The Legislature’s new Republican leaders will emphasize giving school districts, parents and students more choices as they seek reforms in K-12 education, and opposition is surfacing to a proposal that would kill Madison’s 4-year-old kindergarten program.
Later this month, Sen. Alberta Darling, R-River Hills, a former teacher and co-chairwoman of the Legislature’s budget committee, plans to introduce a charter school reform package that will, among other things, call for an independent statewide board to approve charter schools.
Currently local school boards approve charter schools, even if they won’t be directly operated by the district. A statewide board could help proposals, such as an all-male charter school in Madison, move forward “without having to wait forever and ever and without having lots of obstacles,” Darling said.
Other education reforms are expected in Gov. Scott Walker’s 2011-13 budget proposal in February, said Rep. Robin Vos, Assembly chairman of the budget committee.
Olsen has hired education policy consultant Sarah Archibald, a UW-Madison professor and researcher at the conservative-leaning Wisconsin Policy Research Institute. Archibald has written about attracting high-quality teachers by offering bonuses to top math and science students who decide to teach, making it easier for teachers trained outside Wisconsin to obtain certification here and increasing the grade-point requirement for aspiring teachers above the current 2.5.
Federal judges consider Wisconsin high school sports case
A Wisconsin case that could have nationwide implications for how reporters cover and how parents watch high school sports is making its way through the courts, with crucial constitutional arguments taking place Friday in federal court in Chicago.
The case pits community newspapers against the association that oversees high school sports in Wisconsin. Fans in many states rely on community newspapers for news about high school teams, and the newspapers say they need easy, unencumbered access to sporting events to provide that coverage. But the association says it can’t survive if it can’t raise money by signing exclusive contracts with a single video-production company for streaming its tournaments.
The newspapers argued Friday before the 7th Circuit Court of Appeals that the First Amendment’s guarantee of freedom of press should enable them to put such publicly funded events online as they see fit, free of charge.
The case began in 2008, when the Wisconsin Interscholastic Athletic Association sued The Post-Crescent of Appleton after it streamed live coverage of high school football playoff games. After a U.S. District judge sided with the association last year, saying its exclusive deal with a video production company didn’t impinge on freedom of the press, the newspaper’s owner, Gannett Co., and the Wisconsin Newspaper Association appealed.
K-12 Tax & Spending Climate: Jerry Brown’s bid to kill redevelopment agencies sets stage for fierce battle
When he unveiled his proposed budget earlier this week, Gov. Jerry Brown declared on the first page that it was time to push more authority to local governments, so decisions could be made “closer to the people.”
A lot of local officials see his actions very differently.
One of Brown’s proposals calls for eliminating municipal redevelopment agencies, which would take billions of dollars out of city coffers and send it instead to school districts, counties and the state. Brown projected that this would save the state $1.7 billion in the next fiscal year.
Spiritual High MLK Remix
Doing nothing a poor alternative to killing graduation test
Sometimes, the biggest things are the ones that didn’t happen. I feel that way about Wisconsin’s high school graduation exam; the one we don’t have.
At the urging of then-Gov. Tommy Thompson, the Legislature in the late 1990s approved creating a test that Wisconsin students would have to pass to get a high school diploma. Its general aim was to require students to show they could do 10th-grade work to graduate 12th grade.
But in short order, the graduation test picked up a lot of opposition. There were (and are) substantial problems with the idea. How do you make a test that is fair and reliable? Isn’t taking classes and passing enough? And what about kids who just don’t do well on tests, or who have special education needs? The list could go on.
For a couple of years, the test staggered around the political landscape in Madison before finally dying because it was decided the state didn’t have enough money to pay for it.
But there were (and are) states that created graduation exams or, in some cases, exams connected to specific courses that had to be passed. In places such as Massachusetts, overall results have improved and many point to the graduation test as a big reason why.
Digital textbooks scroll schools into new era
It was awhile before Pewaukee High School English teacher Christina LeDonne knew that one of her students had misplaced his paperback copy of “Lord of the Flies” for a school assignment.
Armed with one of the laptops that the Pewaukee School District has given to every student in seventh through 10th grade this school year, the student tracked down an online version of the classic novel and read along with the rest of the class without skipping a beat.
Such incidents have only encouraged the view among school leaders and teachers – amazed by the continued growth of available, and even free, resources on the Web – that traditional print materials have a limited life expectancy in schools.
“I don’t think it’s just inevitable, I think it’s here,” Phil Ertl, superintendent of the Wauwatosa School District, said of the prospect of digital textbooks.
The proliferation of mobile technology, which is leading some schools to experiment with one-to-one computing initiatives, combined with the expansion of traditional textbook publishers onto the Internet means that many students are reading in a whole new way.
Principal-teacher conflict simmers at Madison’s Glendale Elementary
A lot has changed at Glendale Elementary School on Madison’s East Side in the 51/2 years since Mickey Buhl became principal.
Classroom walls were knocked down to enhance teacher collaboration, brighter lighting was installed to sharpen young minds, and words such as “community” and “success” were written on the hallway walls to remind everyone of a shared mission.
Animal-themed class names replaced labels such as special ed and English-language learner while teachers joined three-person teams and developed new student achievement measures — approaches other schools in the district are adopting.
Since Buhl (rhymes with “yule”) started, test scores among low-income and special-education students have improved at the 425-student school, which has the largest proportion of low-income students in the city.
But behind the scenes, a long-simmering conflict over Buhl’s performance has divided teachers.
Much more, here.
Why American Mothers are Superior
I really did not have time to write this today, but two articles I read made me drop what I was doing. First was the Wall Street Journal article by a Yale law professor who says Chinese mothers are superior because they produce more mathematical and musical prodigies.
The reason, she says, is because none of them accept a grade less than an “A”, all insist their child be number one in the class, they don’t let their children be in school plays, play any instrument other than piano or violin, etc.
She says that this whole thing about people being individuals is a lot of crap (I’m paraphrasing a bit) and gives an example of how she spent hours getting her seven-year-old to play a very difficult piece on the piano. She uses the fact that the older daughter could do the same piece at that age as proof this was reasonable.
There are a few areas I would take exception with her article. First is her grasp of mathematics and logic. It is clearly impossible that every child in China is number one in the class, unless every classroom in the country has a thirty-way tie for first. Second, as my daughter asked, “There are 1.3 billion people in China. None of them ever got a B?” Third is the issue of claiming your parenting is such a great success when your children are not yet out of high school.
Pilot projects aim to tackle flaws in China’s education system: University recruitment and teachers for kindergartens targeted
To better implement some of the pilot projects, the State Council directive sets out a 10-point guideline for across-the-board reform of the school system, from higher education down to kindergarten, which has been a focal point of discontent.
Pilot projects in Shanghai’s Minhang district and parts of six provinces will push for kindergartens to become part of regular public services, and projects in Jiangsu and Zhejiang are aimed at tackling the shortage of kindergarten teachers, the weakest link in mainland preschool development.
China National Institute for Educational Research professor Gao Xia said the shortage of kindergarten teachers was exacerbated by a Ministry of Education decision to abolish many kindergarten teacher-training programmes at secondary schools and make a tertiary certificate a prerequisite for a preschool teacher.
Gao said rising public discontent over the status of preschool education on the mainland was a result of poor funding from the government, with the lion’s share of funding going to a few elite public kindergartens.
Is There An Education Bubble?
If you pull some free market logic from Finance and apply it to the education market, you might frame things differently. Eugene Fama from the University of Chicago says that there are no such things as “bubbles” in financial markets. If there are, you ought to be able to predict them and act accordingly. He correctly points out that all publicly known information is incorporated into the price of an asset. Are asset bubbles in financial markets directly comparable to intangible assets? Probably not, but Fama’s theory on efficient markets should at least give us a touchstone to think about.
In this case, our asset is a college education. The asset is not physical like a stock or a piece of real estate, but intangible. Hence, there are properties to that asset that are subjective. For example, what is the real value of the Coca-Cola brand name? In turn, what is the real value of a college education-and within the finite range of colleges, what’s the individual value?
Here is the hypothesis: We will assume that there is an education bubble.
Detroit and Decay The city may abandon half its schools to pay union benefits.
Detroit was once America’s fourth largest city, though today large sections of its inner core are abandoned to the elements, and monuments like Michigan Central Station are returning to dust. Another emblem of civic decline is a plan to desert nearly half of Detroit’s public schools so that it can afford to fulfill its teachers union contract.
The school district is facing a $327 million deficit and has already closed 59 schools over the last two years to avoid paying maintenance, utility and operating costs. Under a worst-case scenario released this week by Robert Bobb, an emergency financial manager appointed by the state to resolve the Detroit education fisc, the district will close another 70 of its remaining 142 schools to save $31.3 million through 2013.
“Additional savings of approximately $12.4 million can be achieved from school closures if the District simply abandons the closed buildings,” the proposal explains, purging costs like boarding up buildings, storage and security patrols.
Steven Wasko, a spokesman for Mr. Bobb, said that urban property sales have been difficult, in part because until recently the state board of education banned transactions with “competing educational institutions” like charter schools. Once buildings are deserted, even if the doors and windows are welded shut with protective metal covers, scavengers break in and dismantle them for copper wire, pipes and so on.
KPMG to fund young recruits’ degrees
A big graduate recruiter plans to hire the “majority” of its trainees from among school leavers, not university graduates, and pay for them to receive a bespoke degree from a well-regarded British university.
From next year, KPMG will take in 75 school leavers, and then meet the cost of a four-year accountancy degree from Durham university and an accountancy qualification. Trainees on the six-year scheme will start on up to £20,000 a year.
In 2012-13, the maximum university tuition fee, now £3,290, will rise to £9,000. At the same time, subsidies are being withdrawn from the sector and rules loosened to allow new entrants into the market and innovation in course design.
As a consequence, such schemes could become more attractive to universities. David Willetts, universities minister, welcomed the news, saying: “It’s the kind of initiative that we hope will flourish as we reform higher education.”
Parents fume over Black’s ‘birth control’ quip about overcrowding
Now that’s Black humor.
Less than two weeks into her new gig, Schools Chancellor Cathie Black has riled parents and public officials by jokingly suggesting that “birth control” was the solution to school overcrowding.
The off-color quip came in response to concerns by public-school dad Eric Greenleaf, who said at a meeting of parents and officials at state Assembly Speaker Sheldon Silver’s downtown office that there will be “huge shortages” of classroom space in lower Manhattan in coming years.
“Could we just have some birth control for a while?” Black cracked. “It could really help us all out a lot.”
A Drawing to Benefit 826 National
Beginning on Monday, February 14, 2011, 826 National will draw a prize a day for five other lucky winners including: the Anti catalog of records, a 60-disc Matador Records sampler, Poketo Road Trip prize pack, a drum head signed by The New Pornographers, Neko’s limited-edition 1966 Gretsch Silver Duke guitar, a Gibson guitar signed by members of the Speaking Clock Revue including Elton John, Elvis Costello, Dr. Ralph Stanley, Leon Russell, and T Bone Burnett, an Adidas prize pack, a Carr Amplifier and much more. The winner of the car will be drawn on Friday, February 18, 2011.
Limited edition, custom Poketo T-shirts are being sold in conjunction with the online event in 826 chapter storefronts across the country and online at the 826 National store.
This drawing seeks to raise both money and awareness for the 826 National writing centers, co-founded by award-winning educator Nínive Calegari and award-winning author Dave Eggers. 826 National centers are located in San Francisco, New York, Los Angeles, Chicago, Seattle, Ann Arbor, Boston, and Washington, DC. Last year, 826 chapters served over 24,000 students and produced 800 student-authored publications, with all programs free of charge for students, classes, and schools.
In Defense of the Guilty, Ambivalent, Preoccupied Western Mom
Here are some of the things that my four children of a Jewish mother were always allowed to do:
- Quit the piano and the violin, especially if their defeatist attitude coincided with a recital, thus saving me from the torture of listening to other people’s precious children soldier through hackneyed pieces of the juvenile repertoire, plink after ever more unbearable plonk.
- Sleep over at their friends’ houses, especially on New Year’s Eve or our anniversary, thus saving us the cost of a babysitter.
- Play on the computer and surf the Internet, so long as they paid for their Neopet Usuki dolls and World of Warcraft abomination cleavers out of their own allowances.
- Participate in any extracurricular activity they wanted, so long as I was never required to drive farther than 10 minutes to get them there, or to sit on a field in a folding chair in anything but the balmiest weather for any longer than 60 minutes.
- Quit said extracurricular activities, especially if their quitting coincided with league finals that might have demanded participation on my part exceeding the requirements stated above.
Governor Thrusts New Jersey to Fore on Education
Gov. Chris Christie’s tough-on-schools approach in a state that has zealously protected its public schools — and its teachers — has already put him at loggerheads with legislative leaders, unions and some parents in New Jersey.
And on Tuesday, the governor, a Republican, used his State of the State address to push his education agenda further by calling for an end to teacher tenure, on top of his support for merit pay for teachers based partly on student achievement and adoption of a voucherlike system that would give students in low-performing schools other options.
The proposals are not new; many have been suggested and tried in other school districts and other states. But with Mr. Christie’s growing national stature and his ability to attract news media and political attention through his blunt — and very public — persona, his latest salvo has placed New Jersey center stage in the increasingly rancorous national debate over education.
School Board Ethics complaints filed in West Bend charter debate
Ethics complaints have been filed against two West Bend School Board members over their actions during the recent debate over a charter school proposed by a local Baptist pastor.
The full board is scheduled to hear and possibly act on the complaints at a meeting Monday after the district’s attorney, Mary Hubacher, determined that the board members might have violated board policies if the allegations prove true. Hubacher recommended against board hearings on three other complaints, which involved the same board members.
In one of the complaints to be heard, School Board member David Weigand is accused of violating the School District’s ethics policy by writing a letter to the editor published in a local newspaper that supported the charter school while the board was still deliberating whether to approve it.
The other complaint to be discussed at the hearing was filed against School Board member Tim Stepanski alleging he broke district policy regarding ethics, employee harassment and e-mail communications based on his e-mail correspondence with a constituent and district officials regarding the proposed charter school.
China’s Winning Schools?
An international study published last month looked at how students in 65 countries performed in math, science and reading. The winner was: Confucianism!
At the very top of the charts, in all three fields and by a wide margin, was Shanghai. Three of the next top four performers were also societies with a Confucian legacy of reverence for education: Hong Kong, Singapore and South Korea. The only non-Confucian country in the mix was Finland.
The United States? We came in 15th in reading, 23rd in science and 31st in math.
State of the Unions
In the heart of the Great Depression, millions of American workers did something they’d never done before: they joined a union. Emboldened by the passage of the Wagner Act, which made collective bargaining easier, unions organized industries across the country, remaking the economy. Businesses, of course, saw this as grim news. But the general public applauded labor’s new power, even in the face of union tactics that many Americans frowned on, like sit-down strikes. More than seventy per cent of those surveyed in a 1937 Gallup poll said they favored unions.
Seventy-five years later, in the wake of another economic crisis, things couldn’t be more different. The bailouts of General Motors and Chrysler saved the jobs of tens of thousands of U.A.W. workers, but were enormously unpopular. In the recent midterm elections, voters in several states passed initiatives making it harder for unions to organize. Across the country, governors and mayors wrestling with budget shortfalls are blaming public-sector unions for the problems. And in polls public support for labor has fallen to historic lows.
‘Silent majority’ raps union response to Madison’s Glendale Elementary School report
Fallout continues from the investigation of a Madison elementary school principal, accused of workplace harassment of his staff.
I wrote about the original report following an investigation into complaints against Glendale Elementary Principal Mickey Buhl, which was released as part of an open records report filed by The Capital Times. I also wrote about staff members who were disappointed by the report, which exonerated Buhl, and their response through Madison Teachers Inc.
This week, teachers and a parent came forward, defending Buhl and reacting to MTI claims that Buhl had created a climate of fear at Glendale, located at 1201 Tompkins Drive.
Ben Ketterer, a Glendale teacher for fourth and fifth grade students, wrote that most of his colleagues were more than content with the workplace environment at the school. “There is a multitude of staff (a likely 80-90 percent) who view their working environment positively, or at the very least, not negatively,” Ketterer wrote.
South African Schools: Desegregation and investment have yet to boost black schoolchildren
CONGRATULATIONS to the latest crop of school matriculants have been pouring in. Despite the enforced closure of schools throughout the football World Cup, hosted by South Africa, followed by a three-week teachers’ strike, the pass rate for the 2010 school-leaving “matric” examination, taken in November, has jumped by seven percentage points to 68%, bringing an apparent end to a six-year decline. But with half of all pupils dropping out of school before taking the exam and a required pass mark of just 30-40%, it is too soon for rejoicing. Educational standards in Africa’s biggest and most advanced economy remain generally dire.
Barely one in ten South African pupils qualifies for university, and only 5% end up with a degree. South Africa does particularly badly in maths and science, coming last (out of 48 countries) in a report published in 2003 by a Dutch institute called “Trends in International Maths and Science”, a study of Grade 9 pupils (aged 15). Humiliated, it withdrew from the 2007 series, though it plans to take part in this year’s tests. If the 2010 matric results are anything to go by, it may not do much better. Barely one in four matric candidates achieved a pass in maths and less than one in five passed physical science.
Teens Take Elders to Tech Boot Camp
Al Kouba, who lives in Bend, Ore., was told by his son in California that his family’s Christmas letter would only be posted on Facebook–not mailed. That’s when the retired systems engineer knew it was time to play catch up: “If you’re going to communicate with your family, you have to be on Facebook,” he says.
So he turned to a technology expert: his 15-year-old granddaughter, Marlee Norr. But as Marlee explained the steps to log on to the social-networking site, Mr. Kouba protested: “Look, kid, I’m 77 years old! I’m not quite as swift as I used to be.” Both laughed, says Marlee, also of Bend, and she agreed to “back up and slow down.”
Minnesota / Union aims initiatives at improving schools
The head of Minnesota’s teachers union unveiled a plan Tuesday to help close the achievement gap between minority students and their white peers, annually evaluate teachers and offer broader pathways into teaching.
Education Minnesota has been criticized by lawmakers on both sides of the aisle for blocking similar education initiatives in the last legislative session. Now, those same critics hope the union’s announcement is a sign its leaders are willing to work with them on improving the state’s education system.
“I appreciate they understand the importance of those issues,” said Rep. Sondra Erickson, R-Princeton, chairwoman of the House Education Reform Committee and a former English teacher. “It seems like they want a seat at the table and want to be part of the discussion.”
Primer on Christie’s Ed Reform Proposals
Gov. Christie’s State of the State speech was widely praised as diplomatic if short on specifics regarding education reform. Here comes the specifics, gleaned from reports from a Town Hall meeting in Paramus last night:
1) Replace lifetime tenure for teachers with renewable five-year contracts. (Here’s NJEA’s response, courtesy of spokesman Steve Wollmer, who warned teachers, “This is not reform, it’s patronage. We do not need 125,000 more patronage jobs in New Jersey, we already have enough corruption. Your job security under the Christie proposal would be at the whim of a principal who may or may not be acting in the best interest.”)
2) Raise contributions to health benefits premiums. Specifically, replace the newly-legislated benefits contributions for teachers of 1.5% of base pay with a plan through with all public employees would pay 1/3 of benefits plans. (According to the Courier-Post, a teacher earning $60,000 a year now contributes about $900 in benefits contributions. Under the new proposal, that teacher would contribute $7,333 for the same plan.)
A Very Different Model of Seattle Central Administration
uring the Board’s budget planning work session, Director DeBell suggested that the Central Administration budget could be cut by about $12 million. Director Smith-Blum said that, nationally, central admin runs about 4-4.5% of district budgets. Don Kennedy, somewhat taken aback, said that such a cut would result in “a Very Different Model of central”. Yep. That’s the idea.
I advocate a “reset” for the central administration. I think it should be a whole lot leaner and more narrowly focused on just its core missions. I think that the central administration should do what we need it to do – and no more. I think we should rebuild it from the ground up and only put back those pieces that contribute directly to the central mission.
The Central Administration should only work on three things:
1) District Administration. Things like human resource, legal, and financial functions that need to be done centrally and shouldn’t be done at the schools. There are other functions like facilities that, by virtue of their scope, need to be done at the District level.
States’ Rights and States’ Wrongs on School Reform
States are the toast of Washington again. Tea Partiers and the incoming Republican majority in the House of Representatives idealize them. When Congress read the U.S. Constitution last week, the 10th Amendment — the one reserving power to the states — was an applause line. Of course, celebrating states and localism is nothing new. More than 150 years ago, Alexis de Tocqueville declared that it is “the political effects of decentralization that I most admire in America.” More recently, Supreme Court Justice Louis Brandeis hailed states as “laboratories of democracy.” But when it comes to education, we shouldn’t lionize states when they’re too often failing to fix our schools.
Games lessons: Depressingly few pupils get a proper academic education
WHEN Michael Gove, the education secretary, took up his post last May, he placed on the bare home page of his department’s website the information that he considers most important: school performance tables. A few months later, Mr Gove added to the data deluge when he announced that schools would be judged not only on the proportion of pupils that passed examinations, but also on the share passing academically rigorous ones. The revamped league tables, published on January 12th, reveal the extent to which schools have artificially inflated their performance by steering pupils towards easier exams.
Just over half of English children leave school having passed five GCSEs, including English and maths, with acceptable grades, a figure that has been rising relentlessly since that measure was introduced as the basis of school-performance tables. Yet only 16% pass their five exams in the subjects once considered essential: a science, a language and a humanity, in addition to English and maths. The rest pass vocational subjects–not surprising, perhaps, when according to the official exchange rate a GCSE in applied physical education is equivalent to one in Latin, and a vocational qualification in beauty therapy worth as much as a good pass at GCSE physics.
Elite French University Joins College Board
The Institut d’Etudes Politiques, better known as Sciences Po, one of France’s most prestigious universities, on Wednesday became the first French public institution to join the College Board, the nonprofit American organization that oversees the SAT exam and Advanced Placement program.
“This is an important step forward for us,” Francis Vérillaud, deputy director of Sciences Po and head of the International Affairs Division, said in a press release, adding that “40 percent of our students already come from 130 countries.”
As a new member of the College Board, Sciences Po, which specializes in humanities and social sciences, will be better able to recruit students in North America and beyond.
School Board Votes to Maintain Small Group Instruction
A crowd of about 100 people, mostly teachers, packed the Burlingame School District’s Tuesday night board meeting imploring its members to keep the “early bird, late bird” language program intact. They got their wish, as the board voted 5-0 to maintain the program.
The program, which exists in just four districts statewide, shortens the class day while giving students more individualized reading and writing instruction.
District kindergarten-through-second grade students currently start their 8:30 a.m. to 3 p.m. school day an hour late or leave an hour early, with the first and last hours reserved for more individualized reading and writing instruction.
K-12 Tax & Spending Climate: New Hit to Strapped States Borrowing Costs Up as Bond Flops; Refinancing Crunch Nears
Michael Corkery & Ianthe Jeanne Dugan:
With the market for municipal bonds tumbling, cities, hospitals, schools and other public borrowers are scrambling to refinance tens of billions of dollars of debt this year, another sign that the once-safe market is under duress.
The muni bond market was hit with the latest wave of bad news Thursday, prompting a selloff that sent the market to its lowest level since the financial crisis. A New Jersey agency was forced to cut the size of a bond issue by about 40% because of mediocre demand, and pay a higher rate than expected. And mutual fund giant Vanguard Group shelved plans for three new muni bond funds, citing market turmoil.
“We believe that this delay is prudent given the high level of volatility in the municipal bond market,” said Rebecca Katz, spokeswoman for the nation’s biggest fund company.
The market has fallen every day this week, and investors have been net sellers of their holdings in municipal-bond mutual funds for nine straight weeks, according to fund tracker Lipper FMI.
Young D.C. families check out the charters
Scott and Kim Yarnish live just across the street from Brookland Education Campus @ Bunker Hill, making it the most obvious choice when the time comes for their 2-year-old son, Theo, to begin preschool. But the Ward 5 couple, like most of the young families at the Walter E. Washington Convention Center on Saturday afternoon, were searching for alternatives to their traditional neighborhood public schools.
Attendance figures were not available, but the third-floor exhibition hall was packed for the second annual D.C. Public Charter School Recruitment Expo, where the city’s 52 publicly financed and independently operated schools set up tables to answer questions and offer enrollment forms. The crowd included Mayor Vincent C. Gray, who has promised that his new administration will be more charter-friendly. His appearance alone was a change, according to Nona Richardson, communications director for the D.C. Public Charter School Board, who said that then-Mayor Adrian M. Fenty did not visit the inaugural expo last year.
Scott Yarnish said he came “to get the lay of the land” and because he’d received mixed reports about Brookland, a PS-8 school where less than half of the students read at proficiency level or higher on the 2010 DC CAS.
Unlike Madison, Evanston is cutting honors classes
Twenty-three years ago I walked the halls of Evanston Township High School in Evanston, Ill., with a diverse mix of white-, black- and brown-skinned fellow students.
Then I would walk into an honors class and be confronted with a near-blanket of white.
Not much has changed at my alma mater, and as a result the school district has been embroiled in a contentious curriculum debate that touches on race, academics and the meaning of public education itself.
Sound familiar?
Evanston and Madison are both affluent, well-educated and liberal. And both have high schools where racial achievement gaps are the norm. Their school districts differ, though, in their approach to that gap today: Evanston is cutting honors classes; Madison is adding them.
Unlike Madison, Evanston has long had a sizable minority population and began desegregating its elementary and middle schools in the 1960s — with some positive academic results.
Seniors at ETHS, the city’s only public high school, last year had an average ACT score of 23.5, or 2.5 points higher than the national average. This in one of only five states that requires its students to take the test and in a high school whose student population, about 2,900, is 43 percent white, 32 percent black and 17 percent Latino.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
- An Update on Madison’s High School Reforms
- Madison School District High School Planning Meeting Video
More here.
School Board Governance
When the new Board majority was elected in 2007 they started their terms of office talking a lot about Governance. It was all just talk; there wasn’t any action associated with it. Then, after the first few months that talk faded away. Back then it was code for staying out of management and restricting themselves to “policy issues”. After the audit was released six months ago, they started talking about Governance again. I’m not sure what it means this time around, but not only are they talking about it a lot, they are also claiming to take some action. I’m not sure those claims can be proven.
There was a discussion of Governance Priorities at the December 15, 2010 Strategic Plan Update work session.
One of the Governance Priorities is Budget development. They say that they will implement a comprehensive budget development process that reflects the strategic plan priorities and includes both internal and external engagement. Why isn’t this what they were doing all along? I’m not asking that as an accusation, but to focus the attention on the obstacles to this sort of work. If they say that they are going to start doing this then they will have to identify and overcome those obstacles, won’t they? I think that they have already found and addressed one of the historic obstacles, the budget timeline that put the central administration budget ahead of the schools’ budgets. I suspect there are others.
The Tiger Mother Responds to Readers
Do you think that strict, “Eastern” parenting eventually helps children lead happy lives as adults?
When it works well, absolutely! And by working well, I mean when high expectations are coupled with love, understanding and parental involvement. This is the gift my parents gave me, and what I hope I’m giving my daughters. I’ve also taught law students of all backgrounds for 17 years, and I’ve met countless students raised the “tough immigrant” way (by parents from Pakistan, India, Nigeria, Korea, Jamaica, Haiti, Iran, Ireland, etc.) who are thriving, independent, bold, creative, hilarious and, at least to my eyes, as happy as anyone. But I also know of people raised with “tough love” who are not happy and who resent their parents. There is no easy formula for parenting, no right approach (I don’t believe, by the way, that Chinese parenting is superior–a splashy headline, but I didn’t choose it). The best rule of thumb I can think of is that love, compassion and knowing your child have to come first, whatever culture you’re from. It doesn’t come through in the excerpt, but my actual book is not a how-to guide; it’s a memoir, the story of our family’s journey in two cultures, and my own eventual transformation as a mother. Much of the book is about my decision to retreat from the strict “Chinese” approach, after my younger daughter rebelled at 13.
I have a 20-month-old, and my husband and I both enjoyed the article. How can you apply this to toddlers?
Lawmaker Proposes Cutting 4-Year-Old Kindergarten
The Madison Metropolitan School District is preparing to start up 4-year-old kindergarten this fall, but a state lawmaker said the program isn’t worth the cost and wants it cut from the state budget.
More than 300 school districts in Wisconsin already offer 4-year-old kindergarten, but Gov. Scott Walker is considering a proposal to do away with the program.
This comes as Madison prepares to enroll any child who turns 4 years old on or before Sept. 1, 2011, and to launch 4K in the fall.
The turnout Wednesday at the last scheduled meeting for Madison’s upcoming 4K program wasn’t just standing-room-only; some parents, such as Emily Lockwood, weren’t even able to step foot inside at the Lussier Community Center because the crowd was so large, WISC-TV reported.
“I’m excited. She loves to learn. She’s really into numbers and letters and writing,” said Lockwood, whose daughter Adele plans to attend the 4K program.
Much more on Madison’s planned 4K program, here.
Schools in Md., D.C. to adopt national academic standards, revise tests and teacher training
D.C. and Maryland school officials have agreed to national academic standards and have begun to lay the groundwork for new tests and teacher training. But it will take at least a few years before such measures generate notable change in the classroom.
The movement to adopt common standards swept 40 states and the District in 2010, a watershed for public education expected to ripple through many aspects of teaching and learning. The standards, spelling out what should be learned in English and math every year from kindergarten through high school, are meant to replace what has been a jumble of benchmarks that vary from state to state in content and depth.
The Center on Education Policy reported last week that many states plan to revise teacher training within the next two years. But in most cases, key measures will not be rolled out until 2013 or later.
Wisconsin Education system earns a C-plus
Wisconsin’s education system was rated slightly above the national average based on factors ranging from student achievement to school financing in industry publication Education Week’s annual state rankings released Tuesday.
Overall, Wisconsin received a C-plus grade while the nation earned a C.
The state got high marks in the annual “Quality Counts” report for its school finance system and the “chance for success” its students have based on relatively high levels of parents who are educated and fluent in English, strong kindergarten enrollment and a high graduation rate. Wisconsin’s finance system does particularly well on the report compared with other states in providing more equitable resources among school districts.
Wisconsin’s lowest grade among six areas assessed in the report was for K-12 achievement, where it earned a D-plus. That grade was based on student reading and math proficiency levels on the National Assessment of Educational Progress, including any differences in performance for students living in poverty, and the percentage of students doing advanced-level work. The national average for K-12 achievement also was a D-plus.
K-12 Tax & Spending Climate: Young People Are Heeding Austin’s Call, Data Shows
Austin, Tex., drew the largest numbers of young Americans from 2007 through 2009, according to an analysis by a senior demographer at the Brookings Institution, replacing Riverside, Calif., which was the most popular destination for young people in the middle of the decade.
Migration slowed greatly during the recession, and rates have continued to remain low. But in an analysis of migration still occurring among some of the country’s most mobile citizens — people ages 25 to 34 — the cities at the top of the list were those that had remained economically vibrant, like Dallas, and those that were considered hip destinations, like Austin and Seattle, the demographer, William H. Frey, found.
In the middle of the decade, before the recession, the top five destinations were Riverside, Phoenix, Atlanta, Houston and Charlotte, N.C., according to the analysis, which was based on Census Bureau data. Austin ranked ninth in that period, and Las Vegas was No. 10.
Compare Wisconsin & Texas NAEP scores here (White students in Texas outscore Wisconsin students in Math) and have a smaller difference between black students.
A Capital Times perspective on Texas, here. A look at College Station vs. Madison, here
Indiana Charter schools, vouchers get lift
Gov. Mitch Daniels has never been patient when it comes to pushing progress for Indiana. And Tuesday night he implored legislators not to wait any longer on key education and local government proposals.
“Wishing won’t make it so. Waiting won’t make it so. But those of you in this assembly have a priceless and unprecedented opportunity to make it so. It’s more than a proposal, it’s an assignment. It’s more than an opportunity, it’s a duty,” he said.
Although some were searching for a hint about his presidential aspirations, Daniels used his seventh State of the State address to focus on Indiana – sticking to a familiar formula of highlighting successes and seeking improvement.
He reminded legislators of the progress they have made in road construction, cutting property taxes and keeping Indiana fiscally solvent. And he asked them to do more – much more.
Character & Fitness Fail for Graduate With ‘No Plan’ To Pay Off His Debts
Wow. Guy goes to law school, guy racks up a huge amount of debt, guy has no idea how he’ll pay off his debts. Sound familiar? Okay, here’s the twist: the guy failed the “character and fitness” component of the Ohio bar because he has no plan to pay off his loans.
What the hell kind of legal education system are we running where we charge people more than they can afford to get a legal education, and then prevent them from being lawyers because they can’t pay off their debts?
Because it’s not like Hassan Jonathan Griffin was in a particularly unique situation when he went before the Ohio bar. A year and a half ago, we wrote about a man who was dinged on his character and fitness review because he was $400,000 in debt. That’s an extraordinary case. Hassan Jonathan Griffin owes around $170,000. He has a part-time job as a public defender. He used to be a stockbroker. He’s got as much a chance of figuring out a way to pay off his loans as most people from the Lost Generation.
How to Spend $100 Million to Really Save Education
Anya Kamenetz, via a James Dias email:
The elite has become obsessed with fixing public schools. Whether it’s Ivy League graduates flocking to Teach for America or new-money foundations such as Gates, Broad, and Walton bestowing billions on the cause, “for the under-40 set, education reform is what feeding kids in Africa was in 1980,” Newark, New Jersey, education reformer Derrell Bradford told the Associated Press last fall.
Facebook founder Mark Zuckerberg is the latest entrepreneur to join this rush. He announced in late September that he planned to donate $100 million to the city of Newark to overhaul its school system. Zuckerberg, a billionaire by age 23, has little experience in philanthropy and no connection to Newark; he met the city’s mayor, Cory Booker, at a conference and was impressed with Booker’s ideas for school reform. Plans are still sketchy, but Zuckerberg has endorsed merit pay for teachers, closing failing schools, and opening more charters.
So will this princely sum produce a happy ending? Unlikely. The Zuckerberg gift, like all social action, is based on a particular “theory of change” — a set of beliefs about the best strategy to produce a desired outcome. The United Way has one theory of change about the best way to feed the hungry (direct aid funded by international private donations). Che Guevara had a very different one (self-help through armed revolution). Unfortunately, the theory of change behind the recent infusion of private money into public schools is based on some questionable assumptions: First, public schools will improve if they harness more resources. Second, charter schools and strong, MBA-style leaders are the preferred means of improvement. And third, a school’s success can be measured through standardized testing.
Could do better: Using international comparisons to refine the National Curriculum in England
Tim Oates, via a kind reader’s email:
Recent reviews of the National Curriculum have failed to harness the insights emerging from high quality transnational comparisons, according to a top academic.
In a Cambridge Assessment paper out today (Thursday 18 November 2010), Tim Oates, Group Director of Assessment Research and Development, said: “We should appraise carefully both international and national research in order to drive an evidence-based review of the National Curriculum and make changes only where justified, in order to avoid unnecessary disruption to the education system.
“However, simply importing another country’s classroom practices would be a gross error. A country’s national curriculum – both its form and content – cannot be considered in isolation from the state of development of these vital ‘Control Factors’*. They interact. Adjust one without considering development of the others, and the system may be in line for trouble.”
The paper – Could do better: using international comparisons to refine the National Curriculum in England – acknowledges that any revision of the Curriculum is a sophisticated undertaking and yet it is not the sole instrument of educational success.
In a foreword to Tim’s paper, the Rt Hon Michael Gove MP, Secretary of State for Education, supported the call for international evidence to be at the heart of curriculum reform and said:
Too many education cooks
For the two decades that California has had a secretary of education, the position has never made much sense. Appointed by the governor, with a staff of a dozen or so people, this post has no real authority because the state Constitution places responsibility for the schools under the elected superintendent of public instruction, the job recently assumed by Tom Torlakson. The secretary’s office has accomplished little and has had more than its share of turnover. Gov. Jerry Brown was right to get rid of it; that was an easy save of almost $2 million a year.
But to be completely clear, the secretary of education wasn’t the real problem. The underlying mistake is contained in the Constitution, which mandates an elected superintendent. Ideally, Brown would be able to do away with that post and the appointed Board of Education, bring the Education Department under his wing and streamline the bulky and often-contradictory administration of the public schools.
Paying for Scale: Results of a Symposium on CMO Finance
Allison Demeritt, Robin Lake, via email:
n April 2010, the Center on Reinventing Public Education (CRPE) and the Bill & Melinda Gates Foundation convened a group of researchers and financial analysts to discuss how to better understand the financing and sustainability of CMOs. The goals of the meeting were twofold: (1) to suggest a set of common ways of assessing CMO financial viability, and (2) to outline a research agenda for settling the most urgent CMO finance questions relevant to policy and practice.
The following themes emerged from the meeting:
For most CMOs financial self-sustainability is an aspiration, not yet a reality.
Public funding levels clearly limit, but may not fully explain, CMO scale-up difficulties.
CMOs are experimenting with different cost and service delivery models, but there is little evidence yet about which ones are most cost effective.
Politically and financially, CMOs need to figure out how to do more school turnarounds.
Technology and innovation are critical paths to sustainability.
Spending comparisons between CMOs and school districts are hard to do and not likely to yield much payoff.
There is at least as much speculation about CMO finance as there is fact: a rigorous research and development agenda is needed.
Does KIPP shed too many low-performers?
My colleague Valerie Strauss, creator and proprietor of the fabulous The Answer Sheet blog on this Web site, recently encouraged a spirited debate over attrition rates at KIPP schools. I wrote my last book, “Word Hard. Be Nice” about the birth and growth of KIPP, the charter school network most successful in raising student achievement. (The official name is now just KIPP, not the Knowledge Is Power Program.)
I still follow KIPP closely. I want this blog to be the go-to place for anyone who wants to keep up with important developments in the network of 99 schools in 20 states and the District. Valerie has graciously agreed to allow me to put those recent KIPP posts from the debate here, so you can easily follow the lines of reasoning and can read my views.
It began with a great post (despite its polite digs at me) by Richard D. Kahlenberg, the Century Foundation senior fellow who has provided much original thinking on how to improve the education of disadvantaged children:
K-12 Tax & Spending Climate: Rahm tells Chicago union bosses pensions have to be cut
Via the indispensable Labor Union Report, comes news that Chicago mayoral candidate Rahm Emanuel is bluntly telling union bosses that pensions will have to be cut:
In contrast to his main rivals in the mayor’s race, Rahm Emanuel has told labor leaders that he favors reducing pension benefits for the city’s existing work force and not just for new hires.
Although Mr. Emanuel has not yet publicly detailed his plan to confront the city’s perennial budget deficits and the severely underfinanced employee pension funds, he told union officials in a private meeting on Dec. 15 that he thought it could be necessary to cut the pensions of all employees, said people who attended the meeting.
Mr. Emanuel made the comments while he was being interviewed by leaders of the Chicago Federation of Labor. That umbrella group for 300 unions has not yet endorsed any of the candidates who will be running in the Feb. 22 election to succeed Mayor Richard M. Daley, who is retiring.
“The sticking issue for all of us is the pension issue,” said a labor activist who attended the meeting with Mr. Emanuel. “I can’t tell my members we are going to support a guy who is going to cut your pensions.”
Los Angeles Names New Schools Chief
Stephanie Banchero & Tamara Audi:
Los Angeles named a new schools chief Tuesday, selecting a longtime educator known for his aggressive efforts to overhaul teachers’ evaluations and link their pay to student achievement.
John Deasy, 50 years old and a former official at the Bill and Melinda Gates Foundation, will succeed Ramon C. Cortines, 78, who has headed the nation’s second-largest school system for two years and said he planned to step down this year.
Mr. Deasy’s appointment was widely expected after he was hired as deputy superintendent last August.
Board members of the Los Angeles Unified School District approved a three-year contract with Mr. Deasy in a 6-0 vote, with board member Steve Zimmer abstaining.
“Having had the opportunity to observe Dr. Deasy at work these past few months left me with no doubt in his ability to lead this district despite the uncertainty of the state’s fiscal situation and the challenges that lay before us,” school board Vice President Richard Vladovic said in a statement.
The New Subject-Test Math: 2 = 3
THE nation’s most selective universities have long required three SAT subject tests. But with the introduction of writing sections on the SAT and ACT in 2005, colleges have been gradually reducing the subject-test requirement.
This admissions cycle, Harvard has jumped on the two-test bandwagon, and Georgetown is “strongly” recommending three instead of requiring them. The most subject tests that any American college now requires is two, according to the National Association for College Admission Counseling. For 18 institutions, the ACT is good enough — no subject tests required at all.
The writing test has been found to be a good indicator of future academic success, says Jeff A. Neal, a Harvard spokesman.
America ignores education funding at our own peril
Over the long term, the only way we’re going to raise wages, grow the economy and improve American competitiveness is by investing in our people – especially their educations.
Yet we’re falling behind. In a recent survey of 34 advanced nations by the Organization for Economic Cooperation and Development, our kids came in 25th in math, 17th in science and 14th in reading. The average 15-year-old American student can’t answer as many test questions correctly as the average 15-year-old student in Shanghai.
I’m not one of those who believe the only way to fix what’s wrong with American education is to throw more money at it. We also need to do it much better. Teacher performance has to be squarely on the table. We should experiment with vouchers whose worth is inversely related to family income. Universities have to tame their budgets for student amenities that have nothing to do with education.
But considering the increases in our population of young people and their educational needs, and the challenges posed by the new global economy, more resources are surely needed.
School Choice Expansion Key to Wisconsin’s Re-emergence as Innovator
With the Republican takeover of state government this year, educational reformers have high hopes for change. The administration of Governor Jim Doyle did little to promote educational reform. Nowhere was that more evident in the state’s double failure to win Race to the Top federal funds when Wisconsin’s application failed to demonstrate movement in educational reform.
Doyle proposed a mayoral takeover of the struggling Milwaukee Public Schools after the federal Race to the Top funding competition was launched. The proposed mayoral takeover did not offer sufficient justification to win over opponents and the effort failed in the Democrat-controlled legislature.
Meanwhile, Wisconsin’s two applications for federal Race to the Top funding did not even make the list of finalists. The main reason for the failures was the lack of teacher accountability for student performance.
Doyle’s other record on education is an obstacle to other reforms, especially when it comes to school choice.
Wisconsin is certainly ripe for curricular and choice innovation.
K-12 Tax & Spending Climate: Downturn’s Ugly Trademark: Steep, Lasting Drop in Wages
In California, former auto worker Maria Gregg was out of work five months last year before landing a new job–at a nearly 20% pay cut.
In Massachusetts, Kevin Cronan, who lost his $150,000-a-year job as a money manager in early 2009, is now frothing cappuccinos at a Starbucks for $8.85 an hour.
In Wisconsin, Dale Szabo, a former manufacturing manager with two master’s degrees, has been searching years for a job comparable to the one he lost in 2003. He’s now a school janitor.
They are among the lucky. There are 14.5 million people on the unemployment rolls, including 6.4 million who have been jobless for more than six months.
But the decline in their fortunes points to a signature outcome of the long downturn in the labor market. Even at times of high unemployment in the past, wages have been very slow to fall; economists describe them as “sticky.” To an extent rarely seen in recessions since the Great Depression, wages for a swath of the labor force this time have taken a sharp and swift fall.
In Our View: Pre-K to Ph.D.? Governor wants to reform education, but is consolidation a good idea?
Gov. Chris Gregoire has several good ideas about reforming public education. Her most dramatic recommendation — consolidating several agencies into one Department of Education — warrants consideration because consolidation often is an effective strategy during tough economic times. We made that point in a Dec. 17 editorial applauding Gregoire’s proposal to merge 21 state agencies (not including education departments) into nine agencies.
But several concerns must be resolved before this giant merger is pursued. First, consider the size of that monolithic mega-bureaucracy. It would include four operations that currently are distinct and sovereign: the Department of Early Learning, the Office of the Superintendent of Public Education (which runs K-12 education, described in the state constitution as the state’s “paramount duty”), the State Board of Community and Technical Colleges and the Higher Education Coordinating Board. Trying to align all of those diverse and complex missions into a Cabinet-level department could create a bureaucratic briar patch so thick that it would defeat the purpose of consolidation.
Low Income Vouchers for Indiana
Supporters of expanded charter schools and school vouchers say most Hoosiers want more education options for their children, and Republican Gov. Mitch Daniels will outline plans Tuesday to bring those choices to more Indiana families, especially low-income ones.
Advocates met at the Statehouse Monday to push education proposals that have renewed life during this legislative session because of support from Daniels and leaders in the GOP-controlled House and Senate. They say a poll they’ve paid for shows two-thirds of the state supports vouchers and expanded charter schools.
“This session brings the best opportunity for education reform in a generation,” said Luke Messer, executive director of School Choice Indiana.
Are U.S. Parents Too Soft?
How do we motivate our children to succeed in school, and in life? It’s a fundamental question that animates every parent’s juggle, and there are as many answers as there are families. Amy Chua, author of the new book “Battle Hymn of the Tiger Mother,” shares her own forceful, unyielding answer in an excerpt published in Saturday’s Review section.
Near the beginning, Ms. Chua writes, “Here are some things my daughters, Sophia and Louisa, were never allowed to do:
Kids in Milwaukee choice program still 17% more likely to finish, study says
High school graduation rates increased for both Milwaukee Public Schools students and low-income city children using vouchers to attend private schools in 2008-’09, but voucher students are still more likely to graduate than their public school peers, according to data released Monday.
The latest findings add a seventh year of data – for 2008-’09 – to a study that has followed the graduation rates of both groups of students since 2002-’03.
Because the latest graduation rate went up 5 percentage points from the previous year for both Milwaukee Parental Choice Program and MPS students, the report contends that choice (also called voucher) students were 17% more likely to graduate from high school than children in MPS over the past two years of the study.
For voucher school students, the graduation rate increased to 82% in 2008-’09; for MPS students, it increased to 70%, the study says.
Wisconsin is ripe for many more student/parental choices.
The Improvisational Brain
One summer at the annual Bremen Music Festival in Germany, Robert Levin, a classical pianist, was in the midst of improvising a passionate and wild cadenza during Beethoven’s “C Major Piano Concerto.” A cadenza is a passage in a concerto during which the orchestra ceases and a soloist strikes out on his own, improvising within the style of the piece. Up until the early nineteenth century, many classical composers wrote space for these cadenzas within their works. Levin is one of a handful of musicians who has taken it upon himself to revive the practice of classical improvisation. He is world renowned for his ability to effortlessly extemporize in the styles of several composers, including Mozart, Beethoven, Schubert and Mendelssohn. In this particular concert, however, Levin had gotten himself into a bit of a pickle.
“I was going whole hog,” Levin said, thanks to the permission Beethoven gave his renderers to modulate or change keys during his cadenzas. “I had gone really far afield and was in F sharp major. That’s as far away from C major as you can possibly get because if you keep going, you start to get closer to the other side.”
Why history book mistakes can be good
In high school, I was a nerd with political ambitions, desperate for popularity. My U.S. history teacher encouraged criticism, giving me a chance for glory when, during the usual Friday game of 20 questions, he said the thing we were trying to guess occurred in the 19th century.
We failed to get the right answer: the Alien and Sedition Acts. That meant extra weekend homework. But, I thought to myself excitedly, wasn’t he wrong? Weren’t the acts in the Adams administration, late 1790s? “Mr. Ladendorff, will you cancel the homework if I can show that happened in the 18th century?” He nodded. I found the citation. Cheers! Pleasant looks from girls! For a few minutes, I was the hero.
The controversy over errors in Virginia history books, well covered by my colleague Kevin Sieff, reminds me of the best day I ever had in high school. It makes me wonder whether the delights of detecting errors by authoritative educators and their textbooks might turn the scandal into ways to make history classes, at least in high school, more exciting.
The Newest College Credential
EDUCATION, students are frequently told, is the key to a better job. First, finish high school. Then, go to college and get a degree. For those with higher aspirations, try for a master’s.
But increasingly, there is another way. Short vocational programs leading to a certificate are becoming the kudzu of the educational world. There’s a program for virtually any skill, from interior design to paralegal to managing records at a doctor’s office. Instead of investing in a master’s, professionals itching to move up the career ladder can earn certificates in marketing strategies, credit analysis or even journalism.
In an economy that increasingly rewards specialization, more and more institutions — from the ones that advertise on late-night cable to the most elite of universities — are offering these programs, typically a package of five or six courses, for credit or not, taken over three to 18 months. Some cost a few thousand dollars, others tens of thousands.
Response to Madison West High Parents’ Open Letter
Madison School Board Member Ed Hughes:
As to the first point, I wish people were a bit less concerned about what will inconvenience or irritate our teachers and a bit more concerned about what’s best for our students. I think it is absolutely correct that the alignment plan will reduce the autonomy of teachers. Classes will have to be designed and taught against an overriding structure of curricular standards that will need to be addressed. I think that is a good thing.
We’d all like the freedom and autonomy to be able to define our own job responsibilities so that we could spend our time exclusively on the parts of our jobs that we particularly like and are good at, but that is certainly not the way that effective organizations work. I believe that teachers need to be held accountable for covering a specific, consistent, coherent and rigorous curriculum, because that is what’s best for their students. I don’t see how holding teachers to curriculum standards should inhibit their skills, creativity or engagement in the classroom.
The second point concerns 9th and 10th grade accelerated class options and the accusation that this will result in “segregation.” This line of argument has consistently bothered me.
We don’t hear much from African-American parents who are upset about the possibility of accelerated classes because, as the open letter puts it, they will result in “more segregation.” On the contrary, we on the Board have heard a number of times from middle class African-American parents who are dissatisfied, sometimes to the point of pulling their kids from our schools, because their kids regularly experience situations where well-meaning teachers and staff assume that because the kids are African-American, they’ll need special help or won’t be able to keep up with advanced class work. I think that frustration with this essentially patronizing attitude has contributed to community support for the Madison Prep proposal. It seems to me that the open letter suggests the same attitude.
It will be interesting to see how the course options play out. I suspect this will be a marathon, as it has been since the grant driven small learning community initiative and the launch of English 10 some years ago.
I very much appreciate Ed’s comments, including this “a bit more concerned about what’s best for our students”.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
- An Update on Madison’s High School Reforms
- Madison School District High School Planning Meeting Video
More here.
“Overall, had MPS graduation rates equaled those for MPCP students in the classes of 2003 through 2009, the number of MPS graduates would have been about 18 percent higher.”
In coming months the future of education in Milwaukee and Wisconsin will receive much attention as elected officials seek to raise academic outcomes while facing a multi-billion dollar state budget deficit. In this challenging environment, Governor Walker and members of the Legislature would be wise to consider the results reported here on high school graduation rates in Milwaukee.
Using seven years of data, University of Minnesota Professor John Robert Warren, a recognized expert in the field, tracks graduation rates for students in the Milwaukee Parental Choice Program (MPCP) and the Milwaukee Public Schools (MPS). Professor Warren estimates that low-income school choice students were about 18% more likely to graduate from high school than students from across the economic spectrum in MPS. Significantly, he reports that these results occurred during a period when the historically low MPS graduation rate was increasing.
Thus, in one of the most important measures of educational achievement — high school graduation — recent developments in Milwaukee are positive, both for choice students and for students attending MPS. Professor Warren explains that separate research being conducted at the University of Arkansas will address whether expanded choice for Milwaukee parents has caused the higher rates reported here.
The MPCP, now twenty-one years old, serves more than 20,000 students. It saved state taxpayers $37 million in FY 2009. As this report shows, it achieved higher graduation rates than MPS in six of seven years studied. Had MPS attained the same graduation rate achieved in the MPCP, an additional 3,939 Milwaukee students would have received diplomas between 2003 and 2009. According to authoritative research cited in the Milwaukee Journal Sentinel, the annual impact from an additional 3,939 MPS graduates would include an additional $24.9 million in personal income and approximately $4.2 million in extra tax revenue.
Unfortunately, benefits for high school students in the MPCP are at risk. This is because increased regulation and funding cuts threaten the viability of private high schools participating in the MPCP. For example, tax support for these schools is less than 45 per cent of the public support for MPS schools. This is not financially sustainable, a fact that has caused private high schools in the MPCP to reduce freshmen enrollment despite high parent demand. For the first time in several years, the number of 9th graders entering the MPCP actually decreased in 2010-11.
Without regulatory relief and increased financial support, the kind of positive results reported here are in jeopardy.
In Budget Crises, an Opening for School Reform School systems can put students first by making sure any layoffs account for teacher quality, not seniority.
In the past year, 46 states grappled with budget deficits of more than $130 billion. This year could be worse as federal recovery dollars dry up. And yet, for education reform, 2011 could be the best of times.
California, to name one example, bridged its $25.4 billion budget gap by cutting billions from public education. It is now forced to cut another $18 billion to fill its current deficit. State executives and legislatures face severe choices and disappointments that could undo political careers and derail progress.
On the bright side, public support is building for a frontal attack on the educational status quo. And policy makers are rising to the challenge, not only because their budgets are tighter than ever, but also because they see an opportunity to reverse the current trend of discouraging academic results for our children.
Three weeks ago, I founded StudentsFirst, a national organization to defend and promote the interests of children in public education and to pursue an aggressive reform agenda to make American schools the best in the world. In the first 48 hours, 100,000 Americans signed up as members, contributing $1 million in small online donations.
Chance to improve education a primary factor in a Proposed Charter School
A smattering of cynicism can be necessary, even beneficial, when dealing with things that are new.
It’s when a lack of understanding causes something with potential benefit to be viewed through jaundiced eyes that the cynicism can become a roadblock.
Take as an example ongoing discussion about a proposal to create a charter school for Jacksonville.
The sticking point in the months since the proposal for 8 Points Charter School was unveiled has not been the need or the curriculum, but rather the dollars and cents.
This should not become a bottom-line decision. While money has to be a concern given the sealed-wallet finances across the state, the greater question should be “is it something Jacksonville needs right now?”
The answer seems to be “yes.”
Washington Governor Gregoire’s educational reforms: good luck on that
Gov. Gregoire’s’ bold new proposals for an integrated education department? Great in concept (in fact, much needed). Hard to do. Even harder to insure better results than we’re getting now.
That’s how I’d summarize Gov. Gregoire’s proposal to replace the various boards of education with a cabinet-level Department of Education.
First, the need: Sure, the state Board of Community and Technical Colleges, the Higher Education Coordinating Board, and the Board of Education for K-12 schools — not to mention the entire Office of the Superintendent of Public Instruction whose incumbent has already acquitted himself poorly in this debate — all these bodies represent separate silos and have a tough time making their goals and systems fit together. Worse though, they’re also creaky and inefficient, a poor system for making (or changing) policy. (The proposed new department would also absorb the recently created Department of Early Learning which already reports to the governor.)
Charter schools are the public education wave of the future
In last week’s Jackson Sun online poll, about two-thirds of 622 responders said they are against establishing a public charter school in East Jackson. Often the contrarian when it comes to public opinion, I am here to argue in favor of the school.
harter schools present an opportunity for innovation in public education. They are tools that can help move public education away from its 19th and 20th century education model. Charter schools are allowed to operate outside of the traditional public education rulebook, and for good reason. Innovation demands new approaches to old problems. Charter schools do have to meet federal guidelines regarding non-discrimination and other fairness laws, but beyond that, they are free to try new ideas to meet student needs.
This is especially important in today’s technology-driven world where people get to individualize nearly every aspect of their lives. But public K-12 education has, for the most part, failed to keep up with this trend. Public education still is a homogenized, generic system. Classrooms and curricula in Los Angeles differ little from classrooms and curricula in Boston. There is little innovation in higher education teacher training as teachers are cranked out cookie-cutter fashion ready to step into a K-12 classroom to pick up where the last teacher left off.
Effort to Restore Children’s Play Gains Momentum
SARAH WILSON was speaking proudly the other day when she declared: “My house is a little messy.”
Ms. Wilson lives in Stroudsburg, Pa., a small town in the Poconos. Many days, her home is strewn with dress-up clothes, art supplies and other artifacts from playtime with her two small children, Benjamin, 6, and Laura, 3. “I let them get it messy because that’s what it’s here for,” she said.
Ms. Wilson has embraced a growing movement to restore the sometimes-untidy business of play to the lives of children. Her interest was piqued when she toured her local elementary school last year, a few months before Benjamin was to enroll in kindergarten. She still remembered her own kindergarten classroom from 1985: it had a sandbox, blocks and toys. But this one had a wall of computers and little desks.
“There’s no imaginative play anymore, no pretend,” Ms. Wilson said with a sigh.
St. John’s program helps athletes make transition to collegiate level
Myles Henry had no idea what his future held. The former Nicolet standout was struggling with his ACT scores last summer and his collegiate choices were limited.
Russell Finco was equally confused. The former Arrowhead standout went to St. Cloud State in June to begin a football career. But Finco suffered the latest in a string of concussions, was told to quit football and was in limbo.
Neither player ever dreamed he’d wind up being part of the postgraduate basketball program at St. John’s Northwestern. Today, both are thrilled to be Lancers.
St. John’s began a basketball program this season for high school graduates who have the potential to play collegiately but need an extra year of preparation. The student-athletes retain all their collegiate eligibility and get an extra year to improve their games and their grades.
New Jersey Governor Christie: Education tops State of the State speech
New Jersey Gov. Chris Christie will lay out his ideas for overhauling teacher tenure, giving parents a choice in where their children attend school and shoring up a teetering public worker pension system in his first State of the State address.
Christie told The Associated Press in an interview that he plans to stick to three themes Tuesday in a speech that will top out at under 30 minutes: education reform; changes to the pension and health benefits funds for government workers, teachers, police and firefighters; and responsible budgeting.
“It’s going to be brisk and direct,” Christie said of the speech, “talking about those things and why they’re so important to the future of the state. We’ll do a little bit of a review of where we’ve been and what we accomplished our first year in office, but the majority of the speech will be talking about those three big issues to me.”
Rhee’s New Group Calls for Changes in Education
Michelle Rhee, who gained national attention as the chancellor of schools in Washington, D.C., called Monday for giving students government-funded vouchers to attend private schools, rating principals based on student achievement and getting rid of teacher tenure.
The release of the blueprint was the first formal action of Ms. Rhee’s new advocacy group, StudentsFirst, which she launched in December, after leaving her job heading D.C. schools in October. Ms. Rhee said she was in discussions with the governors of Florida, New Mexico, New Jersey, Tennessee, Nevada and Indiana to adopt part, if not all, of the agenda.
In an interview Monday, Ms. Rhee said she recognized her platform would be controversial and tough to implement but that her group could help push through the changes.
StudentsFirst has attracted 140,000 members, including nearly 20,000 teachers, and collected $1.4 million in contributions, Ms. Rhee said. She has said her group would donate to political campaigns and help school districts fund chosen strategies.
Madison Country Day School’s Prairie Hawk Scholarships
Madison Country Day School, via a kind reader:
Want to see how far your talent and hard work can take you? Apply for an MCDS Prairie Hawk Scholarship and find out!
One-year, full-tuition scholarships are available for new students applying for admission to fifth through ninth grade for the 2011-12 school year.
High Tech Help
http://www.nytimes.com/2011/01/09/education/09tech-t.html?ref=edlife
YOU might say it all started with spell-check. In the 1980s, with the introduction of word processing programs like WordPerfect, it became apparent that computerized proofreaders could come to the rescue of struggling spellers and bad typists. Thirty years later, an ever-growing array of assistive technology is available to help students read, write term papers and take tests. From pens that can remember to text that can talk, such technologies are now being held up as important tools for students with learning disabilities like dyslexia, dysgraphia (trouble writing) and attention deficit hyperactivity disorder.
“These technologies help level a playing field for individuals who would not be able to demonstrate their capabilities as learners,” says Brant Parker, director of learning and innovation technology for the Calgary Board of Education in Canada. In his district, at least 90 public schools are using Dragon Dictate, a voice-recognition program that does the typing for you.
Take the case of Michael Riccioli, who noticed that his teenage son was not comprehending a novel assigned in class. Mr. Riccioli transformed the book into an MP3 file using software called GhostReader, which scans texts and reads them aloud. His son listened to the file on his iPod while reading along. “All went well with his test on the book,” Mr. Riccioli says.
Mitch Henck & Don Severson Discuss Madison’s Forthcoming 4K Program
Madison Schools will press ahead with High School honors classes despite protests
Despite lingering concerns from some parents, students and teachers, the Madison School District will introduce 9th and 10th grade honors classes next fall at West High School — changes that prompted a student protest last fall.
Superintendent Dan Nerad said he discussed with staff over the weekend the possibility of not introducing the honors classes after school board members and parents raised questions at a meeting Thursday night.
Nerad said the decision comes down to following the district’s talented-and-gifted plan, which called for offering honors classes at all high schools starting in this current school year.
“This has already been put off a year,” Nerad said in an interview Monday. “We have an obligation to move forward with what’s been identified in the TAG plan.”
On Friday, 18 West parents sent a letter to the district asking that the honors classes be delayed.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
- An Update on Madison’s High School Reforms
- Madison School District High School Planning Meeting Video
More here.
Verona Chinese immersion classes off to a good start
Leilei Song, who teaches in Mandarin at the state’s first Chinese immersion school, reached back to her own childhood for a recent lesson with a combined kindergarten and first grade class.
She showed a Monkey King video — a favorite of hers when she was growing up in China — to the class at the Verona Area International School. A couple of her students, whose day is split between learning in Mandarin and in English, were very aware of how the video fits into lesson plans.
“We get to watch fun videos like Monkey King but they’re in Chinese,” kindergartener Zane Oshiro, 5, said.
“So we’re learning,” added first grader Mikala Feller, 6.
Brits see Alberta schools as exceptional example
The United Kingdom is looking to Alberta’s education system to see why students here consistently earn top marks in international testing.
A British multimedia company has produced a video series called Lessons from Alberta to examine why Alberta’s public education system is so successful. The two 20-minute videos were released last month by Teachers TV, a free online service that offers educational videos and resources to people working in the British school system.
“Alberta, in Canada, has the highest performing schools in the English-speaking world,” says a summary of one of the videos on the Teachers TV website. “This video explores the roots of the region’s success, accountability, curriculum and teacher professionalism.”
Quest to reform education in Oklahoma leads Barresi into state superintendent’s post
Sixteen years ago, Janet Barresi wanted to find a better middle school for her two sons. Eventually, she landed at the front of Oklahoma’s charter school movement and took up education reform as a full-time job.
Barresi starts Monday as the new state superintendent of schools, succeeding Sandy Garrett.
In the 1990s, Barresi and other parents persuaded the Oklahoma City school board to create a parent-run “enterprise” middle school, which became one of the state’s charter schools after the Legislature authorized them. She eventually started two charter schools and became president of the Oklahoma Association of Charter Schools.
Barresi spent more time on educational issues and sold her dental practice.
Issues facing MPS could get very ugly Election interest underwhelming
Less than a year after its impressive victory over those who wanted to put it to sleep, the Milwaukee School Board makes me think of famous moments from show business.
Unfortunately, those moments are Oliver Hardy telling Stan Laurel, “Another nice mess you’ve gotten me into,” and Rodney Dangerfield saying, “I don’t get no respect.” More specifically:
A Nice Mess: The budget. Every school board in Wisconsin could join in this one. But MPS messes are always bigger than everybody else’s. It is highly likely more than 300 jobs will be cut for next year as federal economic stimulus money and other grants dry up. Hundreds more jobs are likely to be lost because of the squeeze on general funds from the state and local property taxes. This could be very ugly, and the board probably will have little it can do about it.
No Respect: The empty school issue and legislative prospects in general. The board has been adamant about not selling the many empty schools MPS holds for use as schools. The board argues, Why help the charter and private school competition? So State Sen. Alberta Darling, now co-chair of the joint finance committee, and Common Council President Willie Hines announced last week they want to take power of these decisions from the board. Who’s going to stop them? Probably nobody, particularly not the board.
100 Extensive University Libraries from Around the World that Anyone Can Access
Universities house an enormous amount of information and their libraries are often the center of it all. You don’t have to be affiliated with any university to take advantage of some of what they have to offer. From digital archives, to religious studies, to national libraries, these university libraries from around the world have plenty of information for you. There are many resources for designers as well. Although this is mainly a blog that caters to designers and artists I have decided to include many other libraries for all to enjoy.
Florida Education Reforms
As Florida’s governor, Jeb Bush shepherded a series of bold yet divisive school proposals into law.
A-plus Accountability Plan • Requires that students be tested annually, sets A-F letter grades for the state’s schools and allows students in persistently low-performing schools to transfer to higher-performing public schools.
The law — approved about three years before the enactment of the federal No Child Left Behind Act — also originally allowed families of students in persistently struggling schools to obtain vouchers to attend private schools.
Private School Option: Offered students average payments of about $4,200. The option ended when it was deemed unconstitutional by the Florida Supreme Court in 2006. But other voucher-type programs adopted during Bush’s tenure remain, including one that provides vouchers to students with disabilities to attend private schools. Another program, which offers corporations tax credits to cover private school tuition for low-income students, was expanded last year by Florida lawmakers.
Students Who Found New Ways to Give Back
Katie Zezima, Abby Ellin & Inyoung Kang:
A FEW weeks after he took the SAT, Jason Shah realized something more vexing to him than algebraic formulas or word usage problems: that many students can’t afford or access programs to prepare them for the test, and college.
The epiphany came in a West Philadelphia middle-school classroom that his sister ran as part of her Teach for America commitment. Many students had trouble with reading and spelling, and Mr. Shah, then 16, wondered how they would be able to study for the SAT in a few years.
He returned home to New Smyrna Beach, Fla., raised $10,000 from family and friends, found Web developers and began INeedaPencil.com, a Web site that offers free SAT prep, including lessons that use conversational language and sports analogies and full practice exams.
Learning With Disabilities
Ms. Nelson is paying most of her own way at Landmark, a two-year college exclusively for students with learning disabilities and A.D.H.D. She wants to graduate on time this spring, and with tuition and fees alone at $48,000 a year — more than any other college in the nation — she cannot give in to distraction.
“I have a lot riding on this,” says Ms. Nelson, who is also dyslexic. She wants to transfer to a four-year institution and get a bachelor’s degree — a goal that would have been out of reach, she says, had she not found Landmark three years after graduating from high school. If Ms. Nelson gets her associate degree in May after four semesters, she will buck the trend at Landmark.
Only about 30 percent graduate within three years; many others drop out after a semester or two. The numbers suggest that even with all the special help and the ratio of one teacher for every five students, the transition is not easy.
An Update on Madison’s High School Reforms
The issues are the failure of the MMSD Administration to follow basic practices of open inclusive governance and the implementation of segregative policies.
Below (and here) [70K PDF] is an open letter drafted and signed by 18 West High parents on Friday 1/7/2010. Understanding the letter requires some background and context. The background — along with the latest news and some final thoughts -follows.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
More here.
Why Chinese Mothers Are Superior Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? And what happens when they fight back?
A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it’s like inside the family, and whether they could do it too. Well, I can tell them, because I’ve done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do:
- attend a sleepover
- have a playdate
- be in a school play
- complain about not being in a school play
- watch TV or play computer games
- choose their own extracurricular activities
- get any grade less than an A
- not be the No. 1 student in every subject except gym and drama
- play any instrument other than the piano or violin
- not play the piano or violin.
‘Daydream’ switch stays on in ADHD
New evidence suggests children with ADHD have trouble switching off the “daydreaming” regions in the brain that often interfere with concentration, particularly on tedious tasks.
Using a “Whac-a-Mole” style game, researchers found evidence from brain scans that children with ADHD require either much greater incentives–or their usual stimulant medication–to switch off those regions and focus on a task. The findings are published in the Journal of Child Psychology and Psychiatry.
“The results are exciting because for the first time we are beginning to understand how in children with ADHD incentives and stimulant medication work in a similar way to alter patterns of brain activity and enable them to concentrate and focus better,” says Chris Hollis, a professor of health sciences at the University of Nottingham. “It also explains why in children with ADHD their performance is often so variable and inconsistent, depending as it does on their interest in a particular task.”
Rethinking Advanced Placement
WHEN Joan Carlson started teaching high school biology more than 30 years ago, the Advanced Placement textbook was daunting enough, at 36 chapters and 870 pages. But as an explosion of research into cells and genes reshapes our sense of how life evolves, the flood of new material has been staggering. Mrs. Carlson’s A.P. class in Worcester, Mass., now confronts a book with 56 chapters and 1,400 pages, along with a profusion of animated videos and Web-based aids that supplement the text.
And what fuels the panic is that nearly every tongue-twisting term and microscopic fact is fair game for the year-end test that decides who will receive college credit for the course.
“Some of the students look at the book and say, ‘My gosh, it’s just like an encyclopedia,’ ” Mrs. Carlson says. And when new A.P. teachers encounter it, “they almost want to start sobbing.”
A Professor Disagrees with Putting Grades Online
A FEW weeks after I started a tenure-track job last semester at the State University of New York at New Paltz, an e-mail message landed in faculty in-boxes relaying the news that an online textbook-rental company had requested records for all grades awarded on campus since 2007.
The company, Chegg.com, wanted grade distributions — how many A’s, B’s, C’s, etc., were given — organized by semester, course section and instructor, without individual student information. The request was made under New York’s Freedom of Information Law, which allows the public to access state government records. That definition covers grades at state universities, according to SUNY New Paltz lawyers. So the administration had to give up the goods.
Chegg, a rapidly growing company backed by more than $221 million in venture and debt capital, sent similar requests to 533 colleges and universities, according to Tina Couch, its vice president of public relations. The company is in the process of uploading the grades on CourseRank.com, a class planning Web site that Chegg acquired in August. Students who register for CourseRank will be able to take into account a professor’s grade distribution, along with peer reviews and ratings, when deciding whether to take a class.
College’s Value Added: “Large Numbers Don’t Appear to be Learning Very Much”
AT a time when recent graduates, age 24 and under, are experiencing a jobless rate of nearly 10 percent, a new study renews the debate over the value-added component of going to college.
The sociologists Richard Arum of New York University and Josipa Roksa of the University of Virginia tracked 2,300 students through four years of college and into the labor market. The first two years are chronicled in their forthcoming book, “Academically Adrift: Limited Learning on College Campuses” (University of Chicago Press).
This interview with Dr. Arum was conducted and condensed by Amanda M. Fairbanks.
Q. What piqued your interest in this topic?
A. For the last several decades, we’ve evaluated learning in K-12 education. But there’s never been a serious attempt to follow kids through college. We conclude that large numbers don’t appear to be learning very much.
Gov. Jerry Brown replaces seven state Board of Education members Several proponents of charter schools are removed. Many see the influence of the teachers union.
n one of Gov. Jerry Brown’s first official acts this week, he sacked the majority of the state Board of Education, replacing several vocal proponents of charter schools, parent empowerment and teacher accountability.
A broad range of educators, policy makers and others say the move was widely believed to be the handiwork of the California Teachers Assn., which heavily supported Brown in his gubernatorial campaign. The union’s support will be vital if he, as expected, places measures on the June ballot to temporarily raise taxes to ease the state’s budget deficit. It also appears to delay a key vote about parents’ power to reshape failing schools — an effort opposed by the union — leading to strong criticism of the governor from fellow Democrats.
“No doubt about it, this is in part looking at the November election first and foremost, and then of course upcoming elections,” said former state Sen. Gloria Romero, a Los Angeles Democrat.
Citing ‘Brainwashing,’ Arizona Declares a Latino Class Illegal
The class began with a Mayan-inspired chant and a vigorous round of coordinated hand clapping. The classroom walls featured protest signs, including one that said “United Together in La Lucha!” — the struggle. Although open to any student at Tucson High Magnet School, nearly all of those attending Curtis Acosta’s Latino literature class on a recent morning were Mexican-American.
For all of that and more, Mr. Acosta’s class and others in the Tucson Unified School District’s Mexican-American program have been declared illegal by the State of Arizona — even while similar programs for black, Asian and American Indian students have been left untouched.
“It’s propagandizing and brainwashing that’s going on there,” Tom Horne, Arizona’s newly elected attorney general, said this week as he officially declared the program in violation of a state law that went into effect on Jan. 1.
Although Shakespeare’s “Tempest” was supposed to be the topic at hand, Mr. Acosta spent most of a recent class discussing the political storm in which he, his students and the entire district have become enmeshed. Mr. Horne’s name came up more than once, and not in a flattering light.
United Teachers Los Angeles dukes it out with Mayor Villaraigosa over education reform
In a December speech heard around the halls of LAUSD, Mayor Antonio Villaraigosa charged that United Teachers Los Angeles was the biggest obstacle to education reform. Ouch. With L.A. schools’ dismal ranking and graduation rates, he implored the teachers union to join the education reform team. Rather than going the “united we stand, divided we fall” route, however, he embarrassed the union. From the full transcript:
The Concord Review Showcases Journal Showcases The Dying Art of the Research Paper
William H. Fitzhugh, the cantankerous publisher of a journal that showcases high school research papers, sits at his computer in a cluttered office above a secondhand shop here, deploring the nation’s declining academic standards.
“Most kids don’t know how to write, don’t know any history, and that’s a disgrace,” Mr. Fitzhugh said. “Writing is the most dumbed-down subject in our schools.”
His mood brightens, however, when talk turns to the occasionally brilliant work of the students whose heavily footnoted history papers appear in his quarterly, The Concord Review. Over 23 years, the review has printed 924 essays by teenagers from 44 states and 39 nations.
The review’s exacting standards have won influential admirers. William R. Fitzsimmons, Harvard’s dean of admissions, said he keeps a few issues in his Cambridge office to inspire applicants. Harvard considers it “something that’s impressive,” like winning a national math competition, if an applicant’s essay has appeared in the review, he said.
Transparency: Wichita School District Puts Checkbook Online
In an effort to be transparent in the district’s budget transactions, the Wichita Public Schools launched its District Checkbook on its website. Superintendent John Allison made the announcement during the South Central Legislative Delegation meeting at Wichita State University on January 6.
“Many community members ask questions about school budgets, and this is a way to allow taxpayers to review transactions by month for the fiscal year, to see which fund is used, and the function for that transaction,” said Superintendent Allison.
The District Checkbook shows every item the district purchases and what the purchases were for including instruction, support and bond construction. The items are reported by the categories defined by the State of Kansas and the categories are consistent throughout Kansas’ school districts.
Wichita spends $12,631 per student (50,033 students) via a 632,000,000 budget. Madison spent $15,241 per student in 2009-2010.
Q & A: Charter School Proposal for Madison Preparatory Academy for Young Men
APPENDIX MMM-7-21 January 31, 2011
Urban League of Greater Madison
SUMMARY
On December 6, 2010, the Urban League of Greater Madison presented an initial proposal for the establishment of Madison Preparatory Academy for Young Men (a non-instrumentality all-boys secondary charter school) to the Planning and Development Committee of the MMSD Board of Education. During the discussion that followed, Board members agreed to submit follow-up questions to the Urban Leagne, to which the Urban Leagne would respond before the next meeting of the Planning and Development Committee. Questions were submitted by Ed Hughes and Lucy Mathiak. Furthermore, Arlene Silveira submitted questions presented to her by several connnunity members. Below each numbered Board member question, you will find the ULGM response.
1. Ed Hughes: Do you have a response to the suggestion that your proposal may violate Wis. Stat. sec. 118.40(4)(c) other than that you also intend sometime in the future to develop and operate a school for girls? If so, what is the response?
ULGM: Please refer to our letter to MMSD Board of Education members that responded to the ACLU’s opposition to Madison Prep. The answer to your question is contained in that letter. We have attached the letter to this document for your review.
2. Ed Hughes: To the extent the information is available to you, please list the 37 or so non instrumentality charter schools currently operating in Wisconsin.
ULGM: The following list of non-instrumentality charter schools currently operating in Wisconsin was compiled from the 20 I 0-20 II Charter Schools Yearbook published by the Department of Public Instruction. You can find the complete Yearbook online at: http://dpi.wi.gov/sms/pdf/2010.llyearbook.pdf
1. Barron, North Star Academy
2. Cambridge, JEDI Virtual High School
3. City of Milwaukee, Central City Cyberschool
4. City of Milwaukee, Darrell Lynn Hines (DLH) Academy
5. City of Milwaukee, Downtown Montessori Academy
6. City of Milwaukee, King’s Academy
7. City of Milwaukee, Milwaukee Academy of Science
8. Grantsburg, Insight School of Wisconsin
9. Hayward, Hayward Center for Individualized Learning
10. Hayward, Waadookodaading Charter School
11. McFarland, Wisconsin Virtual Academy
12. Milwaukee, Carmen High School of Science and Technology
13. Milwaukee, Highland Community School
14. Milwaukee, Hmong American Peace Academy (HAPA)
15. Milwaukee, International Peace Academy
16. Milwaukee, La Causa Charter School
17. Milwaukee, Milwaukee Community Cyber (MC2) High School
18. Milwaukee, Next Door Charter School
19. Milwaukee, Wings Academy
20. Milwaukee, Wisconsin Career Academy
21. Nekoosa, Niikuusra Community School
22. New Lisbon, Juneau County Charter School
23. New Richmond, NR4Kids Charter School
24. Sheboygan, Lake Country Academy
25. UW-Milwaukee, Bruce Guadalupe Community School
26. UW-Milwaukee, Business & Economics Academy of Milwaukee (BEAM)
27. UW-Milwaukee, Capitol West Academy
28. UW-Milwaukee, Milwaukee College Preparatory School
29. UW-Milwaukee, Milwaukee Renaissance Academy
30. UW-Milwaukee, School for Early Development & Achievement (SEDA)
31. UW-Milwaukee, Seeds of Health Elementary School
32. UW-Milwaukee, Tenor High School
33. UW-Milwaukee, Urban Day Charter School, Inc
34. UW-Milwaukee, Veritas High School
35. UW-Milwaukee, Woodlands School
36. UW -Milwaukee, YMCA Young Leaders Academy
37. UW-Parkside, 21st Century Preparatory School
38. Weyauwega-Fremont, Waupaca County Charter School
3. Ed Hughes: Do you have copies of any of the contracts Wisconsin non-instrumentality charter schools have entered into with their school districts? If so, please list the contracts and provide a copy of at least one of them.
ULGM: See attached contracts for Lake Country Academy in Sheboygan and the Wisconsin Virtual Academy in McFarland, which are both non-instrumentality charter schools.
4. Ed Hughes: To the extent the information is available to you, please list the amount ofper.student payment each non-instrumentality charter school in Wisconsin is contractually entitled to receive from its sponsoring school district.
ULGM: We have requested information from the DPI on the current per-student payments to each non-instrumentality charter school in Wisconsin, but we understand that DPI does not now have the information consolidated in one database. We expect that the per-student payment information will be available from DPI by January 17, and we will submit that information to the board and administration as soon as it becomes available from the DPI. The per-pupil payment to each district.authorized charter school in Wisconsin, including instrumentality and non-instrumentality charter schools, is determined through negotiations and mutual agreement between the school district, as the charter school authorizer, and the charter school developer/operator.
5. Ed Hughes: Please identify the minimum per-student payment from the school district that would be required for Madison Prep to be financially feasible from your perspective. If you don’t have a specific figure, provide your best estimate of the range in which that figure is likely to fall.
ULGM: The MMSD Superintendent and Assistant Superintendent-Business in agreement with us that more time is needed to present a projected minimum payment from the school district. DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.
6. Lucy Mathiak: Do you know what Madison Prep will cost the district? And do you know where the money will come from?
ULGM: We have an idea ofwhat our school will cost but as stated in the answer to question number 5, we are working through several costs and line items with MMSD’s Superintendent and Assistant Superintendent-Business. In Wisconsin, public charter schools are funded primarily by school districts or the state legislature (non-school district authorized schools). Generally, private funding is limited to 5% of costs during the budgeting process. However we will raise significantly more in private funding during the pre-implementation and implementation years of the school than we will in out years.
7. Lucy Mathiak: How the financial commitment asked of the district compares to the financial commitment to its existing schools?
ULGM: Assuming you mean existing traditional public schools, we will require more information from MMSD’s administration to make this comparison. Given that Madison Prep will be a new school and a non-instrumentality, there will be costs that Madison Prep has that the school system does not, and vice versa. However, we are firmly committed to ensuring our school is operated within the annual per pupil cost MMSD now spends to educate students in middle and high schools.
8. Community Member, via Arlene Silveira: First of all, has the funding that is indicated as part of the proposal actually been acquired or promised? The proposal indicates $100,000/ year from the Madison Community Foundation, but I can’t find any information from MCF itself about funding Madison Prep. All I can see is that they donated to the Urban League’s capital and Workforce campaigns. Will you check into this? Also, the proposal indicates $250,000/ year for 3 years from Partners for Developing Futures. Last year, despite having received 25 applications for funding from “education entrepreneurs,” this organization did not fund any of them due to the quality of the applications. How is the Madison Prep planning team able to claim this as a source of funding? Have promises been made?
ULGM: The Madison Community Foundation and Partners for Developing Futures were listed as potential revenue sources; these dollars were not committed. Our business plan followed the same approach as most business plans for start-up initiatives: listing prospective revenue sources. However, we do intend to pursue funding through these and other sources. Our private fundraising goals and needs in our five-year budget plan are reasonable.
9. Lucy Mathiak: What additional resources are needed to make the Madison Prep model work?
ULGM: Our school is designed as a demonstration school to be replicable, in whole or in part, by MMSD and other school systems. Therefore, we will not request more than the district’s own annual costs per pupil at the middle and high school levels.
10. Lucy Mathiak: What resources are in hand and what resources will you need to raise?
ULGM: We presently have $50,000 to support the planning of the school, with the offer of additional support. However, we will secure additional private and public funding once the Board of Education formally approves the DPI planning grant application/detailed proposal for Madison Prep.
11. Lucy Mathiak: Ifthere is a proposed endowment, what is the amount of the endowment in hand, the estimated annual rate of return, and the estimated income available for use?
ULGM: New charter schools generally do not budget for endowment in their first few years of operation. We intend to build an endowment at some point and have line items for this in Madison Prep’s budget, but these issues will be decided by the Board ofDirectors ofthe school, for which we will not begin recruiting until the Board of Education approves our DPI plauning grant application/detailed proposal.
12. Ed Hughes: Which parts of your proposal do you require non-instrumentality status to implement?
ULGM: Non-instrumentality status will be vital to Madison Prep’s ability to offer an extended school day, extended school year, as well as the expectations we have of teachers to serve as mentors and coaches to students. The collective bargaining contract between the Board of Education and Madison Teachers, Inc. would not allow for this added instructional time. Yet this added instructional time will be necessary in order for students to meet Madison Prep’s ambitious achievement goals. In addition, our professional development program will also require more hours of training. We also intend to implement other special activities for students and faculty that would not be allowed under MMSD and MTI’s collective bargaining agreement.
13. Ed Hughes: What will be the school’s admission policy? Please describe any preferences that the admission policy will include. To what extent will students who live outside ofthe Madison school district be considered for admission?
ULGM: Madison Prep will comply with all federal and state regulations relating to charter school admissions. In its inaugural school year (20 12-20 13), Madison Prep will be open to any 61h and 7’h grade male student residing within the boundaries of MMSD.
All interested families will complete an Enrollment Form at the Urban League’s offices, online, during community meetings and outreach activities, through local partners, or during a visit to the school (after it opens). If Madison Prep receives less than 45 enrollment forms for either grade (6 and 7) in the tirst year, all students’ who applied will be admitted. If the school receives more than 45 enrollment forms for either grade level in the first year, or enrollment forms exceed the seats available in subsequent years, Madison Prep will hold a public random lottery at a location that provides enough space for applicant students and families. The lottery will be held in accordance with DPI guidelines for random lotteries. If Madison Prep does not fill all available seats, it will continue its grassroots recruitment efforts until it reaches its enrollment goal.
14. Community Member, via Arlene Silveira: We know that Madison Prep won’t accept girls. Will it except boys with Autism or Aspergers? If a boy has a learning disability, will he be allowed to attend? What ifthis learning disability makes it not possible for him to perform above grade level on a standardized test? Will he be allowed in? And can they kick him out if his test scores aren’t advanced/proficient?
ULGM: Please see our answer to question #13. To be clear, Madison Prep will accept students with special learning needs, including students who speak English as a second language. As always, IEP teams will determine on a case-by-case basis if Madison Prep is an appropriate placement for special education students. No Madison Prep student will ever be expelled for academic performance.
15. Ed Hughes: An attraction ofthe proposed school is that it could provide the kind ofiutense academic and other sorts of support that could change the trajectories of its students from failure to success. How will you ensure that your school serves primarily students who require the sort of approach the school will offer in order to be successful?
ULGM: Please see our answer to question #13 and question #16 below. We will go to great lengths to inform parents about Madison Prep as an option for their child, and to recruit students and families to our school. We will over-market our efforts in low-income communities and through media, sports clubs, community centers, churches, employers, and other vehicles that reach these students and their parents. We are also exploring the legality of our ability to set an income goal or threshold for student admissions. Nonetheless, we believe that any young man, regardless of their family background, would be well served by Madison Prep.
16. Ed Hughes: To the extent yon know them, describe what the school’s stndent recruitment and marketing strategies will be.
ULGM: Madison Prep’s marketing plan will support three priorities and goals:
1. Enrollment: Recruiting, retaining, and expanding student enrollment annually -share Madison Prep with as many parents and students as possible and establish a wait-list of at least 20 students at each grade level by June I each year (with the exception of year one).
2. Staffing: Recruiting and retaining a talented, effective, and committed faculty and staff -field qualified applicants for each position in a timeframe that enables us to hire by June 30 each year.
3. Public Image and Support: Building, maintaining, and solidifying a base of support among local leaders, financial contributors, key partners, the media, and the general public.
To ensure the public is well acquainted with the school, Madison Prep, with the support of the Urban League of Greater Madison, will make use of a variety of marketing strategies to accomplish its enrollment, staffing, fundraising, and publicity goals. Each strategy will be phased in, from pre.launch of the school through the first three years of operation. These marketing strategies are less expensive and more sustainable with the budget of a new charter school than television, radio, and popular print advertisements. They also deliver a great return on investment if executed effectively. Each strategy will enable Madison Prep, with its limited staff, to promote itself to the general public and hard-to-reach communities, build relationships, sustain communications and achieve its goals.
A. Image Management: Madison Prep’s logo and images of young men projecting the Madison Prep brand will be featured on the school’.s website, in informational and print materials, and on inexpensive paraphernalia (lapel pins, emblems, ink pens, etc). Students will be required to wear uniforms that include a red or black blazer featuring the Madison Prep emblem, a sweater, a red or black tie, white shirt, black or khaki pants, and black or brown dress shoes. They will also have a gym uniform and athletic team wear that features the Madison Prep emblem. Additionally, Madison Prep will ensure that its school grounds, educational facility, and learning spaces are clean, orderly and well-maintained at all times, and that these physical spaces reflect positive images of Madison Prep students, positive adult males, community leaders, families, and supporters. Madison Prep’s Core Values will be visible through the school as well, and its students, faculty, staff, and Board of Directors will reflect an image in school and in public that is consistent with the school’s Core Values and Leadership Dimensions.
B. Grassroots Engagement: Madison Prep’s founders, Board members, volunteers, and its key staff (once hired) will go door-to-door in target neighborhoods, and other areas within MMSD boundaries where prospective candidates can be found, to build relationships with young men, families, and local community resource persons and advocates to recruit young men to attend Madison Prep. Recruiters will be dressed in the Madison Prep uniform (either a polo shirt, sweater or suit jacket/tie, each showing the Madison emblem, and dress slacks or skirt) and will visit homes in two person teams.
Madison Prep will also partner with City Council members, Advisory Neighborhood Commissioners, and local libraries to host community meetings year-round to promote the school in target neighborhoods and military bases. It will also promote the school to citizens in high traffic residential areas of the city, including metro stops, restaurants, community centers, community health agencies, and at public events. Madison Prep will engage the religious community as well, promoting the school to church leaders and requesting to speak before their congregations or have the church publicize the school during their announcements on Sundays and ministry activities during the week. Area businesses, hospitals, government agencies, foster care agencies, and mentorship programs will be asked to make information available to their patrons, clients, and families. Madison Prep will also seek to form partnerships with the Police Department and Court System to ensure judges, attorneys, neighborhood police officers, and family advocates know about the school and can make referrals of young men they believe will benefit from joining Madison Prep’s school community.
C. Online Presence & Partnerships: Madison Prep will launch a website and update its current Facebook and Twitter pages prior ·to the school opening to expand its public presence. The Facebook page for Madison Prep presently has more than 100 members, has been operational for less than 2 months, and has not yet been widely marketed. The page is used to raise awareness, expand support, communicate progress, announce activities and events, and promote small-donor fundraising campaigns. The website will be used to recruit students, staff, and eventually serve as an entry-point to a member only section on the Internet for faculty, students, and parents. Madison Prep will also seek to establish strategic alliance partnerships with service associations (100 Black Men, Sororities and Fraternities, Civic Clubs or Organizations, etc.), enlisting their participation in the school’s annual events. In addition, Madison Prep will establish partnerships with other public and private schools in the Madison area to recruit students, particularly elementary schools.
D. Viral Marketing: Madison Prep will use email announcements and social networking sites to share its mission, activities, employment opportunities, and successes with its base of supporters and will inspire and encourage them to share the information with their friends, colleagues, parents and young men they know who might be interested in the school. Madison Prep will add to its base of supporters through its other marketing strategies, collecting names and contact information when and where appropriate.
E. Buzz Marketing: Madison Prep will use subtle forms of marketing to recruit students and faculty, increase its donor and support base, and develop a positive public image. The school will maintain an influential board of directors and advisors, will engage notable people and organizations in the school, and will publicize these assets to the general public. The school will also prepare key messages and strategically involve its students, staff, and parents in key events and activities to market its brand -high achieving, thoughtful, forward thinking, confident and empowered young men who are being groomed for leadership and success by equally talented, passionate and committed adults. The messages, images, and quality of interactions that the broader community has with members of the greater Madison community will create a positive buzz about the school, its impact, and the success of its students.
F. School Visits & Activity Participation: Each year, from the week after Thanksgiving through the end of the school year, Madison Prep will invite prospective students and parents, funders, and members of the community to visit the school. A visit program and weekly schedule will be established to ensure that the school day and learning is not interrupted by visitors. Madison Prep will also establish an open visit policy for parents, and will create opportunities for them to leverage their ongoing involvement with the school and their young men. Through nurturing positive relationships with parents, and establishing an enviromnent where they are wanted and respected, Madison Prep will create spokespersons in the community who help grow its student body and community support. Finally, Madison Prep will host an annual community event that engages its school community with the greater Madison community in a day of fun, competitive events for families, and will serve as a resource to parents whose children do not attend Madison Prep by inviting them to participate in its Destination Planning workshops.
G. Popular Media: Madison Prep will allocate resources to market itself on Urban and News Radio during the peak student recruitment season in two phases. Phase I will take place in November 2011 and Phase 2 advertising will take place between Jannary and May 2012. To defray costs, Madison Prep will enlist the support of local and national celebrities for feature interviews, spotlights, and PSAs with Madison Prep’s Leadership to promote the school.
17. Community Member, via Arlene Silveira: It looks like the Charter school is aiming for 50% of its population to be low-income. The middle school my children will go to, Sherman, is 71% low income. Blackhawk is at 62%. Wright is 83%. Sennett is 65%. Cherokee is at 63%. Toki is at 51%. Can we, in good conscious, start a new school-designed to help low income students -that has a lower percentage oflow-income students than six of our existing middle schools?
ULGM: The Urban League has set the 50% low-income target as a floor, not as a ceiling. In fact, we expect that more than 50% of Madison Prep students will qualifY for free or reduced lunch.
Furthermore, we have chosen to use the 50% figure to allow us to be conservative in our budgeting process. No matter what the level of low income students at Madison Prep -50% or higher-the student achievement goals and overall program quality will remain unchanged.
18. Ed Hughes: Have you considered limiting admission to students who have scored minimal or basic on their WKCE tests?
ULGM: No. Madison Prep will be open to any male student who wishes to attend, regardless of past academic performance.
19. Ed Hughes: Some have suggested that Madison Prep could skim offthe most academically.motivated African-American students from the District’s middle and high schools, leaving fewer role models and academic peers for the African-American boys who remain in our existing schools. What is your response to that concern?
ULGM: The notion that charter schools skim off the most motivated students is a common misconception. First, this argument is not logical. Parents/caregivers ofchildren who are academically motivated and doing well in traditional public schools have little incentive to change their students’ educational environment. Those kids will likely stay put. When a parent, teacher, social worker, or school counselor recognizes that a child isn’t doing well in the traditional school and seeks an alternative, the charter school that is sought as an alternative does not in this process gain some advantage. In fact, research suggests the opposite. A 2009 study by researchers at Michigan State University, the University of Wisconsin, and Mathematic Policy Research examined charter schools from across the country to test the “skimming” theory. The researchers found no evidence of skimming. In fact, they found students who go to charter schools typically have LOWER test scores than their counterparts in traditional public schools. (Read the full paper at http://www.vanderbilt.edu/schoolchoice/conference/papers/Zimmer_COMPLETE.pdf)
20. Ed Hughes: Have you extended preliminary or informal offers of employment at Madison Prep to anyone? If so, identify to whom the preliminary or informal offers were made and for which positions.
ULGM:No.
21. Ed Hughes: What will he your strategy for recruiting teachers? What qualifications will you establish for teachers? Please describe the general range of salary and benefits you expect to offer to teachers.
ULGM: Teacher Recruitment -The overarching goal of teacher recruitment will be to hire a highly qualified, passionate, hard-working, diverse staff. The recruitment effort will include casting a wide net that allows Madison Prep to draw from the pool oflocal teachers as well as teachers statewide and nationwide who will embrace the opportunity to help build a school from the ground up. We will recruit though typical both typical means (postings on our website, WECAN, charter school association job pages) as well as through recruitment fairs outside of the state. Our hiring process will take place in early and mid spring rather than late spring and summer so that we may have a competitive edge in recruiting the teachers that are the best fit for Madison Prep. While the Head of School will be responsible for the hiring of teachers, he/she will engage a committee of teachers, community members, parents, and students in the process ofselecting teachers and other staff. In addition to a thorough interview, teacher candidates will be required to teach a sample lesson to a group of students, as well as other interview committee members. Teacher Qualifications-All teachers at Madison Prep will be licensed by the Department of Public Instruction.
General Salary Range and Benefits*-For the 2012-2013 school year, the salary for Master Teachers (of which there will be two) is currently projected to be $61,406 with a signing bonus of $2,000 and a maximum performance bonus of $2,750. The salary for general education teachers is currently projected to be $50,055 for the 2012-2013 school year, with a signing bonus of$2,000 and a maximum performance bonus of$1,750. Madison Prep intends to provide a full range of benefits to its teachers. *Salary and bonus figures are subject to change
22. Ed Hughes: MMSD already has a charter middle school with a very diverse student population -James C. Wright Middle School. If the school district chose to continue James C. Wright as an instrumentality charter school but modeled on your Madison Prep proposal, which components of your proposal do yon think could be implemented at the school and which components of your proposal could not?
ULGM: The Urban League is not in a position to determine how the fundamental elements ofthe Madison Prep proposal could or could not be implemented at James C. Wright Middle School. That determination would have to be made by the district administration and c01mnunity at Wright.
23. Community Member, via Arlene Silveira: Here is the annual report from one of the Urban League charter schools that the proposal cites as a model for Madison Prep:
http://www.doe.mass.edu/charter/reports/2009/annual/0471.doc This is a report from the school’s lO'” year in existence. Please note the test achievement goals and scores on page 4 and compare them with the extremely overconfident goals of the Madison Prep proposal. IfMadison Prep is serious about attaining the goal of 75% oftheir students scoring 22 or higher on the ACT or 1100 or higher on the SAT, how do they plan to achieve this and what will happen with those students who fail to meet this standard? What will happen to the teachers who don’t meet their quota ofstudent test scores above this level? Please investigate these questions in detail and within the framework of Madison Prep processes from admissions through expulsion.
ULGM: The reference to the New Leadership Charter School in Springfield, Massachusetts in the Madison Prep initial proposal was meant to show the precedent for the establishment of charter schools by Urban League affiliates; the New Leadership Charter School is NOT a model for Madison Prep, nor was this ever stated in the initial proposal. That said, Madison Prep IS serious about our student achievement goals related to the ACT and SAT. We plan to meet these goals through-as the proposal states-an all-male student body, the International Baccalaureate Curriculum, college preparatory educational program, Harkness Teaching, an extended school day and year,mentoring and coll1111unity support, and a prep year. Students will be carefully assessed for years leading up to these tests to ensure their preparedness. When formative assessments indicate re-teaching is needed in order to meet the goal, students will receive further individualized instruction. Madison Prep teachers will not have student test score “quotas.”
24. Lucy Mathiak: What would a timeline for the counterpart girls’ school look like?
ULGM: We would like to initiate the process for the girls’ school in the fall of 2012, with an opening aimed at 2014-2015.
I continue to believe that the fate of this initiative will be a defining moment for the Madison School District. If approved and implemented, it will, over time, affect other traditional schools within the District. If it is rejected, a neighboring District will likely step in.
Finally, I found the Urban League’s response to Ed Hughes’ question #5 interesting:
DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.
Madison School District School Safety Recommendations and Tactical Site Assessments
Luis Yudice, Safety/Security Coordinator Madison School District:
The Madison Metropolitan School District has the responsibility to provide a safe and secure learning environment for students and staff. To this end, the district periodically conducts assessments of its facilities and reviews its operating practices to ensure that all that can be done is being done to ensure the safety of our schools.
Background
Following a school shooting in the Weston School District in Cazenovia, Wisconsin in 2006, Superintendent Art Rainwater issued security reminders that included the following:
- Ensure that building security and door locking procedures are followed.
- Ensure that all non-employees in a building are identified and registered in the office.
- Ensure that communication systems, radios and PA’s are functioning.
- Have employees visibly display their MMSD identification badges.
- Be aware of the school’s security plan and of their role in security procedures.
- Communicate with and listen to students.
- Remind students that they should always communicate with staff and share information regarding any threats to the school or to other persons.
- Ensure that the school’s crisis team is in place.
Private Schools ‘Counsel Out’ the Unsuccessful
Thousands of parents trying to get their children into private schools are now busy mailing thank-you cards to admissions offices and biting their nails while waiting for word back.
But for a small number of parents who prevailed through this gantlet in the past, this time of year brings another kind of notice — that their child is on thin ice — as an even more painful process begins: the “counseling out” of students who are not succeeding.
Not discussed on schools’ tours or in their glossy pamphlets, counseling out is nonetheless a matter of practice at many private schools. Unlike the public school system, private schools are not obligated, and often not set up, to handle children having trouble keeping up.
“the Board will choose a level of property tax increase to set a target for (2011-2012) budget reductions and efficiencies”
Erik J Kass, Assistant Superintendent for Business:
The process outlined below is intended to provide adequate and timely information to the Board of Education and Community relative to the development of the 2011-12 Budget. This process will create transparency, credibility around data, and provide options for the Board of Education along the way. This process as you will see, also leans very heavily on the 5 year model worked on and completed by the 5 Year Budget Model Ad Hoc Committee.
The goal of this upcoming budget process is comprised of five phases: planning, preparation, approval/ adoption, implementation, and review I evaluation. The proposed timeline and list of activities below are aimed at meeting the goals for planning, preparation, and approval/adoption. It is important to note that all phases of the process will be completed by utilizing the PMA Model and its summary reports only. The proposed process and timeline are as follows:
The 2010-2011 Madison School District budget raised property taxes by about 9%.
Perhaps program reviews and effectiveness will inform 2011-2012 financial decisions.
K-12 Tax & Spending Climate: In the grip of a great convergence
Convergent incomes and divergent growth – that is the economic story of our times. We are witnessing the reversal of the 19th and early 20th century era of divergent incomes. In that epoch, the peoples of western Europe and their most successful former colonies achieved a huge economic advantage over the rest of humanity. Now it is being reversed more quickly than it emerged. This is inevitable and desirable. But it also creates huge global challenges.
In an influential book, Kenneth Pomeranz of the University of California, Irvine, wrote of the “great divergence” between China and the west.* He located that divergence in the late 18th and 19th centuries. This is controversial: the late Angus Maddison, doyen of statistical researchers, argued that by 1820 UK output per head was already three times and US output per head twice Chinese levels. Yet of the subsequent far greater divergence there is no doubt whatsoever. By the middle of the 20th century, real incomes per head (measured at purchasing power parity) in China and India had fallen to 5 and 7 per cent of US levels, respectively. Moreover, little had changed by 1980.
What had once been the centres of global technology had fallen vastly behind. This divergence is now reversing. That is far and away the biggest single fact about our world.
Wisconsin Open Enrollment Information: 2011-2012 February 7 to February 25
Wisconsin Department of Public Instruction: , via a kind reader’s email.
Much more on open enrollment, here.
K-12 Tax & Spending Climate: The struggle with public-sector unions should be about productivity and parity, not just spending cuts
LOOK around the world and the forces are massing. On one side are Californian prison guards, British policemen, French railworkers, Greek civil servants, and teachers just about everywhere. On the other stand the cash-strapped governments of the rich world. Even the mere mention of cuts has brought public-sector workers onto the streets across Europe. When those plans are put into action, expect much worse.
“Industrial relations” are back at the heart of politics–not as an old-fashioned clash between capital and labour, fought out so brutally in the Thatcherite 1980s, but as one between taxpayers and what William Cobbett, one of the great British liberals, used to refer to as “tax eaters”. People in the private sector are only just beginning to understand how much of a banquet public-sector unions have been having at everybody else’s expense (see article). In many rich countries wages are on average higher in the state sector, pensions hugely better and jobs far more secure. Even if many individual state workers do magnificent jobs, their unions have blocked reform at every turn. In both America and Europe it is almost as hard to reward an outstanding teacher as it is to sack a useless one.
K-12 Tax & Spending Climate: New York Governor Cuomo Offers Plan to Curb State Spending
The proposals laid out by Mr. Cuomo — including reducing the number of agencies, authorities and departments by 20 percent and capping the annual growth of state government to the rate of inflation — set up a clash with the more liberal Democrats who control the State Assembly.
In addition to freezing the salaries of most state workers, Mr. Cuomo would reduce spending on Medicaid and limit local property tax increases statewide.
“New York has no future as the tax capital of the nation,” Mr. Cuomo, a Democrat, said in his speech. “Our young people will not stay, businesses will not come, this has to change. Put it simply, the people of this state simply cannot afford to pay more taxes, period.”
The roughly 47-minute speech also offered New Yorkers a different view of their new governor: he was highly animated in his expressions of frustration over the state’s reputation and injected cornball humor, a PowerPoint slide show, and even air quotes into the formal setting.
Retracted autism study an ‘elaborate fraud,’ British journal finds
A now-retracted British study that linked autism to childhood vaccines was an “elaborate fraud” that has done long-lasting damage to public health, a leading medical publication reported Wednesday.
An investigation published by the British medical journal BMJ concludes the study’s author, Dr. Andrew Wakefield, misrepresented or altered the medical histories of all 12 of the patients whose cases formed the basis of the 1998 study — and that there was “no doubt” Wakefield was responsible.
“It’s one thing to have a bad study, a study full of error, and for the authors then to admit that they made errors,” Fiona Godlee, BMJ’s editor-in-chief, told CNN. “But in this case, we have a very different picture of what seems to be a deliberate attempt to create an impression that there was a link by falsifying the data.”