Preparing world-class teachers



Louis Freedberg, Ph.D., and Stephanie Rice, via a kind email (PDF):

Despite the fundamentally important role of teachers in our public school system, how they are prepared is receiving far less attention than other current reforms, such as the Common Core State Standards, the Local Control Funding Formula, and new ways to assess and hold schools accountable for student performance.

Teachers are routinely blamed for almost every underperforming child and every short- coming of the nation’s public school system. The length of time it takes them to get tenure, seniority protections in the layoff process, and the regulations protecting them from dismissal have all come under attack.

In addition, teachers were laid off in large numbers during the Great Recession. Paralleling these developments, enrollments in teacher preparation programs plummeted to less than 20,000 in the 2012-13 school year, according to latest figures—a decline of 74 percent since 2001-02.
It has been more than 15 years since the last major reform of California’s system of teacher preparation and credentialing (with the passage of Senate Bill 2042 in 1998). Fortuitously, numerous groups have carried out a substantial amount of work that focuses on this crucial element of the state’s education system.

Most influential have been the California Commission on Teacher Credentialing, which issues credentials and oversees preparation programs; the Task Force on Educator Excellence, which released its influential “Greatness by Design” report in 2012; and the Teacher Prepara- tion Advisory Panel, which concluded its work in 2013.




Why gifted education doesn’t make sense



Jay Matthews:

A new book out by nationally known gifted-education expert James R. Delisle, a former fifth grade special education teacher and Kent State University professor, says our schools are making war on our nation’s finest young minds by failing to fund enough programs for the gifted.

What’s the problem with that? He — and others involved with gifted education — doesn’t address what I see as the biggest problem with gifted education: its ill-considered selectivity.

After a school district has designated a certain group of students as gifted, what should it do for the children who missed being admitted by one or two IQ points, one or two votes on the selection committee or some other narrow margin in the variously complicated ways this is done?

Given the unavoidable imprecision of any selection criteria, many children being denied gifted services would be for all practical purposes identical to many of those selected. If gifted services are as necessary for the gifted as Delisle says they are, how can he deny them to children with the same capabilities and needs?




Why the White House Fudged the Numbers on Student Loans



Liz Peek:

Unfortunately, it turnsout the numbers are bogus.

In keeping with a White House that talks a good game on transparency but that is cloaked in secrecy, the Department of Education moved the goalposts at the last minute, changing how the default rates were calculated and thus sparing some colleges from tough penalties. It has so far refused to say which schools were given a reprieve, though it appears likely that black colleges were the major beneficiaries.

The academic world has been anxiously awaiting the Department of Education’s annual announcement on student loan defaults. As of this year, schools with three consecutive years of default rates above 30 percent (or one year above 40 percent) will risk losing federal financial aid. The review was expected to clobber the for-profit sector, but also to penalize some smaller schools characterized by higher-then-average




K-12 Tax & Spending Climate-The history of inequality: breaking the camel’s back



The Economist:

ANGUS MADDISON, who died in 2010, was among the most influential of economic historians; his book on the world economy over the past 2,000 years is a classic. Now, one of the institutions he worked for, the Organisation for Economic Co-operation and Development, has teamed up with the University of Utrecht to produce an account of the conditions of life in 25 countries since 1820. It details everything from builders’ wages in 1920s Japan to homicide rates in 19th-century Italy. It bridges the gap between Maddison’s macroeconomic panorama and microeconomic studies by historians such as Peter Laslett, author of “The World We Have Lost”, about early modern England.

For the most part, the findings confirm what is suspected, if not known in such detail. The number of years in education has increased everywhere. Average heights have risen almost everywhere (by 1.1cm more in America in 1820-1990 than in China). The purchasing power of construction workers’ wages has grown everywhere, though in Britain the rise was tenfold in 1820-2000; in Indonesia it was only twice.

There is an exception to this generalisation, though: inequality. You would expect that the world of the Qing dynasty, Tsar Nicholas I and the British East India Company would be more unequal than today’s. Yet in China, Thailand, Germany and Egypt, income inequality was about the same in 2000 as it had been in 1820. Brazil and Mexico are even more unequal than they were at the time of Simón Bolívar. Only in a few rich nations—such as France and Japan—do you find the expected long-term decline in income inequality.

What is true for individual countries is also true if you treat the world as a single nation. The study uses the Gini coefficient, a measure of income inequality in which zero represents perfect equality—everyone has the same income—and 100 perfect inequality—one person has everything. The global Gini rose from 49 in 1820 to 66 in 2000. But this was not caused by widening disparities between rich and poor within countries (inequality in its usual sense). Inequality of that sort fluctuated for 130 years to 1950, before falling sharply in 1950-1980, in what the report calls an egalitarian revolution. Since 1980 it has risen again (as Thomas Piketty, a French economist, has shown), back to the level of 1820.

That implies the two-century rise in global inequality must come from elsewhere: from what is called “between-country inequality”, the gap between rich and poor nations. This gap has widened sharply. In 1820 the world’s richest country—Britain—was about five times richer than the average poor nation. Now America is about 25 times wealthier than the average poor country. The Gini coefficient for between-country inequality stood at only 16 in 1820 (ie, very low). It soared to 55 in 1950, and has been stable since. The driving force of inequality since 1820, in other words, has been industrialisation in the West.




Why Aid for College Is Missing the Mark



Edoardo Porter:

In 1987, when he was Ronald Reagan’s education secretary, the conservative culture warrior William J. Bennett wrote a famous essay denouncing federal aid for higher education because it allowed colleges “blithely to raise their tuitions,” at little benefit to students.

Nearly two decades later, it seems, he was broadly right. Indeed, he didn’t know the half of it.

It’s not just that many colleges and universities are bleeding taxpayers. The government’s overall strategy to subsidize higher education is failing at its core task: providing less privileged Americans with a real shot at a college degree. Alarmingly, it is burdening low-income students with risks they cannot bear and steering them into low-quality educations.

“Institutions of higher education in the United States extract a lot of money without delivering value but the government has no way of influencing that,” said Andreas Schleicher, the top education expert at the Organization for Economic Cooperation and Development, the research organization for the world’s major industrial powers. “It has very few levers of control over equity-related issues.”




Lessons From “The Smartest Kids in the World”



Laura Isensee

The data is clear: Finland, South Korea and Poland are outpacing the United States in grade-school education.

Many kids there can make complex arguments and solve challenging problems.

Journalist Amanda Ripley tells what it’s like to be a student in one of these education superpowers in her book: “The Smartest Kids in the World —and How They Got That Way”.




The Secret Sauce of College Admissions



Dr. Brian Mitchell:

Moody’s issued a report last week pointing to a basic discrepancy in how we view college admissions that underscores the collapse of the college tuition-dependent finance model.

In its report, Moody’s noted that applications to private colleges rose 70 percent from 2004 to last year but the annual total of new high school graduates rose only five percent. The credit rating agency argued that the rise in applications created a perception of far greater selectivity than actually occurred at many colleges and universities.

While the argument made centered upon private colleges and universities, the same may be said for many public sector institutions. Indeed, it seems that the only group isolated from this perception was a handful of the most selective colleges and universities, whether private or public. In these cases, global branding, consumer perceptions, alumni “feeder” and job placement networks, and financial aid policies may play a larger role to assure more broadly-based, genuinely highly selective admission classes.

The truth is that selectivity is often based on how you measure and value it. Many colleges and universities have “carve out,” “conditionally accepted,” or wait list graduates lined up to create the illusion of far greater selectivity than actually exists. Thus, while the aggregate applicants/admit number may be correct, the route to acceptance may vary widely depending on what each candidate brings to the table.




The Plot Against Public Education How millionaires and billionaires are ruining our schools.



Bob Herbert:

Bill Gates had an idea. He was passionate about it, absolutely sure he had a winner. His idea? America’s high schools were too big.

When a multibillionaire gets an idea, just about everybody leans in to listen. And when that idea has to do with matters of important public policy and the billionaire is willing to back it up with hard cash, public officials tend to reach for the money with one hand and their marching orders with the other. Gates backed his small-schools initiative with enormous amounts of cash. So, without a great deal of thought, one school district after another signed on to the notion that large public high schools should be broken up and new, smaller schools should be created.
This was an inherently messy process. The smaller schools—proponents sometimes called them academies—would often be shoehorned into the premises of the larger schools, so you’d end up with two, three or more schools competing for space and resources in one building. That caused all sorts of headaches: Which schools would get to use the science labs, or the gyms? How would the cafeterias be utilized? And who was responsible for policing the brawls among students from rival schools?
But those were not Gates’s concerns. He was on a mission to transform American education, and he would start with the high schools, which he saw as an embarrassment, almost a personal affront. They were “obsolete,” he declared. “When I compare our high schools to what I see when I’m traveling abroad,” he said, “I am terrified for our workforce of tomorrow.”
There used to be a running joke in the sports world about breaking up the Yankees because they were so good. Gates felt obliged to break up America’s high schools because they were so bad. Smaller schools were supposed to attack the problems of low student achievement and high dropout rates by placing students in a more personal, easier-to-manage environment. Students, teachers and administrators would be more familiar with one another. Acts of violence and other criminal behavior would diminish as everybody got to know everybody else. Academic achievement would soar.

Related: Madison’s disastrous reading results.

Small Learning Communities.

English 10.




Adobe is Spying on (students) Users, Collecting Data on Their eBook Libraries



Nate Hoffelder:

Adobe has just given us a graphic demonstration of how not to handle security and privacy issues.

A hacker acquaintance of mine has tipped me to a huge security and privacy violation on the part of Adobe. That anonymous acquaintance was examining Adobe’s DRm for educational purposes when they noticed that Digital Editions 4, the newest version of Adobe’s Epub app, seemed to be sending an awful lot of data to Adobe’s servers.

My source told me, and I can confirm, that Adobe is tracking users in the app and uploading the data to their servers. (Adobe was contacted in advance of publication, but declined to respond.)




Ending higher ed’s tuition addiction to produce teachers we need



Andre Perry:

If colleges want to reverse the declining number of teachers of color, create more STEM teachers, and calibrate teacher supply with district demand, then teacher preparation programs need to become less dependent on individuals’ tuition.

The current tuition-driven system is incentivizing teacher preparation programs to prioritize quantity over districts’ needs.

The country needs more effective STEM (science, technology, engineering and mathematics) teachers as well as teachers of color. President Obama endorsed the President’s Council of Advisors on Science and Technology’s 2010 report that called for the recruitment and development of 100,000 new STEM teachers over the next decade. Despite being over half of all public school students, people of color only represent 15 percent of teachers (projected 5 percent by 2020). Since collegiate teacher prep programs educate 90 percent of all teachers, universities must lead the charge in cultivating these areas of need.




K-12 Tax & Spending Climate: “Wage Growth listless & apartment rents are growing at a faster rate than household income”



Anthony Sanders

US Treasury Secretary Jacob Lew repeated First Lady Michelle Obama’s talking points that “the US Economy is Moving Strongly in the Right Direction!” It has been six years since the Great Recession ended in June 2009.

This misleading statement will be repeated many, many times leading up to the mid-term elections in November.

Let’s review the facts.

Real median household income and average earnings growth are NOT moving strongly in the right direction. In fact, their movement is rather listless. And apartment rents are growing at a faster rate than household income.

Treasury Secretary Lew did mention the declining unemployment rate, but failed to discuss the massive dropout from the labor force that has been occurring. The labor force fell by 97,000 in the latest jobs report. Those not in the labor force increased by 315,000.

So, Mr. Lew is correct that there is improvement … in sheer numbers of jobs added, but not true about the QUALITY of jobs.

And you wonder why mortgage purchase applications are in the toilet? Hint: it ISN’T overly tight credit standards. It’s a lack of income growth and inability to meet DTI requirements.




Is Google Making Students Stupid?



Nick Romeo:

One of the oldest metaphors for human interaction with technology is the relationship of master and slave. Aristotle imagined that technology could replace slavery if devices like the loom became automated. In the 19th century, Oscar Wilde foresaw a future when machines performed all dull and unpleasant labor, freeing humanity to amuse itself by “making beautiful things,” or simply “contemplating the world with admiration and delight.” Marx and Engels saw things differently. “Masses of laborers are daily and hourly enslaved by the machine,” they wrote in the Communist Manifesto. Machines had not saved us from slavery; they had become a means of enslavement.

Today, computers often play both roles. Nicholas Carr, the author of the 2008 Atlantic cover story “Is Google Making Us Stupid?”, confronts this paradox in his new book, The Glass Cage: Automation and Us, analyzing the many contemporary fields in which software assists human cognition, from medical diagnostic aids to architectural modeling programs. As its title suggests, the book also takes a stand on whether such technology imprisons or liberates its users. We are increasingly encaged, he argues, but the invisibility of our high-tech snares gives us the illusion of freedom. As evidence, he cites the case of Inuit hunters in northern Canada. Older generations could track caribou through the tundra with astonishing precision by noticing subtle changes in winds, snowdrift patterns, stars, and animal behavior. Once younger hunters began using snowmobiles and GPS units, their navigational prowess declined. They began trusting the GPS devices so completely that they ignored blatant dangers, speeding over cliffs or onto thin ice. And when a GPS unit broke or its batteries froze, young hunters who had not developed and practiced the wayfinding skills of their elders were uniquely vulnerable.




Throw out the college application system



Adam Grant:

THE college admissions system is broken. When students submit applications, colleges learn a great deal about their competence from grades and test scores, but remain in the dark about their creativity and character. Essays, recommendation letters and alumni interviews provide incomplete information about students’ values, social and emotional skills, and capacities for developing and discovering new ideas.

This leaves many colleges favoring achievement robots who excel at the memorization of rote knowledge, and overlooking talented C students. Those with less than perfect grades might go on to dream up blockbuster films like George Lucas and Steven Spielberg or become entrepreneurs like Steve Jobs, Barbara Corcoran and Richard Branson.




Philadelphia School Reform Commission Cancels Teacher Union Contracts



Kristen Graham and Martha Woodall:

In a stunning move that could reshape the face of city schools, the Philadelphia School Reform Commission voted Monday to unilaterally cancel its teachers’ contract. The vote was unanimous.

The Philadelphia Federation of Teachers was given no advance word of the action — which happened at an early-morning SRC meeting called with minimal notice — and which figures to result in a legal challenge to the takeover law the SRC believes gives it the power to bypass negotiations and impose terms.

Jerry Jordan, PFT president, called the move “cowardly” and vowed to fight it strongly.

“I am taking nothing off the table,” a clearly angry Jordan said at an afternoon news conference. Job actions could be possible, once he determines what members want to do. “We are not indentured servants.”




Legacy: just a byproduct of a broken system



Tass Saperstein:

Even after years of campaigns for diversity, increased financial aid, and accessibility to all students, Harvard’s campus still does not accurately reflect society today. A recent article in The Crimson, “What Should Harvard’s Legacy Be” urged the College to “eliminate legacy preference in admissions, to make the admissions process more transparent…and to actively strive toward a legacy of equal access for its many qualified applicants” in order to better combat its homogeneity. Unfortunately, in a society dominated by institutional benefits for the wealthy, preference for legacy applicants is a tiny detail in the larger picture of Harvard’s massively flawed “meritocracy.”

First of all, it must be established that legacy applicants don’t have such high acceptance rates simply because of their legacy status. Different studies have cited a multitude of statistics; the most commonly cited stating that in the 30 most elite universities, primary legacies are 45.1 percent more likely to be accepted. There is a fundamental problem with this data. These statistics not only downplay the merit of these applicants, but they also ignore the institutional educational benefits they have received. Being a Harvard legacy means that they are significantly more likely to come from a family of wealth that values education. The annual survey by The Crimson of the current freshman class states that on average, legacy students have higher test scores than their non-legacy counterparts. Furthermore, 37.3 percent of legacies come from families with incomes of $500,000 or more. They have more access to key resources such as college counselors, SAT tutors, and job or internship opportunities. All of these factors create a significantly more desirable college applicant. They aren’t being accepted to Harvard solely because they are legacies; they are being accepted because they are taking advantage of the plethora of resources at their disposal. And who can blame them?




Use grades to improve remedial placement



Judith Scott-Clayton, Peter M. Crosta & Clive Belfield:

At an annual cost of roughly $7 billion nationally, remedial coursework is one of the single largest interventions intended to improve outcomes for underprepared college students. But like a costly medical treatment with non-trivial side effects, the value of remediation overall depends upon whether those most likely to benefit can be identified in advance. This NBER working paper uses administrative data and a rich predictive model to examine the accuracy of remedial screening tests, either instead of or in addition to using high school transcript data to determine remedial assignment.

The authors find that roughly one in four test-takers in math and one in three test-takers in English are severely mis-assigned under current test-based policies, with mis-assignments to remediation much more common than mis-assignments to college-level coursework. Using high school transcript information—either instead of or in addition to test scores—could significantly reduce the prevalence of assignment errors. Further, the choice of screening device has significant implications for the racial and gender composition of both remedial and college-level courses. Finally, if institutions took account of students’ high school performance, they could remediate substantially fewer students without lowering success rates in college-level courses.

Via Noel Radomski.




Ivy League grade inflation



The Economist:

“WE DO not release statistics on grade-point averages so we can’t speak to the accuracy of the information you have.” That was a flack for Yale, but other Ivy League colleges—with the partial exception of Princeton—were equally reluctant to discuss their grading practices with The Economist.

Are they trying to hide something? Perhaps. Stuart Rojstaczer, a critic of grade inflation, has estimated average grades over time by combining dozens of unofficial and official sources. The results are startling (see chart). In 1950, Mr Rojstaczer estimates, Harvard’s average grade was a C-plus. An article from 2013 in the Harvard Crimson, a student newspaper, revealed that the median grade had soared to A-minus: the most commonly awarded grade is an A. The students may be much cleverer than before: the Ivies are no longer gentlemen’s clubs for rich knuckleheads. But most probably, their marks mean less.




Long Island High School Football Player Dies After Game



Mason Levinson:

A high school football player from Long Island, New York, died after colliding with an opponent in a game last night.

Tom Cutinella, a junior at Shoreham-Wading River High School in New York, died after colliding with a player from John Glenn High School’s team in Elwood, New York, Steven Cohen, superintendent of Shoreham-Wading River School District, said in a statement posted on the district website.

He was the third high-school football player to die in the past week, according to ESPN. Cornerback Demario Harris Jr. of Charles Henderson High School in Troy, Alabama, died after collapsing on the field following a tackle, and linebacker Isaiah Langston of Rolesville High School in North Carolina died after collapsing following pregame warmups, ESPN said.




Higher Education’s Aristocrats



David Francis Mihalyfy:

Last week, the Barack Obama Foundation announced that the University of Chicago is one of four finalists to house the Obama Presidential Library, according to its mission of finding a site that reflects “President Obama’s values and priorities throughout his career in public service.”

If Obama chooses UChicago, however, he risks tying his legacy to the American university that perhaps most exemplifies higher education’s current crisis of mission. Rather than being institutions that prioritize free inquiry, research, and high-quality education, universities are increasingly acting like the worst of Wall Street, where anything goes in order make a buck for the people at the top.

The latest sign of identity crisis at UChicago? Hefty pay raises to a large number of top staff, who have enriched themselves at great cost to their institution.

New analysis of tax data from publicly available IRS 990 forms shows that eight high-level UChicago administrators have received more than $7.6 million in compensation increases since 2007-2008, even as the school moved toward and suffered a credit downgrade.




Germany’s great tuition fees U-turn



Howard Hotson:

During the past eight years, university tuition fees were introduced into most west German federal states. Yet in a few months, every single state will have abolished them. These facts raise a series of topical questions that cast current English higher education policy in a fresh and revealing light.

Why did Germany introduce tuition fees in the first place? The answer, in short, is that politicians favoured the idea. Self-styled “modernisers” had been advocating tuition fees since German reunification in 1990. Cultural differences between east and west initially hindered this plan, but the main obstacle was a federal law banning tuition fees, which echoed provisions guaranteeing free education in the constitutions of individual states. In 2005, however, the Federal Constitutional Court in Karlsruhe ruled that moderate fees, coupled with affordable loans, would safeguard these constitutional provisions. Within two years, a cascade of laws had swept through most of the federal Länder. The attraction of shifting some of the funding burden to individual beneficiaries was irresistible. So was the compulsion to imitate the changes made elsewhere, lest universities in one’s own state should remain less well funded, and the public purse more stretched, than in neighbouring states.

Seven out of 10 states in west Germany introduced fees in 2006 or 2007; an eighth, Bremen, was prevented from doing so by a lawsuit. Only two – Rheinland-Pfalz and Schleswig-Holstein – resisted the tide completely.

If such unanimity had been maintained, policymakers would now be declaring these changes inevitable. Yet within a single electoral cycle, their long-sought policy was comprehensively overturned. The only state still charging tuition fees in 2014, Lower Saxony, will cease to do so at the end of this academic year.




A boy was accused of taking a backpack. The courts took the next three years of his life.



Jennifer Gonerman:

In the early hours of Saturday, May 15, 2010, ten days before his seventeenth birthday, Kalief Browder and a friend were returning home from a party in the Belmont section of the Bronx. They walked along Arthur Avenue, the main street of Little Italy, past bakeries and cafés with their metal shutters pulled down for the night. As they passed East 186th Street, Browder saw a police car driving toward them. More squad cars arrived, and soon Browder and his friend found themselves squinting in the glare of a police spotlight. An officer said that a man had just reported that they had robbed him. “I didn’t rob anybody,” Browder replied. “You can check my pockets.”

The officers searched him and his friend but found nothing. As Browder recalls, one of the officers walked back to his car, where the alleged victim was, and returned with a new story: the man said that they had robbed him not that night but two weeks earlier. The police handcuffed the teens and pressed them into the back of a squad car. “What am I being charged for?” Browder asked. “I didn’t do anything!” He remembers an officer telling them, “We’re just going to take you to the precinct. Most likely you can go home.” Browder whispered to his friend, “Are you sure you didn’t do anything?” His friend insisted that he hadn’t.

At the Forty-eighth Precinct, the pair were fingerprinted and locked in a holding cell. A few hours later, when an officer opened the door, Browder jumped up: “I can leave now?” Instead, the teens were taken to Central Booking at the Bronx County Criminal Court.




Ranking Universities Based on Career Outcomes



Navneet Kapur:

More than ever, students go to college because they want to get jobs — good jobs. To that end, students and parents want to know which schools give them the best chance at getting a desirable job after graduation. This is where we can help.

By analyzing employment patterns of over 300 million LinkedIn members from around the world, we figured out what the desirable jobs are within several professions and which graduates get those desirable jobs. As a result, we are able to rank schools based on the career outcomes of their graduates.

Defining “desirable jobs”
We define a desirable job to be a job at a desirable company for the relevant profession. For example, we define desirable finance jobs as finance jobs at companies desirable for finance professionals.

We start with identifying desirable companies for each profession.We let the career choices of our members tell us how desirable it is to work at a company. To illustrate this, imagine there are two companies, A and B. If more finance professionals are choosing to leave company A to work at company B, the data indicates that getting a finance job at B is more desirable. This is based on the hypothesis that when a professional moves from one company to another, she gives the company she moves to a strong vote of confidence.

Explore Linkedins’ University rankings.




Teacher Union Money Talks: NEA and AFT together spend roughly $700 million per year



Dmitri Mehlhorn:

One of the most-hotly debated questions is how strong is the National Education Association and the American Federation of Teachers compared to the school reform movement. When it comes to the money that is key to political influence, there is no doubt: The NEA and AFT together spend roughly $700 million per year, consistently, on a broad spectrum of political communication activities opposed to reform. This means that the financial (and political) muscle of the two unions is far greater than that of school reform organizations such as Democrats for Education Reform, StudentsFirst (for which I used to work), Stand for Children, Black Alliance for Educational Options, and the American Federation for Children.

To understand the unions’ advantages, start with the AFT and NEA national budgets. The AFT has 1.6 million members and generated $233 million in revenue (net of borrowing) as of 2013-2014, according to this week’s Dropout Nation analysis of financial data; the NEA had 3.1 million members and national revenues of $387 million in 2012-2013. This total is only the beginning. Although teachers have “unitary dues” where they pay once for national, state, and local affiliates, the state and local portions of the bill vary greatly and can be quite significant. In the state of New Jersey, for instance, compulsory dues come to $936 per teacher, less than $200 of which go to national. In Chicago, the compulsory dues that the AFT’s Chicago Teachers Union deducts from paychecks amount to $1,060 per teacher a year, several hundred dollars more than go to Illinois and national combined. Average dues of nearly $1,000 per year appear quite common.

The $63 million spent by Walton family on ed reform last year < 1/10th amount spent by NEA and AFT.




ComputerCOP: The Dubious ‘Internet Safety Software’ That Hundreds of Police Agencies Have Distributed to Families



Dave Maass:

For years, local law enforcement agencies around the country have told parents that installing ComputerCOP software is the “first step” in protecting their children online.

Police chiefs, sheriffs, and district attorneys have handed out hundreds of thousands of copies of the disc to families for free at schools, libraries, and community events, usually as a part of an “Internet Safety” outreach initiative. The packaging typically features the agency’s official seal and the chief’s portrait, with a signed message warning of the “dark and dangerous off-ramps” of the Internet.

As official as it looks, ComputerCOP is actually just spyware, generally bought in bulk from a New York company that appears to do nothing but market this software to local government agencies.




Nation’s Largest Teachers Union Plans To Spend More Than $40 Million In 2014



Jacob Fischler:

The nation’s largest teachers union plans to spend between $40 and $60 million in this year’s election cycle, two sources at the National Educational Association told BuzzFeed News.

On Monday, the American Federation of Teachers, which has about half the membership of the NEA, said it would spend about $20 million in the same time frame. Those numbers encompass all election spending, from Senate races down to local ballot measures.

While AFT President Randi Weingarten said they are spending more this year than they’ve spent in any cycle before, NEA Political Director Karen White said her union’s estimate is roughly on par for what they usually spend in non-presidential election years.

In an internal memo White sent last week to top NEA leaders, she wrote that education is “emerging as a top issue” in some of tighter gubernatorial races and in the country as a whole.




Commission: Evaluate some home-schooled kids for emotional issues (!)



Ken Dixon:

Parents who home-school children with significant emotional, social or behavioral problems would have to file progress reports prepared by special education program teams, under a proposal being considered by the governor’s Sandy Hook Advisory Commission.

Commission members acknowledged Tuesday that the proposal, contained in a tentative section of the panel’s final report, could be controversial and prompt opposition from parents of home-schooled children across the state.

But the commission, which is preparing its final report to Gov. Dannel P. Malloy, said tighter scrutiny of home-schoolers may be needed to prevent an incident such as the December 2012 slaughter of 20 first-graders and six adults at Sandy Hook Elementary School in Newtown. The murders were carried out by Adam Lanza, a disturbed 20-year-old who had been home-schooled by his mother, Nancy Lanza, whom he also shot to death on the morning of his murder spree.




Madison Schools’ Mental Health Programs Cheered



Kelly Meyerhoffer:

Eight years ago, a community health report from the Fox Valley uncovered an alarming trend among local high school students: one in four reported experiencing depression, and more than one in 10 had attempted suicide.

An experiment soon followed that placed licensed therapists with expertise in children’s mental health in elementary, middle and high schools.

“We decided if students had trouble making their appointment (at community clinics), let’s bring the appointment to them,” said Mary Wisnet, one of the program’s officers.




Parenting as a Gen Xer: We’re the first generation of parents in the age of iEverything



Allison Slater Tate:

On the days that I drive the middle school carpool, I purposely choose a route that takes us past a huge river. Some mornings, the water looks like glass; others, it reflects the moody clouds above with choppy waves – either way, it’s gorgeous. Every time we drive past it, I point it out to my car full of 12-year-olds: “Look at the water today. Isn’t it beautiful?” No one in the car looks up. They are all looking down at their phones, playing games with each other, texting a friend or watching a YouTube video. Sometimes, if I am lucky, I will get a mercy grunt out of one or two of them in reply.

It struck me recently, after one of my quiet carpool rides, that my generation of parents – we of the soon-to-be or recently 40 year old Gen X variety, the former latchkey children of the Cold War and an MTV that actually played videos, former Atari-owners who were raised by the the Cosby Show and John Hughes, graduated high school with the kids from 90210, then lumbered through our 20s with Rachel, Ross, Chandler, Monica, Phoebe, and Joey and flip phones – is perhaps the last to straddle a life experience both with and without the Internet and all its social media marvels. After all, I didn’t even learn to use e-mail until I was 19 and a sophomore in college in 1993, and only for a slightly cringe-worthy reason: a cute boy at another college asked me to e-mail him.




How college ed programs try, fail to recruit teachers of color



Andre Perry:

Nationally, black males account for 2 percent of the teacher population. Blacks in total represent 8 percent of all teachers; Latinos, 7 percent; and Asians, 2 percent. My 3-year-old son could have approximately 50 different teachers by the time he graduates from high school. How many times should he expect to see an African American male teacher before graduation? This is a “Common Core” question I struggle with.

In a seminar titled, “How Do We Get More Black Male Teachers in America’s Classrooms?” At the Congressional Black Caucus Foundation’s 44th Annual Legislative Conference in Washington, D.C., an audience member asked, “Are colleges even recruiting black male teachers?” As someone who is charged with building a teacher prep program, I can say most universities aren’t built to recruit from black communities.

Black and brown people represent 30 percent of the population. But they represent 15 percent of teachers, and that figure is in decline. Woodrow Wilson reports that if current trends hold, the percentage of teachers of color will fall to an all-time low of 5 percent by 2020. But today for the first time in American history, the majority of public school students are of color.




Banking’s future: Goodbye credit cards, hello social media probes



CNBC:

Advancements in technology will make banking very personal within the next decade—it may require your eye or finger to pay for shopping and your social network profile may determine your access to credit, the Daily Mail reports.

Banks may request access to clients’ Facebook account and see whether users have a stable friends network—a sign they may be less of a credit risk than users who change friends frequently, financial technology expert Gi Fernando told the Daily Mail.




The Manipulators: Facebook’s Social Engineering Project



Nicholas Carr:

SINCE THE LAUNCH of Netscape and Yahoo! 20 years ago, the development of the internet has been a story of new companies and new products, a story shaped largely by the interests of entrepreneurs and venture capitalists. The plot has been linear; the pace, relentless. In 1995 came Amazon and Craigslist; in 1997, Google and Netflix; in 1999, Napster and Blogger; in 2001, iTunes; in 2003, MySpace; in 2004, Facebook; in 2005, YouTube; in 2006, Twitter; in 2007, the iPhone and the Kindle; in 2008, Airbnb; in 2010, Instagram; in 2011, Snapchat; in 2012, Coursera; in 2013, Google Glass. It has been a carnival ride, and we, the public, have been the giddy passengers.

This year something changed. The big news about the net came not in the form of buzzy startups or cool gadgets, but in the shape of two dry, arcane documents. One was a scientific paper describing an experiment in which researchers attempted to alter the moods of Facebook users by secretly manipulating the messages they saw. The other was a ruling by the European Union’s highest court granting citizens the right to have outdated or inaccurate information about them erased from Google and other search engines. Both documents provoked consternation, anger, and argument. Both raised important, complicated issues without resolving them. Arriving in the wake of revelations about the NSA’s online spying operation, both seemed to herald, in very different ways, a new stage in the net’s history — one in which the public will be called upon to guide the technology, rather than the other way around. We may look back on 2014 as the year the internet began to grow up.




Academia or industry



Daniel Lemire:

Tenure is overrated. Most folks in industry that have worked just as hard as tenured professors, have savings, reputation and skills that are in demand. But if you are risk averse, then a government job is also quite safe even if you don’t formally have tenure. And academics with tenure lose their jobs all the time. There is always a clause saying that under “financial hardship” management can dismiss professors. And even with tenure, you still have to justify your job, constantly. If you create trouble, people can make your life hell. If you fail, people can humiliate you publicly. If you get into a fight with a tenured colleague, the fight can last decades and be unpleasant.

It is a lot easier to move back and forth between these occupations that people make it out to be. So while you can’t go back in time per se, professors move to industry all the time, and vice versa. To a point, you can even do both. It is not difficult to get some kind of honorary position with a research institute when you work in industry.




Student Course Evaluations Get An ‘F’



Anya Kamenetz:

At Denny’s, diners are asked to fill out comment cards. How was your meal? Were you satisfied with the quality of service? Were the restrooms clean?

In universities around the world, semesters end with students filling out similar surveys about their experience in the class and the quality of the teacher.

Student ratings are high-stakes. They come up when faculty are being considered for tenure or promotions. In fact, they’re often the only method a university uses to monitor the quality of teaching.

Recently, a number of faculty members have been publishing research showing that the comment-card approach may not be the best way to measure the central function of higher education.

Philip Stark is the chairman of the statistics department at the University of California, Berkeley. “I’ve been teaching at Berkeley since 1988, and the reliance on teaching evaluations has always bothered me,” he says.

Stark is the co-author of “An Evaluation of Course Evaluations,” a new paper that explains some of the reasons why.




A story about Jessica



Swift in Security

I want you to imagine someone for me. Her name is Jessica and she is 17 years old. She lives in a two bedroom apartment with her mother and uses an old laptop she got from one of her mom’s ex boyfriends. With it, she browses the portals that serve as her connection to the community constructed around attending the same high school. She is concerned with boys and love and the next rent payment keeping her and her mother in the apartment.
She doesn’t have the money for a new laptop. She doesn’t have the money to upgrade it, either. She doesn’t even know how you do that. She has other interests, like biology. She just worries about how she would pay for college, if she can keep her grades up enough to get a scholarship somehow.
The only person she knows in her whole life that’s good with computers is Josh, in English class. She knows she needs an antivirus, so she asks him. He gives her an option that costs $50 a year, but he notices her sudden discomfort and kindly mentions about an antivirus that’s free. When she goes home she downloads and installs it. It took some effort and it seemed complicated and took awhile, but there was now a reassuring new icon in the bottom right of her screen that says “Protected” when she hovers the mouse icon thing over it.




Show and Tell on your college applications



Richard Perez-Pena:

Madeline McDonough had a wistful “what if?” moment, pondering the offer that her school, Goucher College, has made to applicants: Instead of showing us your grades, send us a video.

“I really wish there had been options like that when I was applying to college,” said Ms. McDonough, 19, a junior studying sociology. “I didn’t have the best numbers, and I was stressed, worrying about how to show that I deserved the same opportunities as anyone else.”

Under the policy announced this month by Goucher, a 1,400-student liberal arts college near Baltimore, a prospective student may apply by submitting two pieces of work (at least one of them a graded high school writing assignment) and a two-minute video, rather than a high school transcript. José A. Bowen, Goucher’s new president, readily admits that he has no idea how many applicants will go that route, how many will be accepted or whether they will work out




Guilty until proven innocent: How letting my kid play alone outside led to a CPS investigation



Kari Ann Roy:

Monday. Late-morning. Hotter than hot.

Not even 24 hours home from vacation, and I was going through the piles of mail. There was a knock at the door, which was weird because no one ever knocks on our door unless it’s the UPS guy, and he doesn’t come until dinnertime. Corralling the crazy barky dog, I looked out the front-door window and saw a woman I did not know — and my 6-year-old.

I whipped the door open, trying to figure out what was happening. The woman smiled. My son frowned. And as soon as the door opened he flew into the house, running as far away from the woman as he could.




Online Learning is Just as Effective as Traditional Education, According to a New MIT Study



Lauren Landry:

More than 7.1 million students are currently taking at least one online course. Despite the apparent popularity, however, educators have given the trend low marks.

But a new study from MIT suggests naysayers should think otherwise. Massive open online courses are not only effective, researchers have discovered, they are as effective as what’s being traditionally taught in the classroom — regardless of how prepared or in the know students are.

Researchers’ findings have been published in the International Review of Research in Open and Distance Learning, and co-author David Pritchard, MIT’s Cecil and Ida Green Professor of Physics, knows they will be controversial.

“A number of well-known educators have said there isn’t going to be much learning in MOOCs,” said Pritchard to MIT News, “or if there is, it will be for people who are already well-educated.”

The group, comprised of researchers from MIT, Harvard and Tsinghua University, completed a before-and-after test on students taking “Mechanics ReView,” an introductory mechanics course offered on massive open online learning platform edX. Researchers then conducted a similar test on students taking the class residentially, discovering:




Pub school teachers earn 21% more than pvt school teachers, on average. Both earn less than other comparable workers



Bureau of Labor Statistics:

A study using Current Population Survey data shows that, from 1996 to 2012, elementary, middle, and high school teachers earned less than other college graduates, but the gap was smaller for public school teachers and smaller still if they had union representation; moreover, the mitigating effects are stronger for female than male teachers, so the within-gender pay gaps are much larger for male teachers.

The current school choice debate has many possible consequences, not just for students, but also for teachers. Broadly speaking, schools are either publicly or privately funded. Public schools are funded by the government through federal, state, and local taxes, and most are part of a larger school system. Elected school board members and education officials implement and oversee strict rules and procedures that public schools must follow. Private schools do not receive government money and thus have to raise their own funds. Private school officials may have more leeway to run schools as they see fit, but funders and others may play a significant administrative role.

Given the proliferation in school privatization, this article analyzes the fundamental differences between the two sectors with regard to teacher staffing and pay disparities. We employ the Current Population Survey (CPS) to document differences between teachers in the two sectors with regard to unionization density, gender and race or ethnicity, educational attainment, and relative pay gaps between public and private sector teachers and between both and other college graduates.

The debate about school privatization and the push toward both publicly and privately funded charter schools should include differences in teacher staffing and relative pay by school ownership. Staffing and pay differences across type of ownership may be due to or may influence factors such as teacher cohesion and student achievement. For example, teachers may trade off between pay and safer schools or smaller class sizes. (The pupil–teacher ratio in 2010 was 16.0 for public schools and 12.2 for private schools.)1 Or it could be that lower paid teachers desire to work at higher paying schools but competition prevents them from finding such employment.




Opponents to N.J.’s Urban Hope Act keep changing their arguments



Laura Waters

Charter school opponents were in mourning this week after they failed to derail a set of amendments to a 2012 bill called the Urban Hope Act that permits the opening of hybrid district/charter schools in Camden, Trenton, and Newark.

Save Our Schools-N.J., Education Law Center, and New Jersey Education Association had mounted a vigorous lobbying campaign against the amendments, citing the “undemocratic transfer of Camden public education to private control.”

But the campaign was fruitless; on Monday the N.J. Senate, by a vote of 32-1, approved several tweaks to Senate Bill 2264. These modest amendments extend the deadline for charter school applications by one year — from January 2015 to January 2016 — and give permission for new charter schools to use abandoned public school space that has “undergone substantial reconstruction,” in lieu of the newly-constructed facilities mandated by the 2012 law. The bill now goes before the N.J. Assembly.

It’s worth noting how the rhetoric of these school choice opponents has changed over the past two years.

More, here.

Related: gubernatorial candidate and Madison school board member Mary Burke speaks out in favor of the status quo and opposes vouchers.
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11 Things Only Parents of Boys Understand



Shannon Ralph:

Years ago, when my children were nothing more than an unsuspecting twinkle in my eye, I had a vision of what parenthood would look like. In my vision, there were tea parties and tutus. There were hours spent quietly reading on the couch together. There were Disney princesses and Dora the Explorer. There were little striped dresses and polka-dotted leggings. There were braids and pigtails. There was shopping and giggling. There was peace and love and joy and… and… peace.

Then, I had boys.

It seems harsh to say that my vision of parenthood went straight to hell, but… well, my vision of parenthood went straight to hell.

What was I to do with these loud, smelly, noisy creatures? These things who were constantly moving. And climbing. And yelling. And body-slamming one another unprovoked. How could I — a woman and a lesbian, to boot — possibly ever understand these wailing little creatures capable of peeing on their own heads?

It seemed an impossible undertaking, but I am here to say that after 11 years of parenting boys, I have learned a few things. I am sure all of you parents of boys can relate.




Splitting classes by ability undermines efforts to help disadvantaged children, finds research into English primaries



Richards Adams:

Splitting pupils as young as six into classes based on ability – known as streaming – makes the brightest children brighter but does little to help the rest to catch up, according to new research into schools in England.

The analysis of the progress made by 2,500 six and seven-year-olds in state primary schools in England, conducted by academics at the Institute of Education in London, found that the use of streaming appears to entrench educational disadvantage compared with the results of pupils who were taught in all-ability classes.

But, does the other approach make a difference? Madison’s experience with English 10 and small learning communities has not moved the needle.




Facebook and OkCupid’s psychological studies were illegal under Maryland law, professor argues



Brian Fung:

“What Facebook and OkCupid did wasn’t just unethical. It was illegal.”

So says James Grimmelmann, a law professor at the University of Maryland who’s taking aim at the social media sites for conducting psychological research on its users without properly informing them. Now Grimmelmann is calling on Maryland Attorney General Doug Gansler to force Facebook and OkCupid to stop conducting tests on Maryland residents.

Facebook created a firestorm earlier this year when it acknowledged it had published a scientific paper on mood manipulation based on a secret experiment it did with some users’ newsfeeds. The experiment, conducted in 2012, hid emotionally charged content from nearly 700,000 English-speaking users’ newsfeeds to try to learn whether emotions were contagious on the network. Turns out they are; “sadder” newsfeeds made people more likely to post sad things, and “happier” newsfeeds made people more likely to post happy things.




For High School Football Coaches and Fans, a New Digital Blitz



Quentin Hardy:

Time for some Texas high school football, heavily assisted by modern technology.

On a recent 90-degree Saturday night at Heroes Stadium here, with the lights flickering on at sunset, the Knights of Byron P. Steele II High School opened their season before a crowd of more than 6,500.

“I feel good,” said Scott Lehnhoff, the Knights’ coach. “Everybody feels like they’re in the right place.”

If they weren’t, cameras around the field and stands probably would have caught it. And that footage would be part of about 40 hours of digital action that Mr. Lehnhoff studies, edits or shows his team every week.




Bad behavior is the elephant in the classroom



Tom Bennett:

Finally, Ofsted address one of the most serious impediments to children’s learning in the UK: low-level disruption. It’s amazing how much time and money is invested in poking through the grisly entrails of neuroscience, cognitive psychology and school structures in order to establish how we can squeeze a carat or two more gold out of the school goose’s ileum, when there’s piles of the stuff to be scooped up elsewhere.

Behaviour. It’s always been about behaviour. From the day I stepped into a classroom, the biggest obstacle I faced in getting students from average A to brilliant B was how they behaved, or didn’t. My first day, a student started dealing skunk at the back of the room; by the end of it, someone had told me to f*** Off, twice (and that was just the head, ho ho). But they weren’t the biggest problems for teaching; the Kryptonite for learning was the low-evel stuff – the chatting, the sullen refusals, the phones, the rocking, the headphones, paper-throwing. Everything that doesn’t look like anything special in description, but collectively erodes the lesson like a universal solvent.

I’ve been writing about this since before the first incarnation of Noel Edmonds. I’ve been running the TES behaviour forum for almost six years, and working with hundreds of schools, coaching, training and advising on behaviour. And this report is spot-on.




A New Start on Accountability



Paul Hil, l Robin Lake & Michael Petrilli, via a kind Deb Britt email:

Every child should be in a school where he or she can learn effectively. That’s not a controversial goal in itself, but the methods meant to accomplish it can become hot buttons. That’s the case with No Child Left Behind (NCLB), which made the goal a national policy. It’s also becoming the case with the Common Core, under which states commit to educate children to rigorous standards.

Actions taken in pursuit of the goal are controversial because they are difficult and complicated. There is a lot of work of many kinds to be done: improving teacher training, experimenting with more effective methods, and continuously improving learning opportunities for children. Moreover, none of these tasks are enough by themselves. What ties them together is accountability—the use of standards, measures, judgments, and remedies to ensure that students are making significant progress over time and, if some are not, ensure that they have access to better opportunities.




Where Geniuses Live A look at the highly mobile lives of MacArthur “Genius Grant” winners.



Kristin Capps:

From a 32-year-old neurophysicist to a 71-year-old tech historian, the MacArthur Fellows class of 2014 are a typically diverse lot. Like most of their compatriots, these “Genius Grant” winners were born all over the map. And if they’re anything like their fellow fellows—or creative forces from across history—they’re following a career arc that’s taking them to a few specific city clusters.

Since 1981, the MacArthur Foundation has given millions to artists, scientists, writers, philosophers, and others who have shown some exceptional talent or moved the culture forward in an appreciable way. You may have already met the 2014 Fellows, a group that includes feminist graphic artist Alison Bechdel, Texas housing advocate John Henneberger, and prime-number mathematician Yitang Zhang.




Why Federal College Ratings Won’t Rein In Tuition



Susan Dynarski:

College costs have been rising for decades. Slowing — or even better, reversing — that trend would get more people into college and help reduce student debt. The Obama administration is working on an ambitious plan intended to rein in college costs, and it deserves credit for tackling this tough job.

Unfortunately, I don’t think it’s going to work, at least not in controlling tuition at public colleges, which enroll a vast majority of students. The plan might dampen prices at expensive private colleges, but some of them may close if they can’t survive on lower tuition.

The program is an attempt to rate colleges according to practical measures like dropout rates, earnings of graduates and affordability. The aim is to improve the quality of higher education while also bringing down costs.




The lessons of student debt



Gillian Tett:

Now, Warren is not the only person decrying this state of affairs: the spiralling cost of education provokes widespread alarm these days. But what is notable about Warren is that she is one of the few politicians who openly attacks the financial industry, US Treasury and Federal Reserve alike. This, of course, is the key reason she is unlikely to ever become a serious contender for the Democratic Party nomination: Warren’s outspoken comments have created many enemies in Washington and Wall Street. But her willingness to articulate unpleasant facts – such as the shocking explosion in student loans – is also a key reason she commands strong populist support in some quarters. Political giants such as Clinton ignore this at their peril; even (or especially) at a time when America is supposed to be enjoying an economic “recovery”.

Taxpayer subsidized student loans should be the exception rather than the rule.




Following in a Sibling’s Footsteps



Kaitlin Mulhere:

The college enrollment decisions of older siblings could be an important cue to whether and where their younger siblings attend college, according to a new study by researchers from Harvard University and the College Board.

Ultimately, the research aims to determine the power of peers’ decisions on college enrollment, and siblings are the easiest peers to identify in available data.

The study found that 69 percent of younger siblings enrolled in the same type of college as their older sibling (either a two-year or four-year institution), while 31 percent of younger siblings applied to the college their older sibling attended.

Most impressive to the researchers was that about 20 percent of younger siblings actually enrolled at the same college as their older sibling.
The positive relationship between older and younger siblings’ college choices was similar across demographic groups and was stronger between siblings who resemble each other more in academic skills, age or gender. That suggests the relationship between siblings’ college choices may be more than a simple coincidence, said Joshua Goodman, an assistant professor of public policy at Harvard’s John F. Kennedy School of Government.




Delaware attempts to restructure school governance



Matthew Albright:

The Delaware Department of Education says six low-income schools in Wilmington are failing, and the way to fix them is to make the more than 200 teachers reapply for their jobs – and to hire elite principals at each school who won’t have to follow most district rules while earning annual salaries of $160,000.

Mark Murphy, secretary of education, says it’s necessary for teachers to reapply for their jobs to ensure that every educator in the six “priority” schools has the commitment and skill to improve student achievement, as measured by the state’s standardized tests.

Outrage is bubbling among teachers, parents and school administrators in the schools – Bancroft Elementary, Stubbs Elementary and Bayard Middle in the Christina School District and Warner, Shortlidge and Highlands elementary schools in Red Clay School District.

They contend this is a state takeover, not a school turnaround.

The state asks that districts sign a Memorandum of Understanding by month’s end to begin establishing a plan for each school, all of which serve students who come from neighborhoods grappling with poverty.




“Actually, public education is getting better, not worse”



Catherine Rampell:

I suspect other, less nefarious factors affect perceptions more. With college becoming the norm, the types of workers with no more than a high school diploma are more likely to be in the lower part of the talent distribution today than they were a generation ago. Employers might conflate this shifting composition of high-school-educated workers with a diminishing quality of high school education itself.

The truth is, today’s young people do need more, or at least different, kinds of training and education to succeed in the global marketplace for talent. And plenty of policy changes — like making the most challenging school districts more attractive places to work — could help improve outcomes for our most disadvantaged students. But in the meantime, let’s stop denying the measurable, if modest, progress that U.S. schools have made in the last half-century.




The Case for Delayed Adulthood



Laurence Steenburg:

ONE of the most notable demographic trends of the last two decades has been the delayed entry of young people into adulthood. According to a large-scale national study conducted since the late 1970s, it has taken longer for each successive generation to finish school, establish financial independence, marry and have children. Today’s 25-year-olds, compared with their parents’ generation at the same age, are twice as likely to still be students, only half as likely to be married and 50 percent more likely to be receiving financial assistance from their parents.

People tend to react to this trend in one of two ways, either castigating today’s young people for their idleness or acknowledging delayed adulthood as a rational, if regrettable, response to a variety of social changes, like poor job prospects. Either way, postponing the settled, responsible patterns of adulthood is seen as a bad thing.




Rethinking one-size-fits-all teacher compensation models



Chris Rickert:

Or be happy for the co-workers whose good work and unique skills have them moving up in the real world, where, generally speaking, good work and unique skills are and should be well-compensated?

It’s not always about us, in other words, perhaps especially in public education.

Eyster said salary schedules “are not reflective of commitment and productivity” but that the bigger question across the working world is, “can you talk about what you’re paid?”

Hopefully, we can talk about it in public education.

Because whatever the benefits of a one-size-fits-all model of compensation, they are outweighed by the benefits of compensation practices flexible enough to attract the best, most-qualified teachers.

Even better, taxpayers who see districts doing all they can to hire the best will have little excuse for underpaying them.




LA teachers group offers solutions for a post-Vergara world



Craig Clough:

As the key speaker, Villaraigosa threw his support behind the Vergara ruling — and the group’s ideas to accommodate it.

“When you take extreme positions, like tenure, that says you can’t ever fire anybody… that’s extreme,” he said. “The other extreme is that we shouldn’t have teacher unions and due process. But what Vergara said was, this is uber-due process; this is way beyond.”

Teach Plus works to elevate the influence of teachers in policy discussions, and yesterday’s forum “is an example of that,” said John Lee, executive director of Teach Plus Los Angeles, referring to 10 Teach Plus fellows, all of them LA classroom teachers, who spent the summer researching Vergara.

The researchers compiled their findings in a policy brief, “Valuing Performance and Honoring Experience: Teacher Solutions for a Post-Vergara Profession.”

First up was tenure, which currently gives teachers extensive due process rights after 18 months. California is only one of five states that awards tenure within two years, according to the Teach Plus presentation.




Why Girls Get Better Grades Than Boys Do



Enrico Gnaulati:

As the new school year ramps up, teachers and parents need to be reminded of a well-kept secret: Across all grade levels and academic subjects, girls earn higher grades than boys. Not just in the United States, but across the globe, in countries as far afield as Norway and Hong Kong.

This finding is reflected in a recent study by psychology professors Daniel and Susan Voyer at the University of New Brunswick. The Voyers based their results on a meta-analysis of 369 studies involving the academic grades of over one million boys and girls from 30 different nations. The findings are unquestionably robust: Girls earn higher grades in every subject, including the science-related fields where boys are thought to surpass them.

Less of a secret is the gender disparity in college enrollment rates. The latest data from the Pew Research Center uses U.S. Census Bureau data to show that in 2012, 71 percent of female high school graduates went on to college, compared to 61 percent of their male counterparts. In 1994 the figures were 63 and 61 percent, respectively. In other words, college enrollment rates for young women are climbing while those of young men remain flat.

This begs a sensitive question: Are schools set up to favor the way girls learn and trip up boys?




Vaulting to Great Heights in Allentown



Deb Fallows:

The Parkettes. It sounds like a ’60s girl band, but it’s not. If you’ve dipped into the world of gymnastics beyond watching the Olympics every four years, you probably already know that the Parkettes—the name applies to the team, the building, and the program—is a national training center for U.S. gymnasts in Allentown, Pennsylvania.

In many ways, the Parkettes is indeed a product of the ’60s, and the story of their origin is a heartwarming, classic American saga. Donna Strauss, who founded the club with her husband Bill, told me about its early days as we walked around the cavernous 35,000 square foot space that is its home. The floor was bustling with girls flying from one uneven bar to another, muscling through sets of pull-ups, pounding at top speed toward a leaping flip over the vault, and walking on their hands in rows, with precise upside-down posture across the floor. Doing anything they were doing looked impossibly, implausibly difficult.




Deja vu: School report card shows vulnerable students left behind in Madison



Jeff Spitzer-Resnick:

Black, Hispanic and low-income students, as well as students with disabilities and English language learners, show proficiencies well below those of the district as a whole, Jeff Spitzer-Resnick points out on his blog.

“While overall the Department of Public Instruction considered that MMSD ‘meets expectations,’ a closer examination of vulnerable student populations suggests many MMSD students are not receiving an education which will prepare them adequately for adulthood,” writes Spitzer-Resnick, an attorney who has blogged before about school district accountability.

Citing information from the Report Card detail available here on the DPI website, Spitzer-Resnick compares district-wide levels of proficiency in reading and math with consistently lower levels among students of color, low-income students and those with disabilities or limited English language skills.

Hardly a recent issue, unfortunately. Madison’s long term disastrous reading results.

More, here.

Meanwhile, Madison continues to support wide low income variation across its schools.




The Single Best Idea for Reforming K-12 Education; ” Stop Running the system for the sake of the system”



Steve Denning:

I have been asked for my “single best idea for reforming K-12 education”. When you only have one shot, you want to make it count. So I thought I would share my idea here, in case anyone has a brighter insight.

Root cause: factory model of management
To decide what is the single best idea for reforming K-12 education, one needs to figure out what is the biggest problem that the system currently faces. To my mind, the biggest problem is a preoccupation with, and the application of, the factory model of management to education, where everything is arranged for the scalability and efficiency of “the system”, to which the students, the teachers, the parents and the administrators have to adjust. “The system” grinds forward, at ever increasing cost and declining efficiency, dispiriting students, teachers and parents alike.

Given that the factory model of management doesn’t work very well, even in the few factories that still remain in this country, or anywhere else in the workplace for that matter, we should hardly be surprised that it doesn’t work well in education either.

But given that the education system is seen to be in trouble, there is a tendency to think we need “better management” or “stronger management” or “tougher management”, where “management” is assumed to be the factory model of management. It is assumed to mean more top-down management and tighter controls, and more carrots and sticks. It is assumed to mean hammering the teachers who don’t perform and ruthlessly weeding out “the dead wood”. The thinking is embedded in Race to the Top and No Child Left Behind.

These methods are known to be failing in the private sector, because they dispirit the employees and limit their ability to contribute their imagination and creativity; they frustrate customers, and they are killing the very organizations that rely on them. So why should we expect anything different in the education sector?

Much more on a focus on adult employment, here.




The Good in Standardized Testing



Lelac Almagor:

I was still in college the first time someone cried in a parent-teacher conference with me. I had found a summer job at a free enrichment program for public school students. One of our students had just taken her first-ever standardized test, a practice version of the entrance examination for an elite magnet high school. She had scored in something like the fourteenth percentile.

“I don’t understand,” her mother told me. “She does all her work in school. She does her homework. She does extra. I stay on top of her grades from the beginning. Always, she is getting As. Always, I think she is doing well.”

Even then, at the beginning of my teaching career, I could see how this had happened. A quiet, diligent, well-behaved girl who turned in all her assignments—of course her grades were great. But she couldn’t read grade-level texts. Neither could many of her classmates at their majority-minority, wrong-side-of-the-tracks public school.

Our summer program offered open enrollment and free enrichment; it tended to attract motivated students with motivated parents. The kids largely earned decent grades. Still, we took for granted that most would need remediation, extra support in basic skills they should have mastered long before middle school. Our strongest students would have qualified as just barely at grade level relative to national norms. What we called striving for excellence was really a pitched battle to break even.




Only 36 percent of Americans can name the three branches of government



Reid Wilson:

Wednesday marked national Constitution Day, the 227th anniversary of the signing of the U.S. Constitution. But only 36 percent of Americans can actually name the three branches of government the Constitution created.

That’s according to a new survey from the Annenberg Public Policy Center, and it shows a huge percentage of Americans might need to take a civics refresher course.

Only 38 percent of Americans knew the Republican Party controls the U.S. House of Representatives, while 17 percent think Democrats are still in charge. The number of people who knew Republicans were in charge has dropped 17 percent since the last time Annenberg asked, back in 2011, right after Republicans reclaimed control.

An identical number, 38 percent, knows Democrats run the Senate, while 20 percent believe Republicans control the upper chamber. Only 27 percent knew it takes a two-thirds majority of the House and Senate to override a presidential veto.




Despite proven academic success of NYC’s charter schools, the mayor and unions are waging a war on city’s charter kids



Mark Perry:

The profiles of four Harlem charter schools, operated by Success Academy Charter Schools are displayed above, based on new 2014 data from the SchoolDigger website and national school database. All four Harlem Success Academy charters serve primarily minority student populations (all are 93.5 to 97.1% black and Hispanic) and low-income households (75 to 80% of students at these schools qualify for free or discounted lunch), and yet all are ranked academically higher than about 97% of all schools in New York state based on 2013-2014 standardized test assessments in math and reading.

What a truly amazing academic success story! Harlem Success Academy 3, an elementary school where 95.2% of the students are black or Hispanic and 80% are from poor households who qualify for free or discounted lunch, performed better on standardized reading and math tests than 99.5% of all elementary schools in the state.

Q1: With those kinds of impressive, eye-popping academic results for some of the city’s most at-risk student populations in Harlem, couldn’t that proven record of academic success be replicated in all public schools? Wouldn’t you think that these Harlem charter schools would be recognized as academic models for the rest of the city and the state? After all, the students at all four of the Success Academy charter schools in Harlem are performing at the same or higher level as students in the tony and upscale Scarsdale school district, where about 90% of the students are white or Asian, less than 1% are black, 0% of the students qualify for free/reduced lunch, and the median household income is $221,531.




New Orleans is home to the nation’s first all-charter district. Is this the future of education?



Ana Kamenetz

Bright and early one hot Wednesday morning in July, Nathlynn Dellande went to choose a new school for her grandchildren. Chloe, 7, was heading into the second grade, and her brother, Ashton Jr., 5, was starting kindergarten.

Dellande lives in historically black, middle-class New Orleans East. She at first assumed Chloe and Ashton Jr. would go to Lake Forest Charter Elementary, a well-regarded local school, alongside the neighbors she calls “my kids”: “They play ball outside and I keep freeze pops for them,” she says. “When I go to the grocery, they all run and help me bring everything in.”

It’s what nearly every family looks for: a quality neighborhood school, in a neighborhood that’s worked hard to come back. This area flooded badly during Hurricane Katrina, and there are still abandoned homes on Dellande’s block.




The Economic Price of Colleges’ Failures



Kevin Carey:

Four years ago, the sociologists Richard Arum and Josipa Roksa dropped a bomb on American higher education. Their groundbreaking book, “Academically Adrift,” found that many students experience “limited or no learning” in college. Today, they released a follow-up study, tracking the same students for two years after graduation, into the workplace, adult relationships and civic life. The results suggest that recent college graduates who are struggling to start careers are being hamstrung by their lack of learning.

“Academically Adrift” studied a sample of students who enrolled at four-year colleges and universities in 2005. As freshmen, they took a test of critical thinking, analytic reasoning and communications skills called the Collegiate Learning Assessment (C.L.A.). Colleges promise to teach these broad intellectual skills to all students, regardless of major. The students took the C.L.A. again at the end of their senior year. On average, they improved less than half of one standard deviation. For many, the results were much worse. One-third improved by less than a single point on a 100-point scale during four years of college.

This wasn’t because some colleges simply enrolled smarter students. The nature of the collegiate academic experience mattered, too. Students who spent more time studying alone learned more, even after controlling for their sociodemographic background, high school grades and entrance exam scores. So did students whose teachers enforced high academic expectations. People who studied the traditional liberal arts and sciences learned more than business, education and communications majors.




In the School-to-Work Transition, Can We Teach a Growth Mindset and Grit to Help Youth Succeed ?



World Bank:

How can we best help children and youth succeed in life? This question is a top concern among parents, educators and policymakers all over the world. Growing attention has focused on the key role of socio-emotional skills, such as grit (perseverance) and motivation to overcome obstacles and failures, in the path to success. Recent prominent examples of the spotlight on this topic are Salman Khan’s (of the online Khan Academy fame) Huffington Post blog on the subject, and the recent LinkedIn post by World Bank Group President Jim Yong Kim.

This is not just another policy fad. It is backed by a burgeoning body of empirical research. Carol Dweck’s “growth mindset” theory posits that individuals who believe that their intelligence or their skills are not fixed, but, rather, can be improved through effort and dedication, are more likely to succeed. In her Mindset book, Dr. Dweck demonstrates how children with growth mindsets perform better in school compared to their fixed-mindset peers, and how people with similar talents in sports, music, or management are more likely to succeed when they hold growth mindsets. She advises parents and teachers to change the way we praise children: Saying “I am really impressed with how hard you worked to solve this problem,” rather than “You solved it so quickly, you are so smart!”

In their research, Angela Duckworth and colleagues have added that the belief that change through self-mastery is possible leads to sustained effort for achieving one’s goals. They have written extensively on Grit as a strong predictor of success, whether at school, the workplace, marriage or the military.




The big college ranking sham: Why you must ignore U.S. News and World’s Report list



Matthew Segal:

If you are like many young Americans, you have probably seen U.S. News and World Report’s newest college rankings, which were released last week. Ignore them.

First, you won’t be surprised with the results (hint: It was a toss-up between Harvard, Yale and Princeton for the top spot). Second, these rankings exhibit a callous disregard for college affordability, prioritizing schools that spend more money on flashy amenities rather than scholarships and grants. Third, the magazine glamorizes selectivity, which creates a culture of exclusion that shuns low-income students the hardest.

Over the past 30 years, college tuition increased by roughly 1,120 percent and the gap between high- and low-income kids with access to it has widened – from 31 percent to 45 percent. With college students’ biggest worry being their student loan debt, one would think that affordability would factor into U.S. News and World Report’s ranking formula. You would be wrong. Not only are they not considered, but often the ranking methods actually encourage higher college spending in other, less needed areas.




Teacher group: Math is ‘the domain of old, white men’



Danette Clark:

According to a Teach for America website, culturally responsive teaching in math is important because “math has traditionally been seen as the domain of old, White men.”

As reported earlier this week, Teach for America groups across the country are committing themselves to “culturally responsive teaching,” a radical pedagogy used by communist Bill Ayers and other blatant anti-American indoctrinators.

The site, Culturally Responsive Teaching, Teach for America, says that because math is seen as a domain for old, white men, many students cannot identify with it. Therefore, educators should find ways to relate math to the lives of their students.

Related: Math Forum, Connected Math, Everyday Math and English 10.

Math Task Force and When A Stands for Average.




EC Book Review: Building a Better Teacher



Amanda Ripley:

A refreshing new book chronicles how teachers are made—not born–and what it will take to move the U.S. into the next frontier of education reform.

If you have time to read only one chapter of one book this fall, consider the first pages of Building A Better Teacher, a new book by journalist Elizabeth Green. It opens with you—the reader–temporarily cast as the protagonist. You’re a teacher walking into a 5th grade classroom. It sounds contrived, I know, and yet it works.

“Your job, according to the state where you happen to live and the school district that pays your salary,” Green writes, “is to make sure that, sixty minutes from now, the students have grasped the concept of ‘rate.’”

What do you do?

In this way, we walk through the hundreds of micro-decisions a teacher must make in a single hour. Do you call on Richard, a new African-American student who says he hates math but has his hand raised anyway? If he’s wrong, will he shut down for the rest of class?

You call on Richard. His answer makes no sense to you. Do you correct him yourself right away? Or do you call on the white girl next to him who has the right answer more often? You decide to ask the rest of the class if anyone can explain what Richard was thinking. No one responds. You feel the dread creep in. But then Richard speaks up. “Can I change my mind?”




With Tech Taking Over in Schools, Worries Rise



Natasha Singer:

At a New York state elementary school, teachers can use a behavior-monitoring app to compile information on which children have positive attitudes and which act out. In Georgia, some high school cafeterias are using a biometric identification system to let students pay for lunch by scanning the palms of their hands at the checkout line. And across the country, school sports teams are using social media sites for athletes to exchange contact information and game locations.

Technology companies are collecting a vast amount of data about students, touching every corner of their educational lives — with few controls on how those details are used.




When College Grads Earn Like High School Grads



Jordan Weissmam:

For the average graduate, going to college is a wonderfully profitable investment. The evidence is unambiguous. Even after subtracting tuition and all the years of foregone salary, the pay boost from a degree will still pay for itself, and then some. The problem is that the “average” college student doesn’t really exist; she’s an imaginary amalgam of state school grads and Ivy League alums, of education majors and engineering nerds.

Once you ignore averages, and start looking across the entire earnings spectrum, the question of whether higher education is financially worthwhile for everybody becomes more complicated. Recently, researchers from the Federal Reserve Bank of New York noted that the bottom 25 percent of college degree holders basically earn no more than the median worker who ended his or her education after high school.




Submitting essays: The jeopardy of just-in-time



The Economist:

“HARD work might pay off after time,” says the adage, “but procrastination will always pay off right now.” While inherently plausible, it would be unwise to adopt this advice as a lifestyle guide. The possible consequences of such a strategy have been spelt out in a paper just released by the University of Warwick in Britain.

David Arnott, a professor at the university’s business school, says he long believed that late submissions were reflected in lower grades. With a colleague, he devised a study looking at 777 undergraduate marketing students over a five-year period. It tracked the submission of online essays for end-of-term assignments for two modules: one from the first-year, the other the third-year (no students were included in both groups).

The pair were concerned that students’ study habits, particularly a tendency towards procrastination, could have a detrimental impact on their grades. This would mean that tests were, in effect, not only a measure of their marketing knowledge, but also of their propensity to put things off. If true, simple interventions like varying the nature of submissions or simply warning students of the perils of procrastination could raise grades.




Get Tech Out of Schools Students interact plenty with technology outside of classrooms, so let’s leave it there.



Annie Murphy Paul:

ne thousand: That’s approximately the number of instructional hours required of U.S. middle school and high school students each year.

Four thousand: That’s approximately the number of hours of digital media content U.S. youths aged 8 to 18 absorb each year. (If you doubt that’s possible, be sure you’re taking into account the near-universal practice of “media multitasking,” or consuming content on more than one platform at a time, as when a teenager listens to a song on his MP3 player while scrolling through Facebook on his smartphone while watching a video on his laptop.)




K-12 Tax & Spending Climate: Young Households Are Losing Ground in Income, Despite Education



Floyd Norris:

The Federal Reserve Board’s newly released 2013 Survey of Consumer Finances indicates that the median family headed by someone under 35 years of age earned $35,509 in 2013 dollars. Adjusted for inflation, that is 6 percent less than similar families reported in the first such survey, in 1989.

Since 1989, the Fed has conducted extensive interviews of consumers every three years. Respondents are asked about their family’s income in the previous year, as well as about wealth, debt, education and attitudes toward financial issues. The results are released by family, not by individual, so the median family income may include the income of both spouses. Single-person households are included in the family calculations.

As can be seen in the charts, younger families have fallen further and further behind older families as time has passed. Nearly a quarter-century after the first survey was taken, families headed by people over 55 generally have higher incomes, after adjusting for inflation, than their predecessors did. But those in groups under 55 generally earn less than their predecessors.




Textbook giants are now teaching classes.



Gabriel Kahn:

This summer, Chad Mason signed up for online general psychology at the University of North Carolina at Charlotte. This spring, Jonathan Serrano took intro to psychology online at Essex County College in Newark, New Jersey.

Though the two undergraduates were separated by more than 600 miles, enrolled in different institutions, and paying different tuitions, they were taking what amounts to the same course. That’s because the course wasn’t produced by either school. Instead, it was a sophisticated package devised by publishing giant Pearson PLC and delivered through a powerful online platform called MyPsychLab.




A Survey of Grown Unschoolers I: Overview of Findings



Peter Grey:

In a study that preceded the one to be described here, my colleague Gina Riley and I surveyed parents in unschooling families—that is, in families where the children did not go to school and were not homeschooled in any curriculum-based way, but instead were allowed to take charge of their own education. The call for participants for that study was posted, in September, 2011, on my blog (here) and on various other websites, and a total of 232 families who met our criteria for participation responded and filled out the questionnaire. Most respondents were mothers, only 9 were fathers. In that study we asked questions about their reasons for unschooling, the pathways by which they came to unschooling, and the major benefits and challenges of unschooling in their experience.

I posted the results of that study as a series of three articles in this blog—here, here, and here—and Gina and I also published a paper on it in the Journal of Unschooling and Alternative Learning (here). Not surprisingly, the respondents in that survey were very enthusiastic and positive about their unschooling experiences. They described benefits having to do with their children’s psychological and physical wellbeing, improved social lives, and improved efficiency of learning and attitudes about learning. They also wrote about the increased family closeness and harmony, and the freedom from having to follow a school-imposed schedule, that benefited the whole family. The challenges they described had to do primarily with having to defend their unschooling practices to those who did not understand them or disapproved of them, and with overcoming some of their own culturally-ingrained, habitual ways of thinking about education.




San Diego’s School District Now Has a Military-Grade Armored Truck Share Tweet



John Dyer:

South Africa deployed them en masse for the first time during the apartheid era. The United States left some behind in Iraq, allowing the Islamic State militants to seize them in their reign of terror. Now, the San Diego Unified School District has one too.

Yes, we’re talking about armored military trucks, designed to withstand land mines and improvised exploding devices, or IEDs.

On Wednesday, news that the school district’s police department recently acquired a 14-ton mine-resistant ambush protected vehicle, or an M-RAP, caused a stir in San Diego. The school district’s police force, which employs real cops but is separate from the city’s police department, received the truck for free from the same federal program that gave military equipment to the Ferguson, Missouri police and other cities around the country. The district spent $5,000 shipping the thing from Texas.

San Diego School Board Trustee Scott Barnett said the police didn’t ask whether they could have the vehicle. If they had asked, he would have argued against it. The schools need to keep kids safe, he said, but educating students is their primary mission. He thought the M-RAP was overkill.




6 things the happiest families all have in common



Eric Barker:

Here’s what makes strong, happy families:

1) Create a family mission statement

I asked Bruce what he would recommend if he could only give one piece of advice.

He said: “Set aside time to talk about what it means to be a part of your family.”

Ask: “What are your family values?” In business-speak: Develop a mission statement for your family.




Teacher tenure: Ruling will improve equity of education



Randy Ward:

Expert witnesses in the Vergara v. California trial overwhelmingly convinced a judge what all of us in education leadership circles already know: that five state statutes governing teacher employment rules violate the California Constitution by denying students access to a quality public education. Many cheered the verdict, while others, including state Superintendent of Public Instruction Tom Torlakson, saw it as “anti-teacher.”

Torlakson said in a statement that those who “support this case shamelessly seek to blame teachers who step forward every day to make a difference for our children.” I cannot think of anything further from reality.




Education successes offer template for Oklahoma



The Oklahoman:

STUDENT achievement has surged dramatically in several countries around the world, surpassing the United States. Journalist Amanda Ripley convincingly suggests those nations’ experiences should inform education policy in Oklahoma.

In writing “The Smartest Kids in the World and How They Got That Way,” Ripley reviewed other nations’ school systems and interviewed foreign-exchange students. (This included a look at Oklahoma.) She discussed her findings at a luncheon last week hosted by Stand for Children, which advocates for better schools.

The Programme for International Student Assessment (PISA) is an international test for 15-year-olds administered in reading, math and science. In recent years, students in about 40 of 60 participating countries have demonstrated significant improvement in at least one subject area. “And some of these are complicated countries,” Ripley said. “They’re not all Finland. You’re now seeing countries like Estonia, Vietnam, Canada, Poland, countries with significant levels of child poverty that dramatically improved their outcomes and their equities.”




Millennials Are Better-Read, Vastly Superior to Rest of Population, Says Science



Enily Tankin:

On Thursday, as A.O. Scott mourned the death of adulthood in American culture (R.I.P.), a new study by the Pew Research Center confirmed that it’s young adults who are keeping American (literary) culture alive. Contrary to reports that have questioned whether or not millennials read, younger Americans actually read more than their older counterparts: 88 percent of Americans younger than 30 reported having read a book in the past year, compared with 79 percent of those older than 30.

What’s more, libraries are not a cherished refuge of the old, but a destination for the young: In a September 2013 survey, 50 percent of respondents between the ages of 16 and 29 had used a library in the past year, compared with 47 percent of their older counterparts, and 36 percent of people under 30 had used a library website in that same time frame; compared with 28 percent of the over-30s. (Admittedly, the numbers for high school and college-aged respondents may actually seem surprisingly low, given their reliance on libraries and books for school research.)




A College Degree Pays Off Far Faster Than It Used To



Josh Mitchell:

College graduates may be taking on historically high debt burdens to finance their educations. But it will take them far less time to get a return on that “investment” than it took their parents’ generation.

That’s the conclusion of new research from the Federal Reserve Bank of New York. Researchers there estimate someone earning a bachelor’s degree in 2013 will need 10 years to recoup the entire cost of that degree. Those who earned a bachelor’s in 1983 needed 23 years to do so.

That’s the good news. The bad news is that the shift has a lot to do with the plight of those who never went to school, rather than simply the higher wages of college graduates.

The Fed first had to calculate the cost of a bachelor’s, a sum that includes direct costs and “opportunity” costs. Direct costs are tuition and fees. “Opportunity” costs are foregone wages that students would have earned had they worked those four years (or three, or five) instead of going to school.

The New York Fed, using data from the federal government and the College Board, pegs the total cost of a bachelor’s degree in 2013 at $122,000 ($26,000 in net tuition and fees over four years; roughly $96,000 in foregone wages).




Online education company edX offering free high school courses



Matt Rocheleau:

The online-learning collaborative edX, a partnership between Harvard University and MIT, is expanding its reach beyond higher education and will begin offering courses geared toward high school students.

Edx plans to unveil its first free classes for younger students Wednesday, when most of the new courses will open for enrollment. The 26 high school courses were created by 14 institutions — including MIT, Georgetown and Rice universities, the University of California Berkeley, Boston University, Wellesley College, and Weston Public High School.

The online classes, available to anyone in the world, will cover such subjects as computer science, calculus, geometry, algebra, English, physics, biology, chemistry, Spanish, French, history, statistics, and psychology.

To date, edX has offered only college-level courses. And, while a smattering of high school-level massive open online courses exist, company officials said edX is the first provider of so-called MOOCs to offer an organized set of free high school curriculums.

Related:

Credit for non-Madison School District Courses.

English 10.




New Jersey Teachers Union Spent $60m over the past 15 years on Campaigns & Lobbying



John Mooney:

The political spending by the New Jersey Education Association is no secret anymore, with the latest numbers — in the tens of millions — continuing to astound.

A new report by the state’s election finance commission tallied more than $57 million spent by the teachers union on political campaigns and lobbying in the past decade and a half — more than double its nearest rival.

RELATED LINKS
ELEC Spending Report
And a third of that total came last year alone for the election of the governor and the entire Legislature — more than four times the next-highest spender.

But with that money always comes the question as to whether the NJEA is getting the same political bang for its buck anymore, especially under a combative administration led by Gov. Chris Christie.

Related: WEAC: $1.57M for four Senators




Books That Have Stayed With Us



by Lada Adamic and Pinkesh Patel @ Facebook Data Science

Favorite books are something friends like to share and discuss. A Facebook meme facilitates this very interaction. You may have seen one of your friends post something like “List 10 books that have stayed with you in some way. Don’t take more than a few minutes, and don’t think too hard. They do not have to be the ‘right’ books or great works of literature, just ones that have affected you in some way.” If not great works of literature, what are the books that have stayed with us?

The following analysis was conducted on anonymized, aggregate data.
To answer this question we gathered a de-identified sample of over 130,000 status updates matching “10 books” or “ten books” appearing in the last two weeks of August 2014 (although the meme has been active over at least a year). The demographics of those posting were as follows: 63.7% were in the US, followed by 9.3%in India, and 6.3% in the UK. Women outnumbered men 3.1:1. The average age was 37. We therefore expect the books chosen to be reflective of this subset of the population.




In Which I Extract My Kid From the Clutches of Traditional Schooling



JD Tuccille:

I can’t say it was the stress-induced puking that caused my wife and I to finally pull our son from his brick-and-mortar charter school. We’d been contemplating yanking him from a classroom setting for the past year or so. Over the summer, we ran him through a battery of academic tests and encouraged him to study math and Spanish online. The results were enlightening, but we thought he might be a little young for a full online education. And then the nervous tic developed as the start of school approached. That decided us well before he barfed at the thought of the next day’s schedule of classes.

Anthony’s (he started insisting on his full name) charter school is a good effort of the type. During a July meet-and-greet, the school principal and his teacher were amenable to a flexible approach—especially one that takes into account the flawed math genes I handed off to him. He grasps some lessons about math, while others on exactly the same concepts might as well be written in Sanskrit. They said they’d work with him. And they tried.

But a classroom is fundamentally a classroom. It has a structured day, and a bunch of kids requiring the divided attention of a teacher. The kids are part of a group, and mostly they’re taught as part of that group.

And my kid is now twitching and puking at the thought of school. This does not work for me.




Election Grist: Madison Teachers Inc. has been a bad corporate citizen for too long



David Blaska:

Teachers are some of our most dedicated public servants. Many inspiring educators have changed lives for the better in Madison’s public schools. But their union is a horror.

Madison Teachers Inc. has been a bad corporate citizen for decades. Selfish, arrogant, and bullying, it has fostered an angry, us-versus-them hostility toward parents, taxpayers, and their elected school board.

Instead of a collaborative group of college-educated professionals eager to embrace change and challenge, Madison’s unionized public school teachers comport themselves as exploited Appalachian mine workers stuck in a 1930s time warp. For four decades, their union has been led by well-compensated executive director John A. Matthews, whom Fighting Ed Garvey once described (approvingly!) as a “throwback” to a different time.

From a June 2011 Wisconsin State Journal story:

[Then] School Board member Maya Cole criticized Matthews for harboring an “us against them” mentality at a time when the district needs more cooperation than ever to successfully educate students. “His behavior has become problematic,” Cole said.

For years, Madison’s school board has kowtowed to Matthews and MTI, which — with its dues collected by the taxpayer-financed school district — is the most powerful political force in Dane County. (The county board majority even rehearses at the union’s Willy Street offices.)

Erin Richards & Patrick Marley

Joe Zepecki, Burke’s campaign spokesman, said in an email Wednesday that he couldn’t respond officially because Burke has made clear that her campaign and her duties as a School Board member are to be kept “strictly separate.” However, on the campaign trail, Burke says she opposes Act 10’s limits on collective bargaining but supports requiring public workers to pay more for their benefits, a key aspect of the law.

John Matthews, executive director of Madison Teachers Inc., said the contracts were negotiated legally and called the legal challenge “a waste of money and unnecessary stress on district employees and the community.”

The lawsuit came a day after the national leader of the country’s largest union for public workers labeled Walker its top target this fall.

“We have a score to settle with Scott Walker,” Lee Saunders, the union official, told The Washington Post on Tuesday. Saunders is the president of the American Federation of State, County and Municipal Employees. A spokeswoman for Saunders did not immediately return a call Wednesday.

AFSCME has seen its ranks in Wisconsin whither since Walker approved Act 10. AFSCME and other unions were instrumental in scheduling a 2012 recall election to try to oust Walker, but Walker won that election by a bigger margin than the 2010 race.

“When the union bosses say they ‘have a score to settle with Scott Walker,’ they really mean Wisconsin taxpayers because that’s who Governor Walker is protecting with his reforms,” Walker spokeswoman Alleigh Marré said in a statement.

Molly Beck:

Kenosha School District over teacher contracts after the board approved a contract with its employees.

In Madison, the School District and School Board “are forcing their teachers to abide by — and taxpayers to pay for — an illegal labor contract with terms violating Act 10 based upon unlawful collective bargaining with Madison Teachers, Inc.,” a statement from WILL said.

Blaska, a former member of the Dane County Board who blogs for InBusiness, said in addition to believing the contracts are illegal, he wanted to sue MTI because of its behavior, which he called coercive and bullyish.

“I truly believe that there’s a better model out there if the school board would grab for it,” Blaska said.

MTI executive director John Matthews said it’s not surprising the suit was filed on behalf of Blaska “given his hostile attacks on MTI over the past several years.”

“WILL certainly has the right to challenge the contracts, but I see (it as) such as a waste of money and unnecessary stress on district employees and the community,” said Matthews, adding that negotiating the contracts “was legal.”

In August, the Wisconsin Supreme Court ruled Act 10 constitutional after MTI and others had challenged its legality. At the time, union and district officials said the contracts that were negotiated before the ruling was issued were solid going forward.

Under Act 10, unions are not allowed to bargain over anything but base wage raises, which are limited to the rate of inflation. Act 10 also prohibits union dues from being automatically deducted from members’ paychecks as well as “fair share” payments from employees who do not want to be union members.

Superintendent Jennifer Cheatham said Wednesday the district has not yet received notification of the suit being filed.

“If and when we do, we’ll review with our team and the Board of Education,” she said.

School Board vice president James Howard said the board “felt we were basically in accordance with the law” when the contracts were negotiated and approved.

Molly Beck

A lawsuit targeting the Madison School District and its teachers union is baseless, Madison School Board member and Democratic gubernatorial candidate Mary Burke said Thursday.

The lawsuit filed Wednesday by the conservative nonprofit Wisconsin Institute for Law & Liberty on behalf of well-known blogger David Blaska alleges the school district, School Board and Madison Teachers Inc. are violating Act 10, Republican Gov. Scott Walker’s signature law that limits collective bargaining.

The union has two contracts in effect through June 2016. Burke voted for both of them.

“I don’t think there is a lot of substance to it,” Burke said of the lawsuit. “Certainly the board, when it negotiated and approved (the contracts), it was legal then and our legal counsel says nothing has changed.”

Pat Schneider:

At any rate, Esenberg said, he doesn’t consult with Grebe, Walker or anyone else in deciding what cases to take on.

“The notion that we think Act 10 is a good idea because it frees the schools from the restraints of union contracts and gives individual employees the right to decide whether they want to support the activities of the union — that shouldn’t surprise anyone,” Esenberg said.

WILL is not likely to prevail in court, Marquette University Law School professor Paul Secunda told the Wisconsin State Journal. “They negotiated their current contract when the fate of Act 10 was still up in the air,” said Secunda, who also accused Esenberg of “trying to make political points.”

Esenberg contends the contract always was illegal.

Todd Richmond

The school board, district and union knew they could not negotiate anything more than wage increases based on inflation under the law, the lawsuit alleges. Despite the institute’s warnings, they began negotiations for a new 2014-15 contract in September 2013 and ratified it in October. What’s more, they began negotiating a deal for the 2015-16 school year this past May and ratified it in June, according to the lawsuit.

Both deals go beyond base wage changes to include working conditions, teacher assignments, fringe benefits, tenure and union dues deductions, the lawsuit said.

Taxpayers will be irreparably harmed if the contracts are allowed to stand because they’ll have to pay extra, the lawsuit went on to say. It demands that a Dane County judge invalidate the contracts and issue an injunction blocking them from being enforced.

“The Board and the School District unlawfully spent taxpayer funds in collectively bargaining the (contracts) and will spend substantial addition(al) taxpayer funds in implementing the (contracts),” the lawsuit said. “The (contracts) violate the public policy of Wisconsin.”

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

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

Related:

“Since 1950, “us schools increased their non-teaching positions by 702%.”; ranks #2 in world on non teacher staff spending!”

Act 10

Madison’s long term reading problems, spending, Mary Burke & Doyle era teacher union friendly arbitration change.

Madison Teachers, Inc.

WEAC (Wisconsin Teacher Union Umbrella): 4 Senators for $1.57M.

John Matthews.

Understanding the current union battles requires a visit to the time machine and the 2002 and the Milwaukee County Pension Scandal. Recall elections, big money, self interest and the Scott Walker’s election in what had long been a Democratic party position.

The 2000-2001 deal granted a 25% pension “bonus” for hundreds of veteran county workers. Another benefit that will be discussed at trial is the controversial “backdrop,” an option to take part of a pension payment as a lump-sum upon retirement.

Testimony should reveal more clues to the mysteries of who pushed both behind the scenes.

So what does it mean to take a “backdrop?”

“Drop” refers to Deferred Retirement Option Program. Employees who stay on after they are eligible to retire can receive both a lump-sum payout and a (somewhat reduced) monthly retirement benefit. Employees, upon leaving, reach “back” to a prior date when they could have retired. They get a lump sum equal to the total of the monthly pension benefits from that date up until their actual quitting date. The concept was not new in 2001, but Milwaukee County’s plan was distinguished because it did not limit the number of years a worker could “drop back.” In fact, retirees are routinely dropping back five years or more, with some reaching back 10 or more years.

That has allowed many workers to get lump-sum payments well into six figures.

Former deputy district attorney Jon Reddin, at age 63, collected the largest to date: $976,000, on top of monthly pension checks of $6,070 each.

And, Jason Stein:

The Newsline article by longtime legal writer Stuart Taylor Jr. alleges that Chisholm may have investigated Walker and his associates because Chisholm was upset at the way in which the governor had repealed most collective bargaining for public employees such as his wife, a union steward.

The prosecutor is quoted as saying that he heard Chisholm say that “he felt that it was his personal duty to stop Walker from treating people like this.”

The Milwaukee Journal Sentinel has requested to speak with the former prosecutor through Taylor and has not yet received an answer.

In a brief interview, Chisholm denied making those comments. In a longer statement, an attorney representing Chisholm lashed out at the article.

“The suggestion that all of those measures were taken in furtherance of John Chisholm’s (or his wife’s) personal agenda is scurrilous, desperate and just plain cheap,” attorney Samuel Leib said.




How US News does it’s college rankings



The Onion:

U.S. News & World Report published its influential annual list of the nation’s best colleges earlier this month, with Princeton University topping the 2014 rankings. Here is a behind-the-scenes look at the methods and metrics used by the magazine:

Step 1: Schools are weighed on a scale

Step 2: Researchers calculate each campus’ student-to-student ratio

Step 3: Any college whose colors are maroon and gold is immediately eliminated

Step 4: Analysts aggregate incoming freshmen’s SAT, ACT, and COWFACTS test scores

Step 5: Number of library books probably factors in somewhere around here

Step 6: Quick visit to colleges to see who has “We Love U.S. News & World Report” banners up




Intro to Computer Science overtakes Econ as Harvard’s most popular class



Tom Huddleston:

The tech course enrolled almost 820 students for the current fall semester to become the school’s largest class in at least a decade.

The college campus that once (briefly) hosted future tech luminaries Bill Gates and Mark Zuckerberg as students is now overrun with tech-curious scholars.

The most popular fall-semester course at Harvard is “Introduction to Computer Science I,” according to data put out by the school’s registrar’s office, with almost 820 undergraduates enrolled in the class this semester. That total is the highest in the three decades the course has been offered and it’s the biggest class offered at Harvard in at least a decade, according to The Harvard Crimson.




What Do Schools Risk By Going ‘Full Google’?



Anya Kamanetz:

Kaitlin Morgan says, this year, her school district is going “full Google.”

Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California’s Central Valley. At Woodlake, “full Google” means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.

The Chromebook is a relatively cheap, stripped-down laptop. It’s become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.

And the Chromebook is just the beginning. Already, Google Apps for Education claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.

It’s the beginning of what Google calls the “paperless classroom” — moving assignments, class discussions, feedback, tests and quizzes online.




College-rating proposal shines spotlight on powerful lobby



Jon Marcus:

The annual meeting of the National Association of Independent Colleges and Universities this year had the tone of a revival meeting.

“We have been under steady, unrelenting pressure,” declared the organization’s president, David Warren, who spoke of “an overreaching executive branch” he said sought to use unreliable statistics to measure the effectiveness of higher-education institutions that are vastly different from each other.

Warren was talking about proposed ratings of colleges and universities the White House says would help consumers see what they’re getting for their tuition dollars. He said these would fail to capture “the specific mission of an institution at whose core is where value can be found.”




“Harvard is a real-estate and hedge-fund concern that happens to have a college attached.” Take away their non-profit status.



Annie Lowrey:

The world’s richest university just got a little richer. On Monday, Harvard announced that it has received its largest-ever gift of $350 million and it will rename its school of public health after its benefactor’s father.

Public health is a wonderful and worthy cause, of course, and Harvard has a stellar program dedicated to it. But this gift — like so many other megagifts to megaendowments — has a hint of the ludicrous about it.

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Harvard Adds Privilege-Checking to New-Student Orientation
There’s an old line about how the United States government is an insurance conglomerate protected by an army. Harvard is a real-estate and hedge-fund concern that happens to have a college attached. It has a $32 billion endowment. It charges its rich students — and they are mostly from rich families, with many destined to be rich themselves — hundreds of millions of dollars in tuition and fees. It recently embarked on a $6.5 billion capital campaign. It is devoted to its own richness. And, as such, it is swimming in cash.

“But, wait!” you might say. “That $350 million is going to support an educational institution with tremendous public spillover! Harvard does basic scientific research! It teaches doctors! It studies cells and stars and history and it educates underprivileged youths!”




The college degree has become the new high school degree



Catherine Rampell:

You’ve heard of grade inflation? Welcome to the world of degree inflation.

A new report finds that employers are increasingly requiring a bachelor’s degree for positions that didn’t used to require baccalaureate education. A college degree, in other words, is becoming the new high school diploma: the minimum credential required to get even the most basic, entry-level job.

The report is from Burning Glass, a labor market analytics company that mines millions of online job postings. The company found that a wide range of jobs — in management,

administration, sales and other fields — are undergoing “upcredentialing,” or degree inflation. As examples, just 25 percent of people employed as insurance clerks have a BA, but twice that percentage of insurance-clerk job ads require one. Among executive secretaries and executive assistants, 19 percent of job-holders have degrees, but 65 percent of job postings mandate them.




College Access Index: “But the problem for schools is when you admit one of those kids, you forgo $50,000 a year that you could use for other things”



David Leonhardt:

Vassar has taken steps to hold down spending on faculty and staff. Amherst and the University of Florida have raised new money specifically to spend on financial aid for low-income students. American University reallocated scholarships from well-off students to needy ones. Grinnell set a floor on the share of every freshman class – 15 percent – whose parents didn’t go to college.
Over the last decade, dozens of colleges have proclaimed that recruiting a more economically diverse student body was a top priority. Many of those colleges have not matched their words with actions. But some have.
These colleges have changed policies and made compromises elsewhere to recruit the kind of talented poor students who have traditionally excelled in high school but not gone to top colleges. A surprising number of such students never graduate from any college.




The Cost of Waterloo Software Engineering



Peter Sobot:

This past June, I graduated from the University of Waterloo’s Software Engineering program. After 5 long and difficult years, I’m extremely proud to say that I’m a Waterloo grad, and very proud of my accomplishments and experiences at the school. Somewhat surprisingly, myself and most of my classmates were able to graduate from a top-tier engineering school with zero debt. (I know this might sound like a sales pitch – stick with me here.)

Waterloo is home to the world’s largest cooperative education programs — meaning that every engineering student is required to take at least 5 internships over the course of their degree. Most take six. This lengthens the duration of the course to five years, and forces us into odd schedules where we alternate between four months of work and four months of school. We get no summer breaks.

One of the most important parts of Waterloo’s co-op program is that the school requires each placement be paid. Without meeting certain minimum requirements for compensation, a student can’t claim academic credit for their internship, and without five internships, they can’t graduate. This results in Waterloo co-op students being able to pay their tuition in full (hopefully) each semester. In disciplines like Software Engineering, where demand is at an all-time high and many students are skilled enough to hold their own at Silicon Valley tech giants, many students end up negotiating for higher salaries at their internships.




MOOC on Government Surveillance



Stanford:

It’s easy to be cynical about government surveillance. In recent years, a parade of Orwellian disclosures have been making headlines. The FBI, for example, is hacking into computers that run anonymizing software. The NSA is vacuuming up domestic phone records. Even local police departments are getting in on the act, tracking cellphone location history and intercepting signals in realtime.

Perhaps 2014 is not quite 1984, though. This course explores how American law facilitates electronic surveillance—but also substantially constrains it. You will learn the legal procedures that police and intelligence agencies have at their disposal, as well as the security and privacy safeguards built into those procedures. The material also provides brief, not-too-geeky technical explanations of some common surveillance methods.




Why I Just Asked My Students To Put Their Laptops Away



Clay Shirky:

I teach theory and practice of social media at NYU, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for internet censor, but I have just asked the students in my fall seminar to refrain from using laptops, tablets, and phones in class.

I came late and reluctantly to this decision — I have been teaching classes about the internet since 1998, and I’ve generally had a laissez-faire attitude towards technology use in the classroom. This was partly because the subject of my classes made technology use feel organic, and when device use went well, it was great. Then there was the competitive aspect — it’s my job to be more interesting than the possible distractions, so a ban felt like cheating. And finally, there’s not wanting to infantilize my students, who are adults, even if young ones — time management is their job, not mine.




Most university undergrads now taught by poorly paid part-timers



Ira Basen::

Kimberley Ellis Hale has been an instructor at Wilfrid Laurier University in Waterloo, Ont., for 16 years. This summer, while teaching an introductory course in sociology, she presented her students with a role-playing game to help them understand how precarious economic security is for millions of Canadian workers.

In her scenario, students were told they had lost their jobs, their marriage had broken up, and they needed to find someplace to live. And they had to figure out a way to live on just $1,000 a month.




Plutarch on Education



British Library Digitized Manuscripts:

Origin: Italy, N. (Venice).Provenance:Owned by the Church of San Francesco della Vigna, Venice.Acquired by Robert Curzon from a priest of the Church of San Francesco della Vigna, along with Add MS 39614 and Add MS 39615, in 1834: ownership inscription, Add MS 39614, f i recto. This note also records five more volumes of the same set as in the possession of the Rev. Walter Sneyd of Denton, Oxford (afterwards of Keele Hall), whose library was sold at Sotheby’s in December 1903: see lots 48, 52, 379, 380. Add MSS 39583-39671, along with Oriental MSS 8729-8855, were bequeathed to the British Museum by Darea Curzon, Baroness Zouche (d. 1917), having been part of the collection formed at Parham, Co. Sussex, by the Hon. Robert Curzon, afterwards 14th Baron Zouche, as the result of his travels in the Levant, etc., in 1833 and later. A copy of Robert Curzon’s Catalogue of Materials for Writing, … Rolls and other Manuscripts and Oriental Manuscript Books (1849), with manuscript additions, accompanied the gift, and is now Add MS 64098.




Why Flunking Exams Is Actually a Good Thing



Benedict Carey:

Imagine that on Day 1 of a difficult course, before you studied a single thing, you got hold of the final exam. The motherlode itself, full text, right there in your email inbox — attached mistakenly by the teacher, perhaps, or poached by a campus hacker. No answer key, no notes or guidelines. Just the questions.

Would that help you study more effectively? Of course it would. You would read the questions carefully. You would know exactly what to focus on in your notes. Your ears would perk up anytime the teacher mentioned something relevant to a specific question. You would search the textbook for its discussion of each question. If you were thorough, you would have memorized the answer to every item before the course ended. On the day of that final, you would be the first to finish, sauntering out with an A+ in your pocket. And you would be cheating