard.com/
Ed Hughes’s website: http://www.edhughesforschoolboard.com/
All are welcome!
On Teacher Unions: Educators or Kingmakers?
IF the Democratic race is settled at the party’s convention this summer — not unlikely, given Hillary Clinton’s victories over Barack Obama in Ohio and Texas — certain delegate constituencies are going to be the object of much affection from the candidates. Most prominent among these is the delegate and superdelegate bloc affiliated with the National Education Association and the American Federation of Teachers, the nation’s two largest teachers’ unions. In 2004, more than 400 regular delegates to the convention were members of the two unions, making up a group bigger than every state delegation except California’s.
Good news for the unions, however, might not be good news for education. The union agenda has often run counter to the interests of students and teachers alike.
Take those collective bargaining agreements that the unions have negotiated in school districts across the nation. As Terry Moe, a professor of political science at Stanford, demonstrated, these agreements have hampered student performance in California. Why? Because they protect ineffective teachers — at the expense of everyone else.
Or consider performance-based pay. Forty percent of teachers leave the classroom within their first five years on the job — in some measure because they don’t stand to gain the same performance-based pay raises available to their private-sector counterparts. Merit pay would help public schools retain good teachers by paying them more. But the unions have fought against such measures.
Maryland District Plans Teacher Incentive Pay Pilot Program
Prince George’s County education and labor leaders unveiled a much-anticipated pilot program yesterday that will offer teachers and administrators at 12 schools incentive pay for good performance.
The voluntary program, called Financial Incentive Rewards for Supervisors and Teachers, or FIRST, will allow teachers to make as much as $10,000 above base salary for improving the performance of their students, teaching in hard-to-staff schools and subjects, and participating in evaluations and professional development. Principals and assistant principals will be able to make up to $12,500 and $11,000, respectively.
County education leaders hope the offer of extra pay will help Prince George’s recruit talented teachers and attract the best teachers and administrators to academically struggling schools. The extra pay would represent a sizable bump for a starting teacher salary of about $41,000.
Although labor organizations across the country have often opposed pay-for-performance programs, saying they can be imposed unfairly by management, union leaders at yesterday’s news conference said that they like the voluntary nature of the county’s program and that they had been invited to help design it from the beginning.
Math Suggests College Frenzy Will Soon Ease
High school seniors nationwide are anxiously awaiting the verdicts from the colleges of their choice later this month. But though it may not be of much solace to them, in just a few years the admissions frenzy is likely to ease. It’s simply a matter of demographics.
Projections show that by next year or the year after, the annual number of high school graduates in the United States will peak at about 2.9 million after a 15-year climb. The number is then expected to decline until about 2015. Most universities expect this to translate into fewer applications and less selectivity, with most students probably finding it easier to get into college.
“For the high school graduate, this becomes a buyers’ market,” said Daniel M. Fogel, president of the University of Vermont.
That won’t help Charlie Cotton, a senior at Madison High School in New Jersey. He has the grades and scores to aim for the nation’s elite universities, yet in the hyper-competitive world of college admissions, his chances of winning a spot at his top picks — like Middlebury, Dartmouth and Oberlin — are highly uncertain. When his sister, Emma, who is in eighth grade, applies to college, she is expected to face a less frantic landscape with fewer rivals.
Second Thoughts on Zero Tolerance Policies
The biggest problem with “zero tolerance ” policies is that they require zero thought.
A kid smokes pot or drinks on school property? Bam! They ‘re out for a year.
Simple, right? Even a kid could understand it. Except, sometimes, teenagers aren ‘t so great about thinking through the consequences.
A few weeks ago I wrote about a group of Marshall Middle School girls expelled for a year for alleged marijuana use. The district offers no services to expelled students, and one family couldn ‘t find another public school that would take their daughter.
Since then, I ‘ve heard similar stories. In one district, the parents didn ‘t see the expulsion file until the hearing. It was full of errors, even calling their daughter by a wrong first name, but still the School Board used the “investigation ” to kick her out for a year.
In another district, a middle schooler was expelled for a year for letting her friend try a prescription pill. Now, her mother writes, the girl is a “pariah ” who must apply for permission to be on school grounds for special events.
In still another, the parents couldn ‘t afford private school, and their young teen has been without any formal education for a year.
A teacher also wrote, questioning why I think the schools should be lenient to students who break clear rules.
Actually, I don ‘t. I ‘m all in favor of punishment. But do we as a society really want teens out of school for a year? Some may never come back. And then there are fairness issues. Many times, these kids come from poor families that don ‘t hire lawyers like wealthier ones would. And often, when kids are doing bad things at school, it ‘s because bad things are happening at home.
