Supt. Cheatam on 1st year of new school improvement effort: Schools moving away from wanting to be complaint, to adapting for their students

— Molly Beck (@MollyBeckWSJ) June 28, 2014

"You don’t get to opt out of doing what works in schools, but there are lots of ways that can look (for each school)."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Cheatham, board discussing ways to better communicate the district's direction to the community.

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Board member Ed Hughes: We need results to show that the "theory of change" works.

— Molly Beck (@MollyBeckWSJ) June 28, 2014

"Give us stories to tell and we'll tell them."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

T.J. Mertz, on getting more parents involved in school improvement effort: "The way to get people involved is to give them some real power."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Meeting agenda, here.

Related: Superintendnet Cheatham’s Rotary Club Talk – 2013

Chris Rickert:

Madisonians usually aren’t too keen on doling out public subsidies to people who don’t need them.

There’s that old saw about “tax breaks for millionaires,” of course, but also past outrage over a proposed taxpayer loan for Edgewater hotel renovators and brewing discontent over a potential taxpayer loan for the Judge Doyle Square developer.

Providing government-funded breakfast and lunch to every student in seven Madison public schools, though, probably won’t inspire similar objections about welfare for the schools’ middle- and upper-class children.

Free meals for some 2,800 children at Allis, Falk, Lake View, Leopold, Mendota, Sherman and Wright schools could start next year through a 4-year-old federal program to provide meals to all students at schools in high-poverty areas. On average, about 77 percent of students at the seven Madison schools were “economically disadvantaged” last school year, according to data from the state Department of Public Instruction. That means about 2,100 students were already eligible for subsidized meals though the federal government’s long-standing — and necessary — free-and-reduced-price lunch program.

But if the schools are accepted into the program, parents of the rest will no longer have to buy the Cheerios, juice boxes, and peanut-butter-and-jelly fixings they’ve proved capable of buying until now.

Assuming a 10 percent increase in meals, up to $1.5 million in federal dollars would cover the cost-shifting, according to district spokeswoman Rachel Strauch-Nelson. That would make the program cost-neutral for the district — if not for taxpayers at large.

The Madison School District (1.4MB PDF).

“All elementary boundaries are due for a long term review”. Agreed. A look at the maps below along with the wide demographic variation across Madison public public schools indicates that addressing boundaries is job #2 – after dealing with the long term disastrous reading results.

Going to referendum prior to addressing boundary and demographic issues appears to be a “cart before horse” strategy.

It will be interesting to see how gubernatorial candidate Mary Burke addresses this question.

Presentation slides (tap to view a larger version):

Related: Open questions from the 2005 maintenance referendum lead to calls for an audit.

Pat Schneider:

Wisconsin has had the second deepest slash in per-student spending in the nation since 2008 — second only to Alabama — according to a study by the Center on Budget and Policy Priorities.

Spending per pupil in Wisconsin was down $1,038 from 2008 for the school year just ended. Alabama cut per-pupil spending by $1,242.

Alabama and Wisconsin led the list of at least 35 states providing less funding per student than they did before the recession hit.

Wisconsin spending per pupil is 15.3 percent lower than in 2008, making it among 14 states where per-pupil spending remains at least 10 percent lower than before the economic recession.

The state cuts to education leave local school districts forced to cut services, raise taxes or both, notes the study. The cuts also hamper economic recovery by reducing the number of teaching jobs and school district workers’ buying power, the authors say.

A deeper dive: Wisconsin K-12 Spending Dominates Redistributed Tax Dollars.

More, here.

Lastly, the article lacks any discussion of K-12 spending effectiveness. Compare state NAEP performance, here.

Google Code:

Miral is a hip hop dancer and choreographer who lights up stages across the country. Danielle is a cinematographer at Pixar, helping to bring beloved characters like Nemo and Merida to life. Erica is a humanitarian fighting malaria around the world.

These are all women with cool, amazing jobs. But, more important, they’re all women who use computer science, and an ability to code, to do those cool, amazing jobs. They couldn’t do what they do without having learned not just to use technology, but to build it themselves. Unfortunately, there are far too few women like them and far too few young girls following their paths. In fact, fewer than one percent of high school girls express interest in majoring in computer science.

This is an issue that hits home for me. My school-age daughter instinctively knows how to play games, watch videos and chat with friends online. She understands technology. And she likes using technology. But, she never expressed any interest in creating it herself.

Walt Gardner, via Will Fitzugh:

Elitism is a dirty word in education in this country.

Just why, I don’t understand because supporting students with academic ability is as important as supporting students with special needs.

I thought of this as I read the news about the latest NAEP results (“U.S. ‘report card’: stagnation in 12th-grade math, reading scores,” The Christian Science Monitor, May 8). The closely watched report showed that high school seniors did no better in reading and math than they did four years ago. The head of the National Assessment Governing Board, which was created by Congress in 1988 to create and measure standards for student performance, warned that too few students are achieving at a level to make the U.S. internationally competitive.

I urge him to look over the index of The Concord Review from 1988 to 2014. For those readers not familiar with TCR, its founder and publisher is Will Fitzhugh. He has provided a forum for essays written overwhelmingly by high school students in this country (and to a small extent to those abroad) on a wide variety of subjects. They range from ancient history to modern issues. I’ve read many of them. They are not only meticulously researched but gracefully written.

I realize that the students who have been published in TCR constitute only a tiny percentage of high school seniors in this country (and in 39 other countries). But I maintain that far more students are capable of writing informative and lively papers than we believe. As much as I respect NAEP, I submit that the essays in TCR are better indicators of the highest academic ability than scores on NAEP. Read some of them to see if you agree.

I don’t know if the almost total focus on students below average is the result of anti-elitism or of sheer ignorance. But TCR serves as compelling evidence that we are squandering talent. Many of these students will go on to make a name for themselves in their various fields of specialization. They’re the ones who can make the U.S. highly competitive in the global economy. Yet we feel extremely uncomfortable supporting them.

We don’t have to choose democratization or differentiation. There is room for both in our schools. But so far, most of our resources are earmarked to achieve the former. Only in the U.S. does that happen. Most countries have no compunction about identifying and nurturing their academically gifted students.

————————-
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog

We recommend adopting a Preliminary Budget for 2014-15 which includes the budget changes recorded in the companion document MMSD 2014-15 DPI Recommended Format for Budget Adoption. The changes are related to student fees and technology. With this recommendation we restate our strategy to address health insurance, salaries, and tax levy as a package in the fall Final Budget.

There are several advantages to addressing health insurance, salaries, and tax levy as a package in the fall Final Budget:

Key financial data, including enrollment, revenue limit, equalization aid, tax levy and tax base will be available in October.

The insurance committee will have time to meet with the HMO’s and build on the work accomplished by the administration this spring.

The wellness plan design can be further developed and factored into the larger discussion of health insurance and compensation.

A piecemeal approach to salary/wage increases, employee contributions to health insurance, the wellness plan, and the fall tax levy is unlikely to produce the best result.

Much more on the 2014-2015 budget, here.

Madison School District PDF:.



Fascinating.

Lots of administrative meeting metrics, but no data on Madison’s long term disastrous reading results.

Madison Teachers, Inc. Newsletter, via a kind Jeannie Kamholtz email (PDF):

Last fall, MTI asked the District to bargain Contracts for multiple years. They refused, and a Contract was negotiated for the 2014-15 school year.

After hundreds of MTI members, sporting their MTI red shirts, attended two school board meetings in late May, the Board had a change of heart – and also a change in leadership with Arlene Silveira replacing Ed Hughes. Several MTI members addressed the Board at its meetings on May 26 and 29. The Board agreed to bargain. After five days of bargaining, terms were reached for Contracts for MTI’s five bargaining units, AFSCME’s two bargaining units, and that of the Building Trades Council.

In the new Contracts, MTI was successful in retaining members’ employment security and economic security provided by Contract salary schedules and fringe benefits.

MTI’s Contracts for 2014-15 and 2015-16 are the only contracts with Wisconsin school districts, for those years. A synopsis of the new Contracts is available on MTI’s webpage www.madisonteachers.org.
MTI members ratified the Contracts last Tuesday evening

Madison Teachers, Inc. Synopsis (PDF):

HANDBOOK: Among the topics addressed in our 2013 negotiations was how the Act 10 mandated “Employee Handbook” would be developed. In last year’s negotiations MTI gained agreement with the District, that while most school boards acted unilaterally to develop the Handbook, MTI has 5 appointees to the Committee which will develop the Handbook. That agreement also provides that MTI’s 2014- 15 Collective Bargaining Agreements serve as the foundation for the Handbook. That has now been amended to provide that the 2015-16 Contracts will serve as the foundation for the Handbook. Some school boards have rolled back employee rights to the 1950’s or 1960’s, when unilaterally creating the Handbook for their school districts. For example, teachers in some districts cannot wear sandals, open-toed

shoes and women must wear skirts or dresses at least to the knee. The Janesville School Board just eliminated wages for any credits or
degrees beyond the BA.

Kaleem Caire, South Madison Child Development:

We are embracing the future and the need to change to ensure that more of Greater Madison’s children are ready to read, compute and succeed educationally by the time they begin first grade. Please join us on Monday, June 23, 2014 at 5:30pm at South Madison Child Development Incorporated on Madison’s South Side for our announcement about our plans to reorganize, re-brand and re-launch our center as One City Early Learning Centers beginning in the fall 2014.

South Madison CDI is located at 2012 Fisher Street, Madison, WI 53713. For more information regarding the reorganization or announcement, please call us at 608-251-3366 or email Kaleem Caire at kcaire@achieve64.com. To RSVP, please email Danielle Mathews at cdidanielle@tds.net. A copy of the concept paper for One City will be made available at CDI on Monday. We look forward to seeing you!

Heather Vogell:

Carson Luke, a young boy with autism, shattered bones in his hand and foot after educators grabbed him and tried to shut him into a “scream room.” Kids across the country risked similar harm at least 267,000 times in just one school year.

he room where they locked up Heather Luke’s 10-year-old son had cinder block walls, a dim light and a fan in the ceiling that rattled so insistently her son would beg them to silence it.

Sometimes, Carson later told his mother, workers would run the fan to make him stop yelling. A thick metal door with locks—which they threw, clank-clank-clank—separated the autistic boy from the rest of the decrepit building in Chesapeake, Virginia, just south of Norfolk.

The room that officials benignly called the “quiet area” so agitated the tall and lanky blond boy that one day in March 2011, his mother said, Carson flew into a panic at the mere suggestion of being confined there after an outburst. He had lashed out, hitting, scratching and hurling his shoes. Staff members held him down, then muscled him through the hallway and attempted to lock him in, yet again.

Zoë Heller:

The reputation of parenthood has not fared well in the modern era. Social science has concluded that parents are either no happier than people without children, or decidedly unhappier. Parents themselves have grown competitively garrulous on the subject of their dissatisfactions. Confessions of child-rearing misery are by now so unremarkable that the parent who doesn’t merrily cop to the odd infanticidal urge is considered a rather suspect figure. And yet, the American journalist Jennifer Senior argues in her earnest book about modern parenthood, it would be wrong to conclude that children only spoil their parents’ fun. Most parents, she writes, reject the findings of social science as a violation of their ‘deepest intuitions’. In fact, most parents – even the dedicated whingers – will say that the benefits of raising children ultimately outweigh the hardships.

Senior’s characterisation of parenthood as a wondrous ‘paradox’ – a nightmare slog that in spite of everything delivers transcendent joy – has gone down very well in America, where parents seem reassured to find a cheerful, pro-kids message being snatched from the jaws of sleep deprivation and despondency. The book spent six weeks on the bestseller list and has earned Senior the ultimate imprimatur of a lecturing gig at the TED conference. ‘All Joy and No Fun inspired me to think differently about my own experience as a parent,’ Andrew Solomon observed in his New York Times review. ‘Over and over again, I find myself bored by what I’m doing with my children: how many times can we read Angelina Ballerina or watch a Bob the Builder video? And yet I remind myself that such intimate shared moments, snuggling close, provide the ultimate meaning of life.’

Changing Universities:

One of these myths is the idea that students from low-income areas perform poorly because they don’t have the best teachers. What this view rejects is any understanding of the different economic, psychological, and social forces affecting young people. Not only does this myth repress the role that poverty plays in shaping every aspect of these students’ lives, but it also neglects the advantages given to the wealthier students. Instead of looking at school funding or how the lack of good healthcare prevents students from going to school, the judge is highly invested in the current idea that a great teacher can overcome all social and personal obstacles facing a low-income student.

The ruling begins by citing Brown v Board of Education to point to the important value of providing equal education to all races. In two other cited cases, the theme is once again the equality of educational opportunity. Although it would be hard to argue against this egalitarian ideal, it is clear that self-segregation and white flight have made schools very unequal. Moreover, while the Governor has pushed through a new plan to redistribute funds to low-income schools, this plan has yet to come into full effect.

Diane Ravitch comments.

Claire Shaw and Michael Allen:

Staff at King’s College London (KCL) are in dispute with their university over plans to cut up to 120 jobs in the health schools to help fund buildings and equipment, amounting up to £400m.

The vast majority of jobs under threat are in the schools of medicine and biomedical sciences, and the institute of psychiatry. The university says it plans to reduce academic staff costs by 10% which could see 120 out of 777 staff in the health schools face redundancy.

Staff have been told that these cuts are a way to compensate for the changes to the funding of higher education, which have seen universities experiencing a reduction in public funding for capital projects, such as new buildings and infrastructure.

“The proposals are not about raising money for buildings alone,” says a KCL spokesperson.

“The changes to the external funding environment for higher education mean that any investment we wish to make – whether to maintain the existing estate, to provide world class research facilities with cutting edge equipment, an excellent student learning environment supported by the latest technology, high-quality halls of residence, or scholarships and bursaries – we have to fund ourselves.

Thomas Frank:

The price of a year at college has increased by more than 1,200 percent over the last 30 years, far outpacing any other price the government tracks: food, housing, cars, gasoline, TVs, you name it. Tuition has increased at a rate double that of medical care, usually considered the most expensive of human necessities. It has outstripped any reasonable expectation people might have had for investments over the period. And, as we all know, it has crushed a generation of college grads with debt. Today, thanks to those enormous tuition prices, young Americans routinely start adult life with a burden unknown to any previous cohort and whose ruinous effects we can only guess at.

On the assumption that anyone in that generation still has a taste for irony, I offer the following quotation on the subject, drawn from one of the earliest news stories about the problem of soaring tuition. The newspaper was the Washington Post; the speaker was an assistant dean at a college that had just announced a tuition hike of 19 percent; and the question before him was how much farther tuition increases could go. “Maybe all of a sudden this bubble is going to burst,” he was quoted as saying. “How much will the public take?”

Oh, we would take quite a lot, as it happened. It was 1981 when the assistant dean worried in that manner—the very first year of what was once called the “tuition spiral,” when higher ed prices got the attention of the media by outpacing inflation by a factor of two or three. There was something shocking about this development; tuition hadn’t gone up like that during the 1970s, even though that was the heyday of ascending consumer prices.

National Council on Teacher Quality:

Our Approach
There’s widespread public interest in strengthening teacher preparation — but there’s a significant data gap on what’s working. We aim to fill this gap, providing information that aspiring teachers and school leaders need to become strategic consumers and that institutions and states need in order to rapidly improve how tomorrow’s teachers are trained.

Our strategy
Our strategy is modeled on Abraham Flexner’s 1910 review of medical training programs, an effort that launched a new era in the field of medicine, transforming a sub-standard system into the world’s best.

How we’re doing it
NCTQ takes an in-depth look at admissions standards, course requirements, course syllabi, textbooks, capstone projects, student teaching manuals and graduate surveys, among other sources, as blueprints for training teachers. We apply specific and measurable standards that identify the teacher preparation programs most likely to get the best outcomes for their students. To develop these standards, we consulted with international and domestic experts on teacher education, faculty and deans from schools of education, statistical experts and PK-12 leaders. We honed our methodology in ten pilot studies conducted over eight years.
Our goals

Currently, high-caliber teacher training programs go largely unrecognized. The Review will showcase these programs and provide resources that schools of education can use to provide truly exceptional training. Aspiring teachers will be able to make informed choices about where to attend school to get the best training. Principals and superintendents will know where they should recruit new teachers. State leaders will be able to provide targeted support and hold programs accountable for improvement. Together, we can ensure a healthy teacher pipeline.

Wisconsin took a very small step toward teacher content knowledge requirements by adopting Massachusetts’ MTEL requirements for elementary teachers – in English only.

Much more on NCTQ, here.

Mia McKenzie:

I was born Black in a Black family in a Black neighborhood. My early childhood was an entirely Black experience. Besides what I saw on television and in movies, my whole world was Black people. My family, my friends, my babysitters, my neighbors and my teachers were all Black.

From Head Start through third grade, I had exclusively Black teachers. As a very bright, gifted Black girl, having Black teachers, mostly Black women, who saw my giftedness and encouraged and nurtured it, meant everything. These were teachers who could look at me and see themselves. They could see their children, their hopes, their dreams. These were teachers who could be as proud of me when I did well as my own family was, who could understand me when I talked about my life, and who knew how to protect the spirit of a gifted Blackgirlchild in a world they knew would try to tear her apart every chance it got.

I thrived in those early years in school. I loved learning, I had a very high capacity for it, and it showed. My teachers challenged me creatively and intellectually, supported my growth, and rewarded my efforts. My second and third grade teacher, Ms. Lucas (who goes down in history as the best and most influential teacher I ever had) gave me my first paid work as a writer. In third grade, after I wrote the best poem about springtime (“…sometimes words can never say the things that flowers say in May…”), she brought me ice cream! She, like the other Black teachers I had, recognized, and helped me to see, my extraordinariness. Seeing it, I soared. I felt confident and self-assured. I believed I was the smartest, most talented kid ever!

Garrett Martin:

WRAS 88.5 FM in Atlanta was the first radio station to play Outkast. It was one of the first few stations in the country to play R.E.M., Deerhunter and the Indigo Girls. It’s been a crucial, student-run force in independent music both locally and nationally for decades. But later this month, a backdoor deal will replace all of its daytime programming with “Fresh Air” simulcasts and “Car Talk” reruns.

This is a huge blow for the students who run WRAS, for Atlanta’s art and music communities and for the entire independent music industry. WRAS is one of the most powerful college radio stations in the nation. Its signal is as strong as the law will allow; those 100,000 watts cover all of Atlanta’s sprawling metropolitan area. And the closure of WRAS is just the latest in a long string of colleges failing to preserve their cultural institutions and selling their radio signals off to outside interests. It happened at Rice in 2011, at Vanderbilt between 2011 and 2014, and now it’s happening at Georgia State University, home of one of the most important college radio stations in the nation.

In early May, GSU announced an agreement to hand over WRAS’s signal to Georgia Public Broadcasting for 14 hours a day, from 5 a.m. to 7 p.m. The student-produced programming that WRAS has broadcast during those hours since 1971 will now be confined to an Internet stream. The students who run the station weren’t included in negotiations, which stretch back to 2012. The station’s student management only learned about the deal shortly before the public did. The larger GSU student body didn’t get to vote on the deal or have any input in the agreement. It feels similar to another recent ugly scene in Atlanta, as the neighboring Cobb County resorted to banana republic tactics to squelch public debate on its plan to give the Atlanta Braves hundreds of millions of dollars for a new stadium.

Teresa Watanabe:

IIn the heart of Watts, where violence in nearby housing projects can spill over onto campuses, two of the city’s toughest middle schools have long dealt with fights, drugs and even weapons.

Administrators typically have handled these problems by suspending students. But this year Markham and Gompers middle schools have reported marked reductions in that form of discipline — as has the L.A. Unified School District overall, where the suspension rate dropped to 1.5% last year from 8% in 2008.

The drop came after the Los Angeles Board of Education and L.A. schools chief John Deasy called for fewer suspensions as concern grew nationwide that removing students from school imperils their academic achievement and disproportionately harms minorities, particularly African Americans.

But have suspensions really become rarer?

Katie Osgood:

Like so much else in education and beyond, we are seeing the familiar pattern of defunding, claiming crisis, and then calling for privatization in special education.

This past week in Chicago, our unelected Board of Education recently voted to expand contracts with private, for-profit organizations to meet the growing needs of our children with special needs as well as at-risk populations.

Of course, this move is nothing new in the world of special education. In Illinois, there are a multitude of private operators (both non-profit and for-profit, though the tax status is mostly irrelevant in practice.) Some of these schools are beautiful places. Some have lovely sounding websites, covering up truly horrible, poorly-run warehouses for students with special needs. But they are almost all very very expensive.

In fact, as these schools expand in number, investors understand there is a huge profit margin to be had on the backs of these vulnerable students. Districts, by federal law, must pay for these placements if it is determined to be the best environment for the student.

Lili Loofbourow:

One foggy fall day, I came across a savage review of an academic book. The book was written by someone I know well. The reviewer seemed delighted by his own vitriol, and as I read, I got irritated, on the author’s behalf, at what struck me as an ungenerous misreading of the work. Was this review being well-received? Did it have merits I didn’t see? What effect do reviews have socially and professionally? How was this affecting public perception of my acquaintance’s work? I reached almost automatically for my keyboard and typed in the name of the author and critic. I wanted to tap into my field, get some alternate perspectives. I wanted to see smart people hash out the merits of the review and, by extension, the book.

The review was published nearly a year ago in a respectable academic publication. I’d heard nothing at all about it, but surely others in my field had. Someone somewhere must have posted a response, or a discussion, or something. Both parties were fairly prominent in their field, and a direct attack is the kind of thing academics chatter about incessantly in the halls. Some of that must have leaked online!

So I did what I usually do when something of interest turns up: I Googled the two names to see who was discussing the review, its merits, and anything else of interest that might arise in connection with the review, which felt like the opening salvo in an intellectual battle.

Simon Mundy:

Kim Ki-hoon has risen to stardom of a sort that exists in few places outside South Korea. As the country’s highest-earning celebrity English tea­ch­er, he estimates he made about $4m last year from his online language lessons – and then there is the income from his educational publishing company, which turned over about $10m.

The star tutor says about 1.5m South Koreans have taken his classes in the past 12 years. He attributes his success to his engaging teaching style and clever marketing: he selects his television appearances carefully, and made a pop song aimed at nervous university candidates with a chorus urging “Trust me!”.

Mr Kim’s earnings are a fraction of the estimated $20bn spent an­nually on private tuition in South Korea. Yet he, like others in the industry, ex­presses unease at the scale of the system that paid for his Porsche. “There should be no need for private education,” he says.

The fierce debate in South Korea over the national education system – in particular, the huge industry of private crammers (hagwons) and online study providers – might surprise its foreign admirers. Figures such as US President Barack Obama and Michael Gove, UK education secretary, have hailed South Korean education as a model, pointing to its children’s impressive showing in Organisation for Economic Co-operation and Development tests of maths, literacy and science.

Christian Schneider:

If asked to identify the most urgent problem with Milwaukee Public Schools, few people would likely say “too much parental involvement.”

In fact, over the years, public schools have been forced to take on more of the duties normally reserved for pupils’ parents. For this, MPS deserves some sympathy — as more children are raised in households with absent or disinterested parents, teachers have had to fill in the gaps in more kids’ upbringing.

But it appears that once a dollar bill is dangled in front of the district, it is more than happy to take over traditional parental responsibilities. Last week, MPS announced that it would be applying to provide free meals to all of the district’s children regardless of the kids’ family income.

Under the federal Healthy, Hunger-Free Kids Act, school districts where as few as 40% of the students qualify for free or reduced-cost lunches can apply for federal aid to feed the remainder of the students, regardless of their family’s economic standing.

In Wisconsin, 43.3% of all students qualify for free and reduced-cost lunches, and in MPS, 82% of students are currently eligible. Yet it appears the district will not rest until every one of its students is dependent on the government for his or her nourishment, whether the student needs the aid or not.

For years, giving out free meals has been a cash cow for school districts. A decade ago, the Miami-Dade school district determined that the number of kids receiving free breakfasts would factor into a school principal’s performance review. The district began making automated phone calls to households in the district to urge their kids to eat breakfast at school.

Related: 2005 Forum on Poverty & Education.

The Capital Times:

The statistics on African-American achievement have been so grim throughout the years that in 2010, Kaleem Caire, at the time the CEO of the Urban League of Greater Madison, put forth a proposal for a charter school designed to help African-American students surmount the achievement gap. It was ultimately rejected by the Madison School Board in 2011 after a bitter fight.

It’s against this backdrop that Madison School District Superintendent Jennifer Cheatham took over the top job in spring 2013. In her first year, Cheatham earned favorable remarks from many in the community for her smart, focused and flexible approach, with a talent for connecting with teachers, the School Board, parents and city leaders alike.

Madison School District superintendent Jennifer Cheatham listens during a meeting at Madison Central Library.

In the 2013-2014 school year, she revised the discipline policy to reduce the number of suspensions and expulsions in favor of practices that let students stay in school, own up to misconduct, and learn how to better conduct themselves in the future. Many education equity advocates see changes in school discipline policies, like those adopted under Cheatham, as key to closing the achievement gap.

Related: Madison’s Disastrous Reading Results.

2004: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before

Alan Talaga:

I think the Wisconsin State Journal’s editorial board is generally pretty fair. The editorials, mostly written by editor Scott Milfred, come from a fiscally-conservative, socially-liberal perspective. While I often disagree with their views, I admire their principled stance on marriage equality and transparency in all levels of government.

Sometimes the State Journal spills ink tilting at windmills like suggesting Walker and legislative Republicans were seriously going to consider redistricting reform, even when the latest round of redistricting gave the GOP a 10-year lock on control of the Assembly. Other times, they dilute their message a bit by trying a bit too hard to be even-handed.

However, those attempts at even-handedness go out the window when it comes to teachers’ unions, with Madison Teachers Inc. as the State Journal’s primary target. I, myself, have many criticisms of MTI, but the editorial board has handpicked them to be public employee boogeyman number one.

I would think that the elimination of almost every single teacher’s union in the state would make for a less tempting target, but this editorial board still feels a need to take weird potshots at MTI.

A couple of weeks ago, the State Journal ran an editorial in support of year-round schools, which is a good idea that I wholly support. But then much of the editorial suggested that MTI was the reason we don’t have any year-round school programs in Madison.

“Badger Rock Middle School is a good example of why the district should insist on more options with its teachers,” it read. “Badger Rock is a charter school that employs union teachers, so it follows the traditional school calendar.”

This seemed odd to me, as I had never read anything about MTI being opposed the idea of year-round schools. Obviously, I remember their opposition to Madison Prep, but that’s involved a ton of issues.

Anjana Ahuja:

If it looks like a duck and sounds like a duck, then it probably is a duck. That is the inelegant logic behind one of the challenges posed in artificial intelligence: the Turing test, which sets out to answer the question, “can machines think?”

The stroke of genius from Alan Turing, the second world war codebreaker, was to recognise that while actual sentience in machines is virtually impossible to verify, the illusion of sentience is absolutely testable. He proposed that if a machine could “converse” with a person so convincingly that the user thinks they are interacting with a real person, then that machine can be said to think.

According to weekend reports, Turing’s benchmark of artificial intelligence, which dates back to 1960, has been met by a supercomputer disguised as a teenager from Ukraine. In a test devised by the University of Reading, a third of judges having a five-minute text conversation with “Eugene Goostman” believed he was a 13-year-old boy, rather than an advanced natural language computer program. Such advances, the organisers say, will set the scene for a new, sinister kind of cybercrime, in which trusting people are fooled by clever machines into handing over sensitive information.

Reviewed by: Moira McLaughlin:

In Washington, D.C., about 43 percent of students attend charter schools, and only 25 percent attend their assigned neighborhood schools. Washington parents have choices. What does all this choice mean for public education, local author Sam Chaltain wonders in his new book, “Our School.”

“In this new frontier,” Chaltain asks, “will the wider array of school options help parents and educators identify better strategies for helping all children learn — strategies that can then be shared for the benefit of all schools? Or will the high stakes of the marketplace lead us to guard our best practices, undermine our colleagues, and privatize this most public of institutions?”

Jay Matthews:

Elliott Witney, a brilliant reading teacher, was one of the six people who launched KIPP, now the nation’s largest charter school network, in a Chicago hotel conference room 14 years ago. He eventually became principal of KIPP’s flagship school in Houston. So, why has this hero of the charter movement taken an administrator job in a traditional Houston area district full of bureaucratic annoyances charters were created to eliminate?

That is one of the many surprising questions asked and answered in Richard Whitmire’s intriguing new book, “On the Rocketship: How Top Charter Schools Are Pushing the Envelope.” It is the best account yet of what is happening with charters. Both those who hate the independent public schools and those who love them should read it.

Whitmire does not hide charter struggles and mistakes. The Rocketship charter network at the center of his story soars, then sputters, then twists and turns. Whitmire is as sympathetic to the parents and educators opposed to Rocketship as he is to the entrepreneurs and educators who created the network.

Jay Matthews:

We take the total number of Advanced Placement, International Baccalaureate and Advanced International Certificate of Education tests given at a school each year and divide by the number of seniors who graduated in May or June. I call this formula the Challenge Index. With a few exceptions, public schools that achieved a ratio of at least 1.00, meaning they had as many tests in 2013 as they had graduates, were put on the national list at washingtonpost.com/highschoolchallenge. We rank the schools in order of ratio, with the highest (21.91) this year achieved by the American Indian Public Charter in Oakland, Calif., which repeats as the top-ranked school.

I think 1.00 is a modest standard. A school can reach that level if only half of its students take one AP, IB or AICE test in their junior year and one in their senior year. But this year, just 9 percent of the approximately 22,000 U.S. public high schools managed to reach that standard and earn placement on our list. On our list, the top 220 schools are in the top 1 percent nationally, the top 440 in the top 2 percent, and so on.

Madison Memorial made the list at #33 in Wisconsin.

Somewhat related: Madison’s on and off again “high school redesign“.

Chris Taylor:

If the university once (understood itself to have) functioned as the place where humans left their self-incurred immaturity, as Kant might put it, if it once served as the place where students prepared themselves to participate in public life, the Dads of higher ed are now insisting with the primness of a period-piece dowager that students should be seen and not heard. Literally. Bowen recalls a commencement protest over the grant of an honorary degree to a Nixonite in the 70s. (You can hear the daddishness: “back in my day…”) Happily, the “protestors were respectful (mostly), and chose to express their displeasure, by simply standing and turning their backs when the Secretary was recognized.” If ed gurus today salivate over tech-leveraged “disruption,” what Bowen admires about these human swivels is their decision “to express their opinion in a non-disruptive fashion.” No noise, just image, and the spectacle went on, with Princeton investing a Nixonite with an honorary degree.

I’ve been insisting on the term spectacle because, as everyone knows, the operative fiction of Carter’s letter and Bowen’s sermon is bullshit. Not even your liberalist liberal, your deliberativest deliberative democrat, could in good faith claim that commencement speeches are scenes of open debate. They are, rather, capstone moments where the university takes on a body, incorporates itself, and seeks to establish the conditions of its corporate reproducibility. A lovely experience validating 240k in cash or debt, a spectacle for parents and future donors—but hardly a scene of debate or discussion! Just a droning message, some platitudes, and the implicit promise that the fundraising office will soon track you down.

Benjamin Winterhalter:

I have been going to academic conferences since I was about 12 years old. Not that I am any sort of prodigy—both of my parents are, or were at one point, academics, so I was casually brought along for the ride. I spent the bulk of my time at these conferences in hotel lobbies, transfixed by my Game Boy, waiting for my mother to be done and for it to be dinnertime. As with many things that I was made to do as a child, however, I eventually came to see academic conferences as an integral part of my adult life.

So it was that, last year, I found myself hanging out at the hotel bar at the annual conference of the Modern Language Association, despite the fact that I am not directly involved with academia in any meaningful way. As I sipped my old fashioned, I listened to a conversation between several aging literature professors about the “digital humanities,” which, as far as I could tell, was a needlessly jargonized term for computers in libraries and writing on the Internet. The digital humanities were very “in” at MLA that year. They had the potential, said a white-haired man in a tweed jacket, to modernize and reinvigorate humanistic scholarship, something that all involved seemed to agree was necessary. The bespectacled scholars nodded their heads with solemn understanding, speaking in hushed tones about how they wouldn’t be making any new tenure-track hires that year.

Steve Bartin:

According to the U.S. Census Bureau, Chicago’s population peaked a long time ago. In 1950, Chicago had 3. 6 million people. Recent estimates put Chicago’s population at 2.7 million. With the growth of American suburbs, many Chicago families have fled to public schools in the suburbs. Chicago’s horrible public schools have been an embarrassment for Chicago’s elite. A recent Chicago Tribune editorial estimated that only “only 8 of 100 freshmen who enter Chicago public high schools manage to get a college diploma.”

In an attempt to keep white families from fleeing Chicago, the second Mayor Daley came up with a plan: test-admittance-only public high schools. This was a reasonable solution for gentry liberals who pay high property taxes but didn’t want to leave the city or couldn’t afford to send their children to private schools. These select public high schools produce college bound students while “limiting” gentry liberal’s children from being exposed to children from “troubled backgrounds”. This is a sensitive subject because Chicago’s Public School System is only 9.2% white, while being 39.7% African-American.

Being admitted to these select magnet schools can often determine whether a family stays in Chicago or moves elsewhere. Recently, Daniel Hertz made news by graphically showing how Chicago’s middle class has being largely eliminated since 1970. The new Chicago is still a one-party town, but is now a coalition of rich and poor with a residual government worker middle class. White children have left Chicago’s Public School system leaving minorities as the majority. But, who gets into the selective public high schools? The Chicago Sun-Times reports:

Tim Parks:

The conditions in which we read today are not those of fifty or even thirty years ago, and the big question is how contemporary fiction will adapt to these changes, because in the end adapt it will. No art form exists independently of the conditions in which it is enjoyed.

What I’m talking about is the state of constant distraction we live in and how that affects the very special energies required for tackling a substantial work of fiction—for immersing oneself in it and then coming back and back to it on numerous occasions over what could be days, weeks, or months, each time picking up the threads of the story or stories, the patterning of internal reference, the positioning of the work within the context of other novels and indeed the larger world.

Every reader will have his or her own sense of how reading conditions have changed, but here is my own experience. Arriving in the small village of Quinzano, just outside Verona, Italy, thirty-three years ago, aged twenty-six, leaving friends and family behind in the UK, unpublished and unemployed, always anxious to know how the next London publisher would respond to the work I was writing, I was constantly eager for news of one kind or another. International phone-calls were prohibitively expensive. There was no fax, only snail mail, as we called it then. Each morning the postino would, or might, drop something into the mailbox at the end of the garden. I listened for the sound of his scooter coming up the hairpins from the village. Sometimes when the box was empty I would hope I’d heard wrong, and that it hadn’t been the postino’s scooter, and go out and check again an hour later, just in case. And then again. For an hour or so I would find it hard to concentrate or work well. You are obsessed, I would tell myself, heading off to check the empty mailbox for a fourth time.

Chad Alderman, via a kind reader:

The Census Bureau’s latest Public Education Finances Report is out, and it shows that employee benefits continue to take on a rising share of district expenditures.

The table below uses 20 years of data (all years that are available online) to show total current expenditures (i.e. it excludes capital costs and debt), expenditures on base salaries and wages, and expenditures on benefits like retirement coverage, health insurance, tuition reimbursements, and unemployment compensation. Although it would be interesting to sort out which of these benefits have increased the most, the data don’t allow us to draw those granular conclusions. But they do tell us that teachers and district employees are forgoing wage increases on behalf of benefit enhancements.

From 2001 to 2012 alone, public education spending increased 49 percent, but, while salaries and wages increased 36 percent, employee benefits increased 96 percent. Twenty years ago, districts spent more than four dollars in wages to every one dollar they spent on benefits. Now that ratio has dropped under three-to-one. Benefits now eat up more than 20 percent of district budgets, or $2,363 per student, and those numbers are climbing.

Much more on Madison’s 2014-2015 budget, here.

Here are some of the essays which won Ralph Waldo Emerson Prizes after being published in Volume 24 of The Concord Review.

Kathleen Wenyun Guan of Singapore, a Senior at the United World College of Southeast Asia, had published a 6,103-word history research paper on the One Child Policy in China. (Georgetown School of Foreign Service)

Maya Tulip Lorey, of Oakland, California, a Senior at the College Preparatory School of Oakland, had published a 5,792-word history research paper on residential segregation in Berkeley, California. (Stanford)

Jonathan Slifkin, of New York, a Senior at the Horace Mann School in the Bronx, had published an 8,017-word history research paper on Brazilian Independence. (Harvard)

Iris Robbins-Larrivee, of Vancouver, a Junior at the King George Secondary School in Vancouver, had published a 14,212-word history research paper on French Canadian Nationalism. (McGill)

Rebecca Grace Cartellone, of Hudson, Ohio, a Senior at Western Reserve Academy in Hudson Ohio, had published a 7,111-word history research paper on the Three Gorges Dam. (Columbia)

Gao Wenbin, of Qingdao, Shandong, China, a Senior at Qingdao No. 2 Middle School in Shandong, had published a 16,380-word history research paper on Chinese Liberalism. (Yale)

——————————
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog

There is an idea floating around college campuses—including here at Harvard—that scholars should be funded only if their work conforms to a particular view of justice. There’s a word for that idea: censorship. And it is just a modern day form of McCarthyism.

Dennis Saffran, via Will Fitzhugh:

I wasn’t looking forward to Michael Bloomberg’s speech at my daughter’s Harvard commencement last week. As an active New York City Republican, I have decidedly mixed feelings about the former mayor, a Democrat-turned-Republican-turned-independent and prominent social liberal. While I admired his successful anti-crime policies, I was less enthusiastic about his nanny-state hectoring on public health and driven to distraction by his instinctual reliance on (and seeming obliviousness to the bias of) liberal “experts” on a range of other issues. And, though I agree with many of his positions on gun control, I’ve always been put off by his morally superior tone, which can make him sound as if he’s blaming gun violence on law-abiding gun owners in the flyover states and the outer boroughs. In short, while the billionaire mayor did some great things and left New York City a better place, he often seemed to me the very embodiment of a “limousine liberal.” And it was this Michael Bloomberg that I expected to show up at Harvard. “It’s going to be all guns and trans fats,” I joked to a conservative friend of my daughter’s the night before the speech. The mayor, I assumed, would play it safe, and play up to his liberal audience.

I was splendidly wrong. Speaking at the epicenter of academic leftism, Bloomberg forcefully challenged growing intolerance and ideological rigidity on campus—which he bluntly called “modern day McCarthyism”—and declared that “a liberal arts education must not be an education in the art of liberalism.”

He set out his main themes early in the speech: that “great universities . . . lie at the heart of the American experiment in democracy” as “places where people of all . . . beliefs [can] debate their ideas freely and openly”; that “tolerance for other people’s ideas, and the freedom to express your own, are inseparable values” that form a “sacred trust” undergirding democratic society; that this trust “is perpetually vulnerable to the tyrannical tendencies of monarchs, mobs, and majorities”; and, pointedly, that “lately, we have seen those tendencies manifest themselves too often, both on college campuses and in our society.” Perhaps to reassure his audience, Bloomberg picked a conservative cause—opposition to the so-called Ground Zero mosque—as his first example of this tendency. But he quickly tied his defense of the mosque back to his central point: “We cannot deny others the rights and privileges that we demand for ourselves. And that . . . is no less true at universities, where the forces of repression appear to be stronger now than they have been since the 1950s.”

Bloomberg alluded to a recent proposal in The Harvard Crimson to jettison academic freedom in favor of an Orwellian concept of “academic justice” that would shut down “research promoting or justifying oppression” or “countering” the supposed “goals” of the “university community” to oppose “racism, sexism, and heterosexism.” The proposal echoed similar proposals at other elite universities. Bloomberg warned his liberal listeners of a new McCarthyism of the Left paralleling the Red Scare tactics of the fifties:

Cindy May:

“More is better.” From the number of gigs in a cellular data plan to the horsepower in a pickup truck, this mantra is ubiquitous in American culture. When it comes to college students, the belief that more is better may underlie their widely-held view that laptops in the classroom enhance their academic performance. Laptops do in fact allow students to do more, like engage in online activities and demonstrations, collaborate more easily on papers and projects, access information from the internet, and take more notes. Indeed, because students can type significantly faster than they can write, those who use laptops in the classroom tend to take more notes than those who write out their notes by hand. Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor.

Obviously it is advantageous to draft more complete notes that precisely capture the course content and allow for a verbatim review of the material at a later date. Only it isn’t. New research by Pam Mueller and Daniel Oppenheimer demonstrates that students who write out their notes on paper actually learn more. Across three experiments, Mueller and Oppenheimer had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information. Half of the students were instructed to take notes with a laptop, and the other half were instructed to write the notes out by hand. As in other studies, students who used laptops took more notes. In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.

[I asked her about some of her experiences with math and history. Will Fitzhugh]

Jessica Li (Class of 2015)
High School Junior, Summit, New Jersey
24 May 2014
[6,592-word Sophomore paper on Kang Youwei…
Ralph Waldo Emerson Prize 2014]

My interest and involvement in mathematics was inspired by my family and my own exploration. My family instilled in me a strong love of learning in general but especially of mathematics. In elementary and early middle school, I mostly participated in various smaller math contests, practiced contest and advanced math on my own, and took higher-level math classes in school. In late middle school and high school, I first began to see the true beauty of mathematics when I began reading pure and applied math research papers written by graduate students and professors. At first, these papers were, of course, very difficult to understand. But gradually, through persistence and great effort, I began to understand them more and enjoy reading them more.

Before high school, especially in early middle school, my parents had provided more assistance in extracurricular academic pursuits, specifically giving me suggestions about what programs I should look into, what books I might want to read based on my interests, helping me through some challenging problems, etc. Around the beginning of high school, my involvement in mathematics became more independent of my family. They certainly supported me in everything I did, but I began to find my own route and chart my own path. Through participating in summer programs, contests, and online courses I found, I built a network of like-minded peers who shared more information with me about other math-related opportunities. Specifically, in summer 2012, I attended AwesomeMath Summer Program where I met International Math Olympiad participants, medalists, and coaches as well as many other talented young mathematicians.

In summer 2013, I attended the Hampshire College Summer Studies in Mathemats, a six-week math research program with interesting seminars and courses on a variety of different topics including 4D geometry, theoretical computer science, complex analysis, algebraic topology, set theory, graph theory, group theory, and more. For several years, I have participated in the American Mathematics Competition, American Invitational Mathematics Exam, the United States Mathematical Talent Search (where I received a Gold medal), and Math Madness (where I was in the top four in the country). I have written for Girls’ Angle Bulletin, the journal of Girls’ Angle. I recently conducted my own research and placed in the top three of my category and won a special computing award at the North Jersey Regional Science Fair and was published in the Journal of Applied Mathematics and Physics. Earlier this year, I was accepted to the MIT PRIMES-USA program, a year-round research program with MIT. Only thirteen students in the nation were accepted this year. Last week, I presented my research at the MIT PRIMES Conference.

I try my best not to take all of these wonderful mathematical opportunities for granted. I realize that many other students of all ages do not have the same opportunities as I do to explore mathematics. I have created programs for underprivileged students to learn contest mathematics and showcase their abilities.

In my school, I have worked to involve more girls in mathematics and get more girls interested in the subject through making presentations, suggesting programs, organizing contests and research courses, leading the Mu Alpha Theta research team, giving project ideas and research guidance, sharing posters and math games, etc. This summer, I will be traveling to different states to present at local schools about snowflake and virus symmetries, a main focus of my MIT PRIMES-USA project. The puzzles I designed and 3D-printed to share information about snowflake and virus symmetries will be featured in the Museum of Mathematics in New York City and hopefully other museums as well. My MIT PRIMES-USA project was featured at the Undergraduate Research Symposium at the Illini Union and in a presentation to the head of the Illinois Geometry Lab. My school, specifically the entire mathematics and science departments, honored me with the Rensselaer Medal for Mathematics and Science for my mathematics and science accomplishments in contests, research success, and for involving other students in math.

I have also used my mathematical knowledge and abilities in my other STEM (science, technology, engineering, and math) activities. I have used statistical analysis in my environmental engineering projects on microbial fuel cells, cellulosic ethanol, and invasive species control. I also used the leadership skills I gained from getting more people, especially underprivileged students and girls, interested in mathematics to involve students worldwide in environmental engineering and research through a nonprofit organization I founded.

Though I have not used much math in computer science, my interest in math led me to study Java, Matlab, and C/C++ on my own. I have created a number of apps to help clean-water charities and the blind.

My typical family vacation has always been centered around museums. For as long as I can remember, I have loved visiting museums, reading the books about the museum exhibits and artifacts before and after the visit, listening to the tour guides, doing my own research on related topics, etc. I did not, however, conduct my own historical research and write a paper on my research until tenth grade. In my history 10 course, each student was required to write a research paper on a topic of their choice based on a relevant book. I had always been interested in Chinese history, because of its close connection to my family history and my roots. So, I read The Chinese in America by Iris Chang, an author who I was already familiar with after reading The Rape of Nanking. My paper focused on a comparison of the challenges faced by Chinese immigrants in mainland China and in America during the mid 20th century. I loved completing the project. Even though I was only required to write a four-page paper, I wrote twenty pages including a poem from the point of a view of a Chinese immigrant. I also used my computer science skills to create a game that teaches others about the information I learned from my research.

In the middle of tenth grade, I heard about The Concord Review through a friend who knew about my interests and abilities in history and suggested that I may be interested in submitting a research paper to the journal. I was very interested in taking on the challenge to improve my reading, writing, and research skills and to share my work with high school history students, teachers, and other historians. I had some difficulty deciding upon a topic to research.

Around this time in my history 10 class we were learning about the Opium War. After some thought, I decided to complete my research paper on Chinese modernization. I was fascinated by the progress China had made in terms of modernization in the last century and was interested in investigating further. I wanted to shed light on this topic that is not so well known to high school students and others. Before beginning my research paper when I asked teachers, other adults, and friends for advice, they all emphasized the importance of reading other history research papers on similar topics.

Not only would I learn more information relevant to my topic of choice but I would also be more familiar with the style of academic writing featured in high-level, very well-respected journals such as The Concord Review, which is unique at the secondary level. I spent the winter and spring of tenth grade in the library, reading dozens of books and papers on Chinese modernization. In the early spring, I finalized my topic—the rise and fall of Kang Youwei, a prominent reformer in the late Qing Dynasty who is little known, yet had a tremendous influence on Chinese modernization. For the rest of the spring, I focused on reading literature specifically about Kang and those movements and figures related to him and his effects.

I began writing my paper in the beginning of the summer and focused on editing and rewriting for the remainder of the summer. My history 10 teacher found time in her summer to help edit my paper and provide helpful suggestions for improving it. Finally, in August, I was ready to submit my (6,592-word) final paper to The Concord Review. My paper was accepted for publication later in the Winter 2013 issue. I was so excited and honored to be able to share my work with The Concord Review subscribers and others worldwide.

Even though I am not working on a new history project right now, I have continued pursuing my interest in history through reading papers and books and completed a shorter project this year on mental hospitals. I look forward to continuing my history studies and research in college and beyond. Before conducting my own history research, and writing history research papers, I never thought I would continue to study history after high school because I had always thought my main interest would be in math and engineering. But now, I realize the value of history research and academic writing in any career and life path I choose, and also simply to satisfy my curiosity about the past, the present, and the future.

The Rise & Fall of Kang Youwei (PDF).

“I am simply one who loves the past and is diligent in investigating it.”

K’ung-fu-tzu (551-479 BC) The Analects

Education Trust, via a kind email:

You really want to know what makes this school different?” high school Principal John Capozzi leaned in, “Talk to a kid like James.” A “tough kid from the Bronx,” James transferred to Elmont Memorial High School in New York, where he slid silently into seats in the back of his classes and waited for the same bad experience that met him at every school before. But this time, it never came.

“He was in my first period class when I was still teaching,” Capozzi recalled. “And, this one particular day, the kids were really whiney — ‘why all these rules,’ ‘why all this work,’ ‘nya, nya, nya.’ And, as they were complaining about things, James — who never said anything in class — looks up and says, ‘You guys don’t know what you have here. You got teachers who care, who want you to do your work. Y’all wouldn’t last one minute in a bad school.’

“So you want to know what makes this school different?” challenged Capozzi. “Talk to a kid who’s been somewhere else.”

Ten years later and Capozzi’s words remain one of the best pieces of advice I’ve ever received.

In the last few decades, education leaders, researchers, and advocates have amassed rich lessons from adults in high-performing schools: lessons about effective practices, leadership, and what it takes to sustain real change. These contributions, distilled in studies, books, and reports, have provided sharp insight into the workings of successful schools and have shifted the national conversation from one of whether educating all students is even possible to one of how best to do it.

Edgar Mendez

Chandlar Strauss and Danielle “Dani” Fleming, a couple of 16-year-olds from the suburbs, might seem an unlikely pair to be so deeply invested in the educational outcomes of Milwaukee students.

But every Tuesday since the beginning of the school year, they’ve been hitting the halls of Milwaukee College Prep’s Lloyd Street Campus to tutor, and the two recently staged a fundraiser that brought in $30,000 to help them play their own small part in an ambitious effort.

“We want to close the educational gap that exists between the city and suburbs and build a relationship between the communities,” Strauss said.

Fleming, of Mequon, and Strauss, of Whitefish Bay, are lifelong friends who were side by side in hospital cribs when they were born.

The teens have now created Kids4Kids, an organization they hope will support efforts in Milwaukee to expand high-performing schools. The two are encouraging like-minded suburban teens to join their effort.

“We’re hoping to recruit students from Nicolet, Shorewood and other places to volunteer (tutor) at schools in Milwaukee,” Fleming said.

Their organization recently hosted a dance for high schoolers at Rail Hall in Walker’s Point that raised nearly $30,000 — with donations still coming in, Strauss said.

Tap the chart to view a larger version.

A few slides from the School District’s fourth 2014-2015 budget presentation to the Board:

I am surprised to see Physician’s Plus missing from the healthcare choices, which include: GHC, Unity or Dean.

The slides mention that the “Budget Proposal Covers the First 5% of Health Insurance Premium Increase”.

Madison Schools’ 2014-2015 v4 budget document (PDF).

Deeper dive:

2014-2015 Madison Schools’ Budget

Long term, disastrous reading results.

Healthcare costs have long been a somewhat contentious issue, including decades of expensive WPS coverage.

Questions about recent maintenance referendum spending.

Middleton’s property taxes are about 16% less than Madison’s for a comparable home.

Wisconsin per capita property tax data via the May 30, 2014 WISTAX Focus Newsletter.

4MB PDF presentation. https://www.teachermatch.org. Duckduckgo search.

Fascinating. Humans create the software, reports and decision support process…

Chris Rickert:

I guess when you’re 76 years old and on the verge of retirement after more than 50 years in the same field, there’s really no need to pull your punches.

Madison East High School biology teacher Paul du Vair proved that in a Sunday story in this newspaper, where he says the “greatest failure in education” is how little experience professors of education have in the classroom.

“They have no idea what goes on in our schools,” he said.

Provocative words from someone who owes at least part of his long and successful career to his college education. But are they true?

No doubt plenty of education professors, especially researchers, at UW-Madison lack teaching experience and haven’t logged significant time in the classroom. But plenty of them have, too.

At least one instructor in each of the School of Education’s licensure areas — the sciences, art, English, etc. — has “extensive teaching experience,” according to Cheryl Hanley-Maxwell, a former special education teacher and the School of Education associate dean responsible for teacher preparation.

And she estimated that about 75 percent of the faculty that students encounter when doing their education-related coursework, and nearly all faculty in areas such as teaching methods and classroom management, have teaching experience.

Related: Wisconsin adopts one aspect of Massachusetts’ teacher content knowledge requirements – MTEL.

Wisconsin rated D+ in teacher NCTQ State Teacher Policy Handbook.

Wisconsin State Journal

The president of the Madison teachers union just lamented an “embarrassingly low” wage increase for his members of 0.25 percent.

But that doesn’t include automatic pay raises most teachers will receive for their years of experience.

A large majority of Madison school teachers (in past years it has ranged from two-thirds to three-quarters of educators) will get longevity raises averaging between 2 percent and

3 percent, according to the district.

Add that to the 0.25 percent and the real raise for most Madison teachers will be about 10 times more than advertised.

In addition, a smaller group of teachers will get extra pay for completing higher education coursework toward advanced degrees. And under the district’s new contract for the 2015-16 year, teachers who supervise certain extracurricular clubs as well as those who take on work related to special education can earn more.

Much more, here.

Gail Robinson :

Eleven-year-old Matthew Votto sits at an iPad, his teacher at his elbow. She holds up a small laminated picture of a $20 bill.

“What money is this?” she asks. Matthew looks at the iPad, touches a square marked “Money Identification,” and then presses “$20.” “Twenty,” the tablet intones, while the teacher, Edwina Rogers, puts another sticker on a pad, bringing Matthew closer to a reward.

They race through more questions. “What day of the week is it?” “What is the weather outside?” “What money is this?” In most cases Matthew, who has autism, answers verbally, but he is quicker and seems more comfortable on the device.

Charlie Eaton, Cyrus Dioun, Daniela García Santibáñez Godoy, Adam Goldstein, Jacob Habinek and Robert Osley-Thomas

America’s higher education system is gaining a reputation for high costs and large inequities. In 2012, the U.S. spent $491 billion on higher education1 and twice2 as much per student than comparable industrialized countries. Where is all that money going?

Scholars have offered several explanations for these high costs including faculty salaries, administrative bloat, and the amenities arms race.3 These explanations, however, all miss a crucial piece of the puzzle. In fact, financing costs for college institutional debts, equity investments in for-profit colleges, and student loans have also come to soak up a growing portion of educational expenditures by households, taxpayers, and other private funders of higher education.

In recent years, students’ families and colleges have increasingly sought capital from three main financial markets. Public colleges faced declining state appropriations, and the average cost of tuition, room, and board increased much faster than grant aid for needy students.4 This pushed families to borrow increasing amounts from student loan markets to pay for college costs.5 Private and public colleges increased institutional borrowing, particularly from municipal bond markets for capital projects.6 And the rapid growth of for-profit colleges was fueled by equity investors that provided them with capital. All of this financing comes at great cost, in the form of either interest payments or profits earned to satisfy equity investors.

In this report, we estimate – for the first time – the total cost to the American higher education system of reliance on capital from each of these markets. The report covers the years for 2002 to 2012 – the only years for which adequate data are available.7 For student loans, we estimate the total interest paid annually on all outstanding student loans — both private and federal. For institutional borrowing, we describe total interest payments on college and university debts — the largest share of which went to funding amenities.8 In the case of for-profit colleges with capital from equity markets, we estimate the costs to students and taxpayers of profits made by these institutions —and the vast share of revenue they brought in from federal student aid programs — to satisfy stock shareholders and private equity investors. Except where noted, our estimates cover all colleges that received federal Higher Education Act Title IV funds9 and granted two-year, four-year, or graduate degrees between 2002 and 2012.

George Joseph:

Between 2007 and 2009, 350 Filipino teachers arrived in Louisiana, excited for the opportunity to teach math and science in public schools throughout the state. They’d been recruited through a company called Universal Placement International Inc., which professes on its website to “successfully place teachers in different schools thru out [sic] the United States.” As a lawsuit later revealed, however, their journey through the American public school system was fraught with abuse.

According to court documents, Lourdes Navarro, chief recruiter and head of Universal Placement, made applicants pay a whopping $12,550 in interview and “processing fees” before they’d even left the Philippines. But the exploitation didn’t stop there. Immediately after the teachers landed in LAX, Navarro coerced them into signing a contract paying her 10 percent of their first and second years’ salaries; she threatened those who refused with instant deportation. Even after they started at their schools, Navarro kept the teachers dependent on her by only obtaining them one-year visas before exorbitantly charging them for an annual renewal fee. She also confiscated their passports.

“We were herded into a path, a slowly constricting path,” said Ingrid Cruz, one of the teachers, during the trial, “where the moment you feel the suspicion that something is not right, you’re already way past the point of no return.” Eventually, a Los Angeles jury awarded the teachers $4.5 million.

Adrienne Lu:

Once public university tuition goes up, it rarely, if ever, goes down.

Since the Great Recession ended, states have been struggling to control tuition costs with a patchwork of tuition freezes, more student aid and additional state funds.

Caught in the middle are students and their families, who have had to pick up a growing proportion of the cost of college by paying higher tuition. Average tuition and fees at public four-year colleges grew from $7,008 to $8,893, or 27 percent, from 2008-09 to 2013-14, according to a study by the College Board.

State and local funding for public colleges and universities is finally on the rise again in many states, after hitting bottom in fiscal year 2012. States appropriated 5.7 percent more to higher education in fiscal 2014 compared to the previous year, ranging from an increase of 27.3 percent in New Hampshire to a cut of 8.1 percent in Wyoming.

Despite the recent upswing, however, states are still spending an average of 23 percent less per student on higher education than they did when the recession hit at the end of 2007, according to the Center on Budget and Policy and Priorities.

Chris Lee:

Is it time to rethink higher education? I’m someone who went through the system and I’m now, to a greater or lesser extent, contributing to its maintenance, so it seems strange that I should advocate its dismantling. Yet I’m beginning to think that I ought to.

Unlike most rants of this nature, I have no complaints about the modern standard of education. The myth of falling standards has been with us since the Roman republic decided that they wanted the south of France as their personal back garden. If they really were falling for that long, we would all be living in caves wondering how our fore bearers were able to create this thing called fire.

Indeed, I think that students today learn a hell of a lot more than I did in my day. Although I may mourn the fact that Lagrangian mechanics is now a footnote on the way to a physics degree, that is not a sign of falling standards, but rather tells us that it is more important to learn other things to obtain a relevant education.

James Wigderson, via a kind reader:

We should not have been surprised when Democratic candidate for governor Mary Burke voted with the rest of the Madison school board to negotiate a contract extension with the teachers union. After all, it was just a month ago that Burke told the Milwaukee Journal Sentinel in a video recorded interview that she believes she didn’t need Act 10 to get the same concessions from the unions. “I think it was only fair to ask for contributions to health care and to pensions, um, but I think those could have been negotiated, ah certainly firmly but fairly.”

Let’s set aside that negotiating a contract extension with the union is likely a violation of the law, as attorney Rick Esenberg of WILL informed the school board. Okay, that’s a little bit like saying to the dinosaurs, “setting aside that giant meteor head towards Earth…”

But setting the issue with the law aside, we’re about to about to see whether Burke’s claim is correct that she is capable of achieving the benefits of Act 10 without having to rely upon the powers granted by Act 10 to local government bodies. If we’re to use upon history as our guide, Burke is unlikely to prove anything except that the passage of Act 10 by Governor Scott Walker and the legislature was necessary.

After the passage of Act 10, Madison teachers staged a massive “sick out” in order to protest Walker’s reforms. Despite a public statement from then-WEAC President Mary Bell to go back to work and a request by the Madison Metropolitan School District to cancel a scheduled day off, Madison’s teachers continued to stay out of work to continue the protest. In fact, a MacIver investigation discovered that John Matthews of Madison Teachers, Inc. lied about the union’s involvement in planning the protest.

Against that background, and a determination not to be bound by the terms of Act 10, the Madison teachers union and the school district negotiated the first contract extension into 2013. Instead of the 12.6 percent health care contribution called for under Act 10 and even supported by Bell, the district was only able to negotiate a 5 percent health care contribution. The agreement did allow an increase to 10 percent the following year.

Related:

Teacher Union Collective Bargaining Continues in Madison, Parent Bargaining “like any other union” in Los Angeles.

Act 10.

Mary Burke.

Cory Weinberg:

When Bill O’Reilly decried on his show last week a course on white privilege supposedly starting at the Harvard University Kennedy School of Government, he said his working class roots make him “exempt” from white privilege. Scholars across the country could have told the Fox News commentator that he got the concept wrong.

The concept of white privilege – with roots in the 19th century, a resurgence in 1980s feminist scholarship and now making a mainstream splash – doesn’t point fingers at white supremacy or racist acts, but at structural and historical problems in society. White privilege is about the way white people are treated, generally favorably, regardless of what is in their hearts and minds. And Harvard officials aren’t starting a course on the topic, despite what you might hear on Fox.

But despite misconceptions and misinformation, Paul R. Croll, assistant professor of sociology at Augustana College, sees the recent discussion as part of a watershed moment for the academic field. “It’s a complex, deep sociological idea being brought into the mainstream, and it’s not easy to understand always. But even an angry discussion opens the door,” Croll said. “Bill O’Reilly saying ‘I don’t have white privilege’ is still Bill O’Reilly saying ‘white privilege.’ ”

Norman Sannes

Nothing has changed in the past 30 years. The love affair between the Madison School Board and Madison Teachers Inc. Executive director John Matthews is still in full bloom.

The latest pending agreement to extend the existing union contract is proof. The ensuing litigation could cost Madison taxpayers a great deal. The Wisconsin Institute for Law and Liberty has already promised to challenge this if the School Board caves to MTI.

MTI is not about our kids. It never has been (other than indoctrinating liberalism). The union’s opposition to the Madison preparatory charter school is further proof.

The School Board is supposed to be looking out for the kids and the taxpayers, but their first priority continues to be MTI and the demands from Matthews.

Related: Madison Governance Status Quo: Teacher “Collective Bargaining” Continues; West Athens Parent Union “Bargains Like any other Union” in Los Angeles.

Dan Rockmore:

Fifty years ago, at 4 a.m. on May 1, 1964, in the basement of College Hall at Dartmouth College, the world of computing changed forever. Professor John Kemeny, then the chairman of the mathematics department at Dartmouth and later its president, and Mike Busch, a Dartmouth sophomore, typed “RUN” on a pair of computer terminals to execute two programs on a single industrial-sized General Electric “mainframe” computer. The programs were written in Basic (Beginner’s All-purpose Symbolic Instruction Code), a fledgling computer language designed for the everyman, by Prof. Kemeny, Professor Tom Kurtz and a team of eager students.

Back then, using a computer was almost exclusively the privilege of a select minority of scientists and engineers who were conversant in the early languages of assembly code and Fortran. Prof. Kemeny, who had been a programmer on the Manhattan Project for Richard Feynman and an assistant to Albert Einstein, and Prof. Kurtz, a former student of the computing pioneer John Tukey, saw great potential in computers for advancing teaching and research, but they realized that this would require a whole new level of accessibility.

Basic was the first programming language designed specifically for nonengineers and nonmathematicians. It was easy to learn (“LET X = 5,” “IF X = 5 THEN Z = 10,” “PRINT X”), and at the same time, mainframe computers were starting to use timesharing—a system that let them more quickly handle multiple requests from terminals (a novel form of which was created by a team of Dartmouth undergraduates). As a result, an environment of interactive and available computing took over the campus. The pieces were in place for a global transformation as wide-ranging as the Industrial Revolution.

Adam Kotsko:

Simply because the humanities are often critical in their approach does not mean that they lead people to contest existing political arrangements. Many if not most of the greatest humanistic scholars of all time were enthusiastic advocates — precisely in the context of their scholarly work — of policies that we now regard as self-evidently abhorrent.

Similarly, we should not be misled by the superficial similarities between certain humanistic habits of thought and certain desirable moral dispositions. Humanistic methods of inquiry have no more inherent moral force than do the various methodologies of the natural sciences.

Nor is it prudent to construe the difference between the humanities and other intellectual disciplines that model themselves on the natural sciences as that between the “qualitative” and the “quantitative.” Every intellectual discipline works with empirical facts of some kind (quantitative), and every intellectual discipline relies on concepts and theories (qualitative). And even if we could somehow claim that the humanities had a monopoly on the qualitative aspect as compared to the “merely empirical” sciences, that still would not give us grounds for believing that the humanities are more meaningful and hence that the study of the humanities leads necessarily to a more meaningful life.

Molly Beck

Classroom 3027 in the northeast corner of Madison East High School’s third floor looks — and smells — like a biology textbook come to life.

Schools of mounted fish and five tanks worth of swimming ones watch the classroom from their perches. Small turtles to giant tortoise shells hang on one wall. A reindeer hoof hangs on another.

Underneath the wall decorations, filling shelves and bookcases, are about 400 small jars with yellowing labels tapped out on a typewriter: “cat uterus,” “elegant spider,” “human ovaries” and “golden hamster.” There are human brains, a kidney and a cancerous uterus preserved in formaldehyde.

Also among them is the preserved “Lord Ribbit Baron of Barphe” — the African-clawed frog that lived for 30 years in the classroom, unsurprisingly named by high school freshmen.

To Paul du Vair, the collection is a scrapbook of a teaching career he leaves at 76 years old, an age possibly unmatched by any Madison teacher before him, when he retires this month after more than 50 years, including 34 at East.

My simple thoughts on Madison’s latest Superintendent, Jennifer Cheatham:

How is the new Superintendent Doing?

Our community faces several historic challenges:

Despite spending double the national average per student, Madison’s reading results are a disaster. The Superintendent has been talking about this and there are indications that at least administrative attention to this urgent problem has changed.

Perhaps the most significant challenge our community faces is that school districts largely remain as they were a century ago: doing the same thing over and over yet becoming more costly each year. The rest of the world is obviously not standing still (www.wisconsin2.org)

The organizational stasis continues despite:

A. The information revolution:
I had dinner with some college students recently. All bright and motivated, they mentioned using the Khan Academy and many other online resources to learn. Sometimes supplementing coursework and in other cases replacing inadequate classroom lectures.

B. A few public schools are re-thinking their models:
Some Wisconsin Public schools are moving toward year around schedules:

Madison, meanwhile, seems largely content with the status quo:

C. Substantial growth in property taxes over the years, despite big changes in homeownership trends, demographics (rental growth) and the local economy.

https://www.schoolinfosystem.org/2013/06/09/madison_schools_89/

http://www.waxingamerica.com/2006/02/nineteen_financ.html

D. Michael Barry (the Madison School District’s Business Services Director) recently confirmed to me via email that 25% of the District’s 2014-2015 budget is spent on benefits (!)

Those trends will be very difficult to address within the current structure.

In summary: two big challenges: disastrous reading problems and an organization structure created for 1914.

It is too early to tell how things are going, though the District could certainly share reading results throughout the most recent school year, via its test results.

The interested reader would do well to review previous Superintendent coverage before, during and after. It is revealing. Pat Schneider takes a quick survey, here.

Henry Whitehead:

Dear Editor: While I bet much of sleepy Madison loved your article on new super-intendent Jennifer Cheatham, I found it both revolting and a perfect microcosm for the extreme flaws in the way we talk about student issues in Madison. The Madison School District and local media refuse to ever put the focus of these types of conversations on students. “Locals,” to you, means 11 bureaucrats and one graduated student. I have no interest in hearing from self-serving members of various boards and committees.

What I want, and what I never get, is testimonies from actual kids in the district who are struggling, who have had a problem during their K-12 years, and who could be better served by the Madison School District. I want to hear from a kid whose only meal comes at school, telling me the actual truth about whether their situation has improved or worsened, not 12 nearly identical, nondescriptive praises by adults. Put the focus where it belongs.

Gillian Tett:

Last week, my daughters experienced a very modern American childhood ritual. The teachers at their Manhattan school suddenly locked the classroom door and told everyone to hide under their desks, or inside the cupboard. Then somebody walked along the corridor outside, banging on the doors in a menacing manner, shouting, “Let me in.”

The teacher kept the door shut and told the children to silently crouch down, as part of a so-called Code Red drill. “It was very scary,” one of my daughters observed. “But this is what we have to do if a stranger comes into school.”

Welcome to one of the quirks of America in 2014. When I was a child at a British school 30 years ago, I often took part in fire drills, to prepare for the remote risk of a fire. But these days, American schools are not just conducting fire evacuations. In the wake of recent attacks on educational establishments – such as the tragic shootings in Newtown, Connecticut in late 2012, or the attacks on a California college last week – they are actively drilling children on how to respond to violent attacks as well.

These drills vary across the country. In some American schools, teachers have decided that they want “realistic” drills, so children huddle in places such as the gym while somebody fires a blank gun. In other establishments, teachers keep the threat relatively vague. Meanwhile, in the trendier parts of Brooklyn, the schools are so worried about psychological distress that they offer counselling to pupils after the drills.

Ben Austin, via a kind email:

Last week was an important moment in the Parent Power movement.

On Friday, LAUSD Superintendent John Deasy came to West Athens Elementary School in South LA to sign a groundbreaking Partnership Agreement with the leadership of the West Athens Parents Union, called the “Aguilas de West Athens” (AWA) – all without the parents having to gather a single Parent Trigger petition.

This negotiated Partnership Agreement is the result of collaboration and cooperation on the part of both the school district and parents. It invests $300,000 in new staffing positions (including a school psychologist and psychiatric social worker) to address issues of school climate and student safety; increases focus on Common Core implementation and professional development for teachers; and commits to strengthening parent voice and parent power in the school over the coming year.

There has been a ton of good media coverage (which you can read on our blog here), but we thought you might be most interested in hearing directly from the parents themselves who have led this effort. Below is a short video from Winter Hall, one of the parent leaders from West Athens, sharing her story about why she got involved and how the Parents Union was able to win these changes for their kids:
Winter Play

The efforts at West Athens are an important barometer of where the idea and the movement behind parent trigger are heading in California. As more and more districts come to terms with the political power and moral authority that organized parents now possess, we will continue to see more and more proof points of parents able to use their power to create “kids first” reforms at their school, regardless of whether or not they actually use the law to “trigger” the change.

Thank you again for your support. We will continue to keep you updated on everything happening at West Athens Elementary and elsewhere.

Parent Revolution

Related MTI (Madison Teachers, Inc.) Red Fills Doyle Auditorium; Collective Bargaining to Begin.

Related links:

Oconomowoc & Madison.

Madison’s Distastrous Reading Results.

2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before.

2008: Commentary & Links on Madison’s reading results.

Jessica Arp:

–

A local family is fighting with officials at Edgewood High School over allegedly failing to stop racial harassment.

The family is asking for tuition money back, while school officials said they handled things appropriately.

Blake Broadnax spent two and a half years as a student at Edgewood High School, played on the basketball team and was active in school events. But he said that throughout that time, he was the victim of racially motivated harassment, which escalated into his junior year. Blake and his mother Rena told their story to News 3 from their new home in Indiana.

“I think the worst situation for me, out of everything that had happened, was in public speaking,” Blake Broadnax said. “I had asked a kid to edit my speech and he gave it back to me and crossed out my name, Blake Broadnax, and wrote ‘My little niglet.’ Then he wrote the n-word on the paper about 10 more times.”

Documents provided by Edgewood High School to the Broadnax family attorney detail the incident in March of last year. The student was pulled from classes, given an out of school suspension, required to apologize and put on disciplinary probation.

But Blake Broadnax said this was not the only incident. In November, he walked out of school after a student allegedly discussing rhyming vocabulary words told him that “trigger” and the n-word rhymed. Blake claims he’d been hearing the n-word every day for months.

“I expected racial things to happen so much that I would be relieved when it did happen because then I could go on with my day,” Blake Broadnax said.

Joseph Epstein:

For those who have not yet caught up with it, in the academic world the phrase “trigger warning” means alerting students to books that might “trigger” deleterious emotional effects. Should a Jewish student be asked to read “Oliver Twist” with its anti-Semitic caricature of Fagin, let alone “The Merchant of Venice,” whose central figure is the Jewish usurer Shylock? Should African-American students be required to read “Huckleberry Finn,” with its generous use of the “n-word,” or “Heart of Darkness,” which equates the Congo with the end of rational civilization? Should students who are ardent pacifists be made to read about warfare in Tolstoy and Stendhal, or for that matter the Iliad? As for gay and lesbian students, or students who have suffered sexual abuse, or those who have a physical handicap . . . one could go on.

Pointing out the potentially damaging effects of books began, like so much these days, on the Internet, where intellectual Samaritans began listing such emotionally troublesome books on their blogs. Before long it was picked up by the academy. At the University of California at Santa Barbara, the student government suggested that all course syllabi contain trigger warnings. At Oberlin College the Office of Equity Concerns advised professors to steer clear of works that might be interpreted as sexist or racist or as vaunting violence.

Movies have of course long been rated and required to note such items as Adult Language, Violence, Nudity—ratings that are themselves a form of trigger warning. Why not books, even great classic books? The short answer is that doing so insults the intelligence of those supposedly serious enough to attend college by suggesting they must not be asked to read anything that fails to comport with their own beliefs or takes full account of their troubled past experiences.

Libby Nelson:

It’s graduation time, an occasion for commencement speakers, academic regalia, and celebrating achievement. One achievement has become a lot more common over the past few decades: the master’s degree, the fastest-growing college credential in the US.

More than 16 million people in the US — about 8 percent of the population — now have a master’s, a 43 percent increase since 2002.

And as master’s degrees have grown, so has the debt that comes with them. The typical total debt for a borrower with an undergraduate and graduate degree is now more than $57,000, up from $40,200 in 2004. (This includes medical and law degrees.)

Alan Borsuk:

I was there when dozens of heavily armed men descended on Clarke Street School, bringing life inside the school and in the surrounding neighborhood to a halt.

This was good. They were members of the Secret Service and the Milwaukee Police Department. And they were there because the president of the United States had come in person to N. 27th St. and W. Center St. to sing the praises of the school.

George W. Bush watched as students demonstrated their reading ability in a classroom and then spoke to about 200 students and adults in the gym. He called Clarke Street “a center of excellence.” It was a school having the kind of success Bush argued could occur in similar schools across the nation.

That was May 2002. Now it’s May 2014 and no one comes to Clarke Street to sing its praises any more. On the playground — a place where I’ve stood and watched kids play — a 10-year-old Clarke Street student, Sierra Guyton, was shot and severely wounded in daylight last week, innocent victim of others’ fights and stupidity.

In the fall of 2001, I wrote a long piece for this newspaper about the recipe for the success of Clarke Street, which consistently outscored not only MPS but the state in reading and math. Clarke had no entrance standards, no specialty program, and not much parent involvement.

Sumatha Reddy

Children still in kindergarten or even younger form cliques and intentionally exclude others, say psychologists and educators who are increasingly noticing the behavior and taking steps to curb it.

Special programs are popping up in elementary schools to teach empathy as a means of stemming relational aggression, a psychological term to describe using the threat of removing friendship as a tactical weapon. Children also are being guided in ways to stand up for themselves, and to help others, in instances of social exclusion. Though both boys and girls exhibit relational aggression, it is thought to be more common among girls because they are generally more socially developed and verbal than boys.

“I think it’s remarkable that we’re seeing this at younger and younger ages,” said Laura Barbour, a counselor at Stafford Primary School in West Linn, Ore., who has worked in elementary schools for 24 years. “Kids forget about scuffles on the playground but they don’t forget about unkind words or being left out.”

Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeannie Kamholtz email (PDF):

Board of Education meetings on May 12 and 15 were a sea of red, as MTI members produced an overflow crowd, calling for Contract negotiations for the 2015-16 school year. Numerous MTI members, supported by four past-presidents on the Board of Education, State Representatives Melissa Sargent, Dianne Hesselbein and Chris Taylor, spoke to the Board. Congressman Pocan sent a strong statement of support for MTI which was read into the record by Rep. Sargent.

Rep. Sargent also read into the record a petition calling for negotiations. It was signed by Senators Jon Erpenbach, Mark Miller, Fred Risser and Representatives Sargent, Hesselbein, Taylor, Pope, Berceau and Kahl. The petition stated, in part:

“We all share a common interest in making sure every child has access to a quality public education and in supporting our teachers’ efforts to create the best public schools in the state and nation. When teachers are prohibited from coming to the bargaining table, our public school children and schools suffer. Our teachers’ firsthand experience in the classroom gives them a unique perspective in developing best practices and firsthand knowledge of the needs of our public school children.

In Dane County, we have seen 50 years of positive and productive labor relations. This benefits our children and helps create strong schools and communities. Positive employee relations are developed, in part, through the collective bargaining process where employers and employees create the best possible working environment together. Unfortunately, Act 10 eroded the ability to negotiate in good faith.

Guaranteeing that teachers have a voice in what goes on in their classrooms is critically important in ensuring every child is learning in the best possible environment.”
Congressman Pocan’s statement, in part, follows: “Employees are the most important component to the success of any employer, and working with these unions makes good sense, as the employees have the institutional knowledge of the operation. Collective bargaining is an opportunity to address important issues together.”

Also stepping up to the plate in calling for negotiations was the District’s Student Senate. Led by Student BOE representative Luke Gangler (Memorial), they submitted a petition to the Board which stated, in part, “… Whereas, international courts and human rights organizations have since identified collective bargaining as a fundamental right of workers; and Whereas, the right of school staff to collectively bargain has a direct impact on the learning environment of students … Resolved, that the MMSD Student Senate recommend that the MMSD Board of Education approve extensions of employee contracts with MTI, AFSCME, and the Building Trades Council through 2015-16.”

Bargaining will begin today. Those represented by MTI, in all five bargaining units, are reminded to watch the MTI website and MTI Facebook for an urgent call to a Contract ratification meeting. Notice will be sent to all members for whom MTI has a personal email address. Notice will also be sent to the members of all MTI Boards of Directors & Bargaining Committees, MTI Faculty Representatives and EA-MTI Building Representatives.
The presentations to the Board can be viewed on the District’s website.

I wonder if parents have used the “crowd a meeting” tactic successfully? Fascinating.

Nassim Nicholas Taleb

This is the natural evolution of every enterprise under the curse of success: from making a good into selling the good, into progressively selling what looks like the good, then going bust after they run out of suckers and the story repeats itself … (The cheapest to deliver effect: “successful” cheese artisans end up hiring managers and progress into making rubber that looks like cheese, replaced by artisans who in turn become “successful”…).

Nassim Nicholas Taleb.

Olga Khazan:

Los Angeles Unified, the country’s second-largest school system, is home to more than 650,000 students, and 42 percent of them are overweight or obese. In 2011, the district decided healthier school lunches were the best way to help them not be.

At that point, Los Angeles was already on the julienning edge when it came to fighting childhood obesity through food: It outlawed sodas in schools in 2004, banned selling junk food on campus, and swapped the bulk of its canned and frozen produce for fresh.

But the new menus were the most austere measure yet, cutting kid-friendly favorites like chocolate milk, chicken nuggets, corn dogs, and nachos. Instead, little Jayden and Mia would dine on vegetarian curries, tostada salad, and fresh pears.

A student rebellion ensued—kids brought Flamin’ Hot Cheetos to school rather than much on quinoa salad—and L.A. Unified was forced to settle for a middle ground between Alice Waters and Ronald McDonald.

Rebecca Ryan:

We need to talk about the Race to Equity report, the project launched to reduce racial disparities in Dane County. No, I’m not talking about talking about the data. Or whether we’re surprised by the data. We need to talk about our role in this. Forty years of crappy outcomes for Black people didn’t happen overnight. If you’re north of thirty years old and have lived in Madison as an adult, it’s happened on our watch. We share responsibility.

I have wrestled with this thought since I read the report last fall: I am complicit in these results. And it’s time for us, the majority culture, to face this head-on. We can’t sit idly while Reverend Alex Gee’s Black caucus designs a way forward. And Madison schools superintendent Jennifer Cheatham isn’t going to solve this for us, either.

We, the majority population, need our own focused response to improve outcomes for Black citizens. Black Madisonians have a sense of urgency; they’ve been living in the narrows of opportunity for two generations. White people don’t have the same now-or-never attitude. Over forty years, we’ve allowed and enabled these issues to grow silently, like an undetected cancer, through our community.

There are so many things we whites must do to move in a better direction for all Madisonians. Here are some that I’ve been thinking about.

Associated Press:

The University of Wisconsin-Superior is cutting nearly half of its graduate programs as it deals with a looming deficit.

Chancellor Renee Wachter said this week that 11 of 25 graduate programs will be suspended, meaning the programs won’t admit any more students, but those currently enrolled will graduate. The programs include masters’ degrees in art history and communication, and masters’ degrees in education for reading and library media specialists.

The theater program is also under review, Wachter said.

Wachter said the university has to make up $4.5 million with either budget cuts or additional revenue in the next five years.

The university began a self-study in the fall of 2013 to identify areas for potential cost reductions.

Jessica Rodrigue:

A handful of cities across the country are becoming laboratories for an invigorated school reform movement—the result, depending on whom you ask, either of great political courage or massive budget shortfalls. Since 2005, the number of students in charter schools in Chicago has more than tripled, and Philadelphia has replaced traditional public schools with a new arrangement in which a mix of public and privately run schools are overseen by a central entity. “If we don’t make these changes, we haven’t lived up to our responsibility as adults to the children of the city of Chicago,” Mayor Rahm Emanuel said last year of his plan to overhaul the Windy City’s sprawling school system.

But these reform efforts are not without casualties, as the number of shuttered schools in urban communities from New Orleans to Newark can attest. In the past year alone, 24 schools have been closed in Philadelphia and 50 have been closed in Chicago—the largest number of any school district in the country. Last week, community activists filed three federal civil rights complaints in Newark, New Orleans and Chicago, charging that students of color have been disproportionately affected by the wave of school closures. Jessica Rodrigue, a Chicago-based photographer, visited the schools in her own city last summer to document the closures. Her photos of moving boxes, empty auditoriums and papered-over signs reflect the suddenness of the change that threw so many young lives into uncertainty.

Julia Schmalz

The president of Saint Paul’s College, Millard (Pete) Stith, has the unusual mandate of selling his institution. He took over management after the historically black college was unable to pay its debts, lost its accreditation, and closed in 2013. Along with a staff of 22, he maintains the campus in hopes that another college will purchase it during a sealed-bid auction, on June 25.

TRANSCRIPT

MILLARD (PETE) STITH: I’d like for them to come just live with me for a week and see what you have to do when your school is about to go belly-up. There’s no course you can take. You know everyday you are making a decision that you never thought you’d have to make in your life.

(TEXT) 1888: Saint Paul’s College was founded by Rev. James Solomon Russell in Lawrenceville, Virginia.

(TEXT) 2013: Unable to overcome financial difficulties the school closed its doors to students.

MILLARD (PETE) STITH: Saint Paul’s was started in 1888. It was an elementary and high school, and then, in the 1940s, the General Assembly gave him permission to start a college, a four-year college.

Joshua Rothman:

A few years ago, when I was a graduate student in English, I presented a paper at my department’s American Literature Colloquium. (A colloquium is a sort of writing workshop for graduate students.) The essay was about Thomas Kuhn, the historian of science. Kuhn had coined the term “paradigm shift,” and I described how this phrase had been used and abused, much to Kuhn’s dismay, by postmodern insurrectionists and nonsensical self-help gurus. People seemed to like the essay, but they were also uneasy about it. “I don’t think you’ll be able to publish this in an academic journal,” someone said. He thought it was more like something you’d read in a magazine.

Was that a compliment, a dismissal, or both? It’s hard to say. Academic writing is a fraught and mysterious thing. If you’re an academic in a writerly discipline, such as history, English, philosophy, or political science, the most important part of your work—practically and spiritually—is writing. Many academics think of themselves, correctly, as writers. And yet a successful piece of academic prose is rarely judged so by “ordinary” standards. Ordinary writing—the kind you read for fun—seeks to delight (and, sometimes, to delight and instruct). Academic writing has a more ambiguous mission. It’s supposed to be dry but also clever; faceless but also persuasive; clear but also completist. Its deepest ambiguity has to do with audience. Academic prose is, ideally, impersonal, written by one disinterested mind for other equally disinterested minds. But, because it’s intended for a very small audience of hyper-knowledgable, mutually acquainted specialists, it’s actually among the most personal writing there is. If journalists sound friendly, that’s because they’re writing for strangers. With academics, it’s the reverse.

Professors didn’t sit down and decide to make academic writing this way, any more than journalists sat down and decided to invent listicles. Academic writing is the way it is because it’s part of a system. Professors live inside that system and have made peace with it. But every now and then, someone from outside the system swoops in to blame professors for the writing style that they’ve inherited. This week, it was Nicholas Kristof, who set off a rancorous debate about academic writing with a column, in the Times, called “Professors, We Need You!” The academic world, Kristof argued, is in thrall to a “culture of exclusivity” that “glorifies arcane unintelligibility while disdaining impact and audience”; as a result, there are “fewer public intellectuals on American university campuses today than a generation ago.”

John Micklethwait and Adrian Wooldridge

Fifty years ago, Lyndon Johnson unveiled his vision of the “Great Society”. This would be one in which no child would go unfed and no youngster unschooled; a society in which the ancient evils of racism and injustice would be combated; a society, above all, in which the state would deliver justice and opportunity.

Most anniversaries pass unnoticed, and rightly so. But this one matters. The era of the Great Society was perhaps the last time Americans thought government could improve their lives. The 1964 election pitted Johnson against Barry Goldwater, an unapologetic advocate of a minimal state. Johnson won in a landslide.

The 1960s were also the heyday of the European welfare state, first outlined by Fabians such as Beatrice and Sidney Webb. Their ideas at first failed to take flight in America. But after the Great Depression and the collectivist success of the second world war, state planning was finally in fashion. Johnson’s Great Society was the Democrats’ version of the British Labour party’s New Jerusalem. Even the phrase, the “Great Society”, was stolen from a British Fabian, Graham Wallas.

Today US politics is in a stalemate and the “big government liberalism” of Johnson is in retreat. Ever since the 1970s, when the Great Society began to lose its “wars” on poverty, crime and inequality (and North Vietnam), American voters have embraced conservatives such as Ronald Reagan, who said government was the problem, not the solution; and Democrats such as Bill Clinton, who proclaimed the era of big government over. Only one in 10 Americans trusts politicians to do the right thing, compared with 60 per cent in Johnson’s time.

Imani Perry

In the 1954 Brown v. Board of Education opinion, the Supreme Court declared that state laws requiring segregation in public schools were unconstitutional. But change didn’t come easily, nor are schools all that integrated today. Sixty years after Brown, let’s examine some myths about the landmark court decision.

1. Brown v. Board of Education was only about school segregation.

It’s true that the case concerned segregation in public schools, but its impact went far beyond education. Brown overturned the 1896 Supreme Court ruling in Plessy v. Ferguson , which declared that segregated train cars did not violate the equal-protection clause of the 14th Amendment. While it wasn’t immediately clear, Brown would eventually dismantle segregation in all public facilities such as train cars, restaurants, department stores and more. The case emboldened civil rights protesters, who, for the first time in nearly 100 years of struggle and defeat, found the federal courts on their side.

Susette Min:

On March 11, 2014, at around 5:30am, students installed three sets of banners about student debt around the UC Davis campus. Three hours later, one set of banners was taken down, and two hours after that, another set had disappeared. The students, eager to retrieve the banners they worked many hours to design and create, asked around, only to be answered with a wall of smoke and mirrors from an administration that in short can be described as a complicated, top-heavy structure of managers, marketers and messengers of all sorts. The students pressed their case, and the banners were found in the possession of Grounds and Landscaping Services. The removal of the banners was ordered after a complaint from someone in the Administration: why some, but not all of the banners were taken down remains a mystery.

The location and motivation for the installation of the banners were not a mystery. Part of an assignment for an art history course on curatorial methods that I teach at UC Davis, the banners were part of an exhibition on the student debt crisis. AHI 401 introduces students to exhibition-making. The course, in addition to provoking thought about how an exhibition functions as a space and relation, engages students’ interest in a growing and intellectually demanding field by challenging them to take the lead in producing and displaying not only objects but also visual information. The final assignment for the course is to curate an exhibition either at the Richard L. Nelson gallery or somewhere else on the UCD campus. This quarter, one group of students curated an exhibition, Art as Translation, that included prints and lithographs drawn from the University’s art collection.

The other group curated an exhibition on student debt, which required them to construct both the frame and its contents.

The primary stated aim of One University One Debt was to create awareness about the trillion dollar student debt crisis—what it means for students to be in debt and in default—in addition to serving as a platform that could complicate and invite discussion about and possible solutions to this growing crisis.

Sarah Kendzior

In 2000, New York Times columnist David Brooks published a sociological study of the United States that now reads like science fiction. Bobos in Paradise chronicled how a new upper class of “Bobos” – bourgeois bohemians – struggled to navigate life’s dazzling options in a time of unparalleled prosperity. As presidential candidates Al Gore and George W Bush debated how to spend the projected $5trn government surplus, Brooks took on the micro crisis: How would baby boomers handle the psychic strain of making money at fulfilling jobs?

“This is the age of discretionary income,” Brooks declared, noting that liberal arts majors were “at top income brackets” and journalists made “six-figure salaries”. The WASP aristocracy that had long ruled the US had been replaced with a meritocracy based on hard work and creative prowess. Anyone could join – provided he or she had the right education.

Therein lay the hidden anxiety. According to Brooks, baby boomers had surmounted class and ethnic barriers through the accumulation of credentials. A degree from Harvard now carried more prestige – and provided more opportunity – than the bloodlines that had propelled the Protestant elite.

But the appeal of a college degree was also its fatal flaw: Anyone could get it. The formula could only work once. The same educational system that created new elites now threatened the prospects of their heirs.

“Members of the educated class can never be secure about their children’s future,” Brooks wrote. “Compared to past elites, little is guaranteed.”

He claimed the burden of maintaining success fell on the children themselves, who would have to “work through school” just like their parents.

As it turned out, there was another way.

Malcolm Harris:

On May 7, the federal government conducted its regularly scheduled auction of new Treasury bills, a monthly ritual in which investors compete to lend the state money. This, however, was no ordinary auction. Last year, after much debate, Congress tied federal student loan interest rates to the 10-year Treasury note’s each year’s pre-June rate at auction, finally linking student and government borrowing costs.

The results of May’s auction have serious and possibly lifelong consequences for the students on the other end of this year’s 20 million government higher education loans. When all the paddles were down, the Treasury sold $24 billion in 10-year notes at a yield of 2.61 percent — good news for bond traders, bad news for student borrowers.

Last year, an unusually low Treasury yield of 1.81 percent pushed down student loan interest rates — which Congress retroactively included in the 2013 deal — to their lowest levels, but this year’s 0.8 percentage point increase directly affects the linked loans, pushing them back up. This 0.8 percentage point represents a 20 percent increase in the rate charged to undergraduate borrowers, boosting it from 3.9 to 4.7 percent. Six years after the government nationalized the student loan industry, when so many Americans are rightly worried about the escalating costs of higher education, why is the government raising the cost of borrowing money to go to college?

There were three main issues at play in the 2013 Bipartisan Student Loan Certainty Act: How to anchor the interest rates, how much add-on for each category (undergraduate, graduate and parent loans) and where (or if) to cap the rates. After a long game of chicken with other people’s children, Congress ended up attaching the interest rates to the 10-year Treasury notes, with 2.05, 3.60 and 4.60 percentage point markups and 8.25, 9.5 and 10.5 percent caps, respectively. The bill looked most like the proposals from Rep. John Kline, R-Texas, and Sens. Richard Burr, R-N.C., and Tom Coburn, R-Okla., whose ideas weren’t that far off from President Barack Obama’s plan. Kline’s proposal (attached to 10-year rates, with 2.5, 2.5 and 4.5 point markups and 8.5, 8.5 and 10.5 percent caps) was found by the Congressional Budget Office (CBO) to generate more new revenue on the backs of students: $3.7 billion. That the final bill’s interest schedule was even harsher than Kline’s proposal points to how little daylight there is between the major parties on this issue.

Bob Samuels:

In my last post, I discussed how UC was fulfilling its obligation to accept every eligible Californian student by admitting them to Merced instead of Berkeley and UCLA. I also pointed out that some campuses are cashing in on the new policy that allows schools to keep all of the tuition dollars they generate. The end result of this system is that some campuses have a huge incentive to accept a high number of non-resident and international students and reject a great number of students from California.

During recent meetings with state officials, I warned that we will see a backlash from Californian residents who feel that their deserving children are being shut out of an institution the parents have helped to support, and in fact, there has been a constant stream of editorials and letters voicing this concern. In one recent article, we are told the following: “As more California high school seniors fight for spaces at popular UC campuses, the universities have flung open their doors to students from other states and countries, more than tripling the ranks of out-of-state freshmen in the past five years. Freshmen from outside the Golden State now make up almost 30 percent of their class at UC Berkeley and UCLA, up from just over 10 percent four years earlier.”

When I presented these statistics to state officials, I was told that the implicit arrangement was that UC had to maintain its current number of in-state students even though the governor has removed enrollment targets from his recent budgets. However, recent statistics so that it is unclear if this deal is being upheld: “The UC system enrolled about 700 more California freshmen in 2013 than in 2009, a 2 percent increase, and nearly 5,000 more freshmen from other states and countries — a 273 percent increase. About 57 percent of the added spots went to international students, and 30 percent to students from other states, while about 12 percent went to Californians. UC Berkeley enrolled 800 fewer California freshmen this academic year than in 2009, but it accepted about 580 more from other states and about 500 more from other countries.” Although we still do not know about actual enrollments, it should be clear that UC has changed its admission priorities.

Noah Kulwin:

The day after a November 9 “Day of Action” on which police arrested seven Occupy activists, the atmosphere was tense. A video of police armed with batons and riot gear beating students had gone viral. This prompted a now infamous press release from the administration, calling the actions of the student protesters (“linking arms and forming a human chain”) “not non-violent civil disobedience.”

The incident would later be rehashed on national news, The Colbert Report, and elsewhere. Former U.S. Poet Laureate and Berkeley professor Robert Hass wrote a moving op-ed for The New York Times. For more details on the whole saga, The Daily Californian has since put together a great post aggregating their coverage.

At the time of the November 9 protests, then-Chancellor Robert Birgeneau was traveling in Asia. He later claimed to be in “limited contact” with campus officials while the police were drawing their batons. The ACLU submitted a Freedom of Information Act request, and learned a couple months later that Birgeneau had in fact lied. Birgeneau “was told that campus police had used batons, and … he did not call for a more passive approach” in dealing with the protestors, the majority of whom were students.

Thomas Frank:

Welcome to the wide world, Class of 2014. You have by now noticed the tremendous consignment of debt that the authorities at your college have spent the last four years loading on your shoulders. It may interest you to know that the average student-loan borrower among you is now $33,000 in debt, the largest of any graduating class ever. According to a new study by the Pew Research Center, carrying that kind of debt will have certain predictable effects. It will impede your ability to accumulate wealth, for example. You will also borrow more for other things than people without debt, and naturally you will find your debt level growing, not shrinking, as the years pass.

As you probably know, neither your parents nor your grandparents were required to take on this kind of burden in order to go to college. Neither are the people of your own generation in France and Germany and Argentina and Mexico.

But in our country, as your commencement speaker will no doubt tell you, the universities are “excellent.” They are “world-class.” Indeed, they are all that stands between us and economic defeat by the savagely competitive peoples of Europe and Asia. So a word of thanks is in order, Class of 2014: By borrowing those colossal amounts and turning the proceeds over to the people who run our higher ed system, you have done your part to maintain American exceptionalism, to keep our competitive advantage alive.

Here’s a question I bet you won’t hear broached on the commencement stage: Why must college be so expensive? The obvious answer, which I’m sure has been suggested to you a thousand times, is because college is so good. A 2014 Cadillac costs more than did a 1980 Cadillac, adjusting for inflation, because it is a better car. And because you paid attention in economics class, you know the same thing must be true of education. When tuition goes up and up every year, far outpacing inflation, this indicates that the quality of education in this country is also, constantly, going up and up. You know that the only way education can cost more is if it is worth more.

Julianne Hing:

Editor’s note: Our series “Life Cycles of Inequity” explores the ways in which inequity impacts the lives of black men. Each month, we focus on a life stage or event in which that impact has been shown to be particularly profound. This article is part of a package focused on implicit bias in schools.

Enikia Ford-Morthel speaks of Amo (a pseudonym) with the fondness of an auntie talking about a beloved nephew. She recalls watching Amo at his fifth-grade graduation from Cox Academy in Oakland two years ago. The memory of him walking across the stage still fills her with emotion. “He looked so cute in his little white suit, with his jewelry on,” Ford-Morthel says of his graduation. “I just cried.”

Ford-Morthel and Amo are not actually each other’s family. Ford-Morthel was Amo’s principal at Cox Academy, a charter school in a particularly rough section of East Oakland. Nor did they always share such closeness. Amo, an African-American boy, arrived at Cox as a fourth-grade terror. “He was hell on wheels,” Ford-Morthel says of those early days. On his very first day Amo was in class for just 10 minutes before he got sent to Ford-Morthel’s office for starting some kind of trouble, and for the month after that he was never in class for longer than half an hour before he started swearing at his teacher or otherwise interrupting instruction.

He was headed for the discipline track, Ford-Morthel says, and even as a fourth grader, he would easily have been suspended for his behavior in many other schools. “But we sat with him and we had to figure out how to learn him,” she says. It turned out that Amo’s parents had split up and his dad had a new girlfriend with whom Amo’s mom didn’t get along. “Most of his experience with adults was them not working together, so he didn’t respect very many adults,” Ford-Morthel says. “He had huge trust issues, and his academics were horrible—which of course they were, because he was never in class.”

Stephen Moore:

Looking for the biggest bargain in higher education? I think I found it in this rural Missouri town, 40 miles south of Springfield, nestled in the foothills of the Ozark Mountains. The school is College of the Ozarks, and it operates on an education model that could overturn the perverse method of financing college education that is turning this generation of young adults into a permanent debtor class.

At this college the tuition is nowhere near the $150,000 to $200,000 for a four-year degree that the elite top-tier universities are charging. At College of the Ozarks, tuition is free. That’s right. The school’s nearly 1,400 students don’t pay a dime in tuition during their time there.

So what’s the catch? All the college’s students—without exception—pay for their education by working 15 hours a week on campus. The jobs are plentiful because this school—just a few miles from Branson, a popular tourist destination—operates its own mill, a power plant, fire station, four-star restaurant and lodge, museum and dairy farm.

Some students from low-income homes also spend 12 weeks of summer on campus working to cover their room and board. Part of the students’ grade point average is determined by how they do on the job and those who shirk their work duties are tossed out. The jobs range from campus security to cooking and cleaning hotel rooms, tending the hundreds of cattle, building new dorms and buildings, to operating the power plant.

Spot on. Related: Financial Aid Leveraging (or, leveraging students).

Pat Schnieder:

Maybe the formal deliberations on strategy don’t start until a closed session of the Madison School Board on Thursday, May 15, but engagement over a proposed extension of the teachers contract already has begun.

School board member Ed Hughes is stirring the pot with his remarks that the contract should not be extended without reconsidering hiring preferences for members of Madison Teachers, Inc., extended under the current contract.

John Matthews, executive director of MTI, replies that Hughes probably didn’t mind preference being given to internal transfers over external hires when he was in a union.

“When Ed was in the union at the Department of Justice, I doubt he would find considering outsiders to have preference over an internal transfer to be satisfactory,” Matthews said in an email.

Members of MTI are planning to offer their arguments for extending the contract when the school board meets at 5:30 p.m. Thursday at the Doyle Administration Building, 545 W. Dayton St.

Mary Burke votes for labor talks with Madison teachers. Matthew DeFour weighs in as well.

Allen Ruff @ WORT:

Do we have a public education crisis in this country? Is standardized testing ruining our kids’ chances at a meaningful and productive education? What are the downfalls of privatizing education? Listen to this addition of AP to find out more!

44MB mp3 audio file.

Much more on Timothy Slekar, here.

Daniel Henninger:

It’s been a long time coming, but America’s colleges and universities have finally descended into lunacy.

Last month, Brandeis University banned Somali-born feminist Ayaan Hirsi Ali as its commencement speaker, purporting that “Ms. Hirsi Ali’s record of anti-Islam statements” violates Brandeis’s “core values.”

This week higher education’s ritualistic burning of college-commencement heretics spread to Smith College and Haverford College.

On Monday, Smith announced the withdrawal of Christine Lagarde, the French head of the International Monetary Fund. And what might the problem be with Madame Lagarde, considered one of the world’s most accomplished women? An online petition signed by some 480 offended Smithies said the IMF is associated with “imperialistic and patriarchal systems that oppress and abuse women worldwide.” With unmistakable French irony, Ms. Lagarde withdrew “to preserve the celebratory spirit” of Smith’s commencement.

The students are revolting, and this time they have the gizmos to get their message across

If you are a capitalist, you should be worried right now. The children of Facebook and American Idol are rebelling in the US – and that spells trouble for many of you later on.

The uprisings have taken the form of protests against big-name guests invited to attend university graduation ceremonies. Those who have been rebuffed include such well-known people as Christine Lagarde, managing director of the International Monetary Fund; Condoleezza Rice, the former US secretary of state; and Ayaan Hirsi Ali, the human rights activist.

It’s not the end of the world. There’s no reason to shed dollar-denominated assets, diversify into Bitcoin or identify escape routes to the nearest hills. Our graduates aren’t really revolutionaries.

They are hard to please. Socially networked and sure of themselves, they can turn quickly on anyone or anything – and dealing with them as consumers is going to be tricky for businesses of various kinds.

Hughes deserves credit for even raising this possibility. @CapTimes http://t.co/yfBEsLkDdC

— Chris Rickert (@ChrisRickertWSJ) May 15, 2014

More. Vis a vis Pat Schneider’s recent article.

Elaine S. Povich

State Sen. David Argall thinks Pennsylvania’s law to fund schools with property taxes, which dates from the 1830s, has outlived its usefulness. He is pushing a bill that would eliminate property taxes levied by school districts and replace the revenue with higher state income and sales taxes.

For the first time, his idea is gaining some traction.

Argall, a Republican, has tried before to scrap the property tax collected by school districts, but this year he got more than half the state senators to co-sponsor his bill. He said the problem with property taxes is that “the tax has very little connection to the ability to pay.”

Poll results make Emanuel’s Chicago property tax hike a tougher sell.

Related: Madison Schools’ 2014-2015 Budget Update; Assumes 16% Increase in Redistributed State Tax Dollars, 2.11% Property Tax Growth; About $400,000,000 for 27,186 students.

Judge halts Illinois pension reform law.

Additional charts & data on Madison’s tax & spending growth, here.

Lindsey Burke:

Rep. Ron DeSantis, R-Fla., has introduced a proposal to fundamentally restructure higher education accreditation. The proposal would allow states to establish flexible accreditation models that would infuse a level of customization in higher education that is currently impossible under the existing accreditation system. The Higher Education Reform and Opportunity Act—or HERO Act—would empower states to allow any entity to credential courses and pave the way for a more flexible college experience for students and make possible a dramatic reduction in college costs.

Currently, accreditation is a de facto federal enterprise, with federally sanctioned regional and national accrediting agencies now the sole purveyors of accreditation.

The result has been a system that has created barriers to entry for innovative start-ups—insulating traditional brick-and-mortar schools from market forces that could reduce costs—yet has made it difficult for students to customize their higher education experience to fully reach their earnings and career potential. And because entire institutions are accredited instead of individual courses, accreditation is a poor measure of course quality and a poor indicator of the skills acquired by students.

Stephan & Abigail Thernstrom:

In conventional liberal circles, there is never any good news about race. Thus, as the 60th anniversary of the Supreme Court’s landmark decision in the Brown v. Board of Education school-desegregation case nears, mainstream media outlets lately have been depicting American schools as resegregated.

Thus we read that in New York City “children trundle from segregated neighborhoods to segregated schools, living a hermetic reality,” the New York Times NYT -2.65% reports. The Los Angeles Times describes more Latino children increasingly attending segregated schools, while the segregation of black students is virtually unchanged from the early 1970s. That conclusion is drawn from the work of a research team led by UCLA professor Gary Orfield, the left’s go-to man on race and schooling. For decades Prof. Orfield has been successfully peddling a story of dashed hopes for school desegregation.

On May 17, 1954, the Supreme Court declared in its unanimous Brown decision that state-imposed, single-race public schools violated the 14th Amendment. Separating children on the basis of race, the justices said, denied black pupils “equal educational opportunities” and hence deprived them of the “equal protection” of the laws, Chief Justice Earl Warren wrote. The watershed decision marked the beginning of the end of the Jim Crow South, applying to more than 10 million children who were enrolled in color-coded schools in 21 states and the District of Columbia. They made up roughly 40% of the nation’s public-school students, and more than two-thirds of all African-American pupils.

Kevin Helliker:

When sports psychologist Travis Dorsch set about studying the effect of parental spending on young athletes, he expected to find a positive correlation. After all, recent research suggests that young athletes benefit from parental support.

But his study, just completed, found that greater parental spending is associated with lower levels of young-athlete enjoyment and motivation. “When parental sports spending goes up, it increases the likelihood either that the child will feel pressure or that the parent will exert it,” says Dr. Dorsch, a Utah State University professor and former professional football player.

The study adds to a small but growing body of research suggesting that parents ought to temper their investments in youth athletics. The problem, at root, isn’t financial: It is that big expenditures tend to elevate parental expectations. “The more parents do, the more they expect a return on their investment,” possibly reducing their chances of a favorable outcome, says Daniel Gould, director of Michigan State University’s Institute for the Study of Youth Sports.

Insider Higher Ed:

Navient, the loan-servicing company formerly known as Sallie Mae, disclosed to investors Friday that it expects to pay an additional $103 million to settle two federal investigations, on top of the $70 million it already set aside last year for that purpose. The company is facing investigations from the Federal Deposit Insurance Corporation, the Department of Justice, and other federal and state agencies over how it managed and processed the payments of student loan borrowers, including active-duty servicemembers.

The spin-off of Sallie Mae’s loan-servicing business into its own independent company, Navient, was officially completed at the end of April. Navient now inherits all liability stemming from the federal and state investigations of Sallie Mae’s loan-servicing business, the company said. The FDIC has cited Sallie Mae for unfair or deceptive acts involving the way it made disclosures to borrowers and assessed certain late fees.

Navient said Friday that, based on its discussions with the FDIC, the company believes it will be required to refund $30 million worth of certain late fees to borrowers of Sallie Mae loans dating back to November 2005. In addition, in an effort to “treat all customers in a similar manner,” Naveint said it also expected to “voluntarily” reimburse $42 million in late fees for borrowers whose loans were not owned by Sallie Mae but were serviced by them.

Bonnie Rochman:

Mention you’ve got a picky eater to a fellow parent, and the choruses of “me too!” come quick. Some fed-up parents—embarrassed, at their wits’ end or worried about their children’s nutrition—are hiring picky-eater coaches to expand their kids’ palates.

Leslie Springer was tired of acting like a short-order cook for her twin girls in second grade and daughter in preschool. Day-Glo orange mac and cheese was a staple. Snacks consisted of Goldfish crackers, Cheez-Its, potato chips and Oreos. Her girls devoured french fries but wouldn’t touch other kinds of potatoes. She would offer cauliflower and carrots only to get rebuffed.

Ms. Springer sought help from food coach Tara Roscioli, who had recently begun a Fit Moms group in New Jersey geared at encouraging healthier choices for mothers. Ms. Roscioli suggested some initial substitutions: steel-cut oats with a pinch of brown sugar and raisins instead of heavily presweetened oatmeal packets. Brown rice instead of white rice. Apple chips instead of potato chips.

“When Tara suggested this, I thought, ‘This is never going to happen,’ ” says Ms. Springer, a clinical social worker in Maplewood, N.J.

Douglas Belkin:

A word to high-school seniors rejected by their first choice: A degree from that shiny, elite college on the hill may not matter nearly as much as you think.

A new Gallup survey of 30,000 college graduates of all ages in all 50 states has found that highly selective schools don’t produce better workers or happier people, but inspiring professors—no matter where they teach—just might.

The poll, undertaken this spring, is part of a growing effort to measure how well colleges do their jobs. This survey adds an interesting twist, because it looked not only at graduates after college; it tried to determine what happens during college that leads to well-being and workplace engagement later in life.

The poll didn’t measure graduates’ earnings. Rather, it was rooted in 30 years of Gallup research that shows that people who feel happy and engaged in their jobs are the most productive. That relatively small group at the top didn’t disproportionately attend the prestigious schools that Americans have long believed provided a golden ticket to success. Instead, they forged meaningful connections with professors or mentors, and made significant investments in long-term academic projects and extracurricular activities.

“It matters very little where you go; it’s how you do it” that counts, said Brandon Busteed, executive director of Gallup Education. “Having a teacher who believes in a student makes a lifetime of difference.”

Madison Teachers, Inc. Solidarity Newsletter via a kind Jeannie Kamholtz email (PDF):

The value of positive employer-employee relationships being highly valued in Madison and the surrounding area has moved the County of Dane and the City of Madison to continue to negotiate contracts with their employee unions. While the 2011 legislated Act 10 was designed to strip employees of their contractual rights and benefits, Judge Colas’ ruling that much of Act 10 is unconstitutional enables bargaining to continue.

Given the value placed on positive employer-employee relationships by Mayor Soglin and the County Board, MTI, AFSCME and the Building Trades Council, all of which represent bargaining units of District employees, have petitioned the Board of Education to enter Contracts for 2015-16. The Board will consider these requests at a special meeting this Thursday, May 15.

MTI – 7, State of Wisconsin – 0
MTI representation has resulted in the dismissal of charges against all MTI members who were issued citations by the State for participating in the Solidarity Sing Along, with one case still pending. MTI provided representation because of the State depriving members of their Constitutional right to freedom of speech in protesting Act 10’s impairment of collective bargaining.

Madison Teachers, Inc. members fill the school board work group room, and the hallway outside. pic.twitter.com/UaIN004Pf7

— Molly Beck (@MollyBeckWSJ) May 12, 2014

Related: Collective Bargainain, Act 10 and Retired Ripon Superintendent’s 2009 speech to the Madison Rotary Club.

Gayle Worland:

Monday through Friday, Maya Reinfeldt is an eighth-grader at Savanna Oaks Middle School in Fitchburg.
But on Saturdays, while her classmates are at soccer practice or gymnastics lessons, the 13-year-old is back at a desk studying literature in her mother’s native Russian.

Maya is one of more than 50 students enrolled at the Madison Russian School, a weekly immersion program where students can take classes in math, language, literature and drama, often using the same texts as their counterparts in Russian schools.

It’s not all academics. Students also do many performance events, sing together in a choir and participate in cultural gatherings with their families. And because they spend years together in the same classroom, they often develop deep friendships linked by a faraway culture.

“Sometimes I get more out of it than normal school,” said Maya, whose mother helped co-found the Russian School in 2003 so that her daughter, then 2, could master the language. “It’s a pretty good way to spend a Saturday morning. Otherwise I’d just be wasting my time.”

Alan Borsuk:

So what’s it going to take to move the needle around here?

The wealth of data that has come out in recent weeks on educational achievement hasn’t justified much celebration. For Wisconsin as a whole, the picture was not bad. The high school graduation rate has gone up a bit and is tied for second highest in the nation, but the percentages of kids rated as proficient in reading and math at all grades remain concerning.

As for Milwaukee, what can you say?

So much has been done and so little has changed. The percentage of kids graduating in the conventional time frame of four years actually went down. Other achievement measures have barely budged.

But we keep trying. In itself, that may be the best thing going for us. I’d like to think some of the things underway now are better thought out, more realistic, and ultimately more promising than things that haven’t borne fruit.

I’d like to use this space for the last few weeks of the school year to check in on what is happening with several improvement efforts underway here.

Are they accomplishing anything?

What has been learned about what it takes to have positive impact?

I’ll start with the GE Foundation grant of $20.4 million to Milwaukee Public Schools. It was announced with great hoopla on Jan. 19, 2011, at Morse-Marshall Junior and Senior High School. Superintendent Gregory Thornton called it an investment “that will make a huge difference in the academic lives of our children.”

Paul McGeough:

We’ve seen it over and over in Hollywood movies – American youngsters arriving at college for the first time, invariably with Mom shedding a few tears, Dad hovering awkwardly and siblings hauling cartons filled with home comforts to the freshman student’s new digs.

It’s a right of passage towards an as yet unformed career. It’s been an emotional roller coaster to get this far, committing to spend tens of thousands of dollars to study at one of the ‘best’ colleges – to attend Mom or Dad’s alma mater or to strike out for something more experimental.

But increasingly, it all defies economic good sense. And if critics of higher education in the US are to be believed, it also defies educational good sense.

Lest we be seen to be throwing the baby out with the bathwater in Australia, an analysis by The Economist declares American higher education, ‘on the face of it’, to be still in rude health. More than 50 of its colleges are in the top 100 in the world; eight of them in the top 10; they are unparalleled in scientific output – they produce most of the world’s Nobel laureates and scientific papers; and American college graduates, on average, still earn far more and receive better benefits than those who do not have a degree.

Then came a big ‘BUT’. It was in the vein of a critique last year by Richard Vedder, director of the Center for College Affordability and Productivity, whose key points in a reason.com forum are cause for wonder about an education system that Australia might attempt to emulate. Here are the eyes plucked from the Vedder piece:

Jordan Weissmann:

College graduation season is approaching fast, which means we’re also heading for the annual round of horror stories about the job market for young B.A.s. At least, I expect we are, because said market is still a mess.

You can spend a long, long time arguing about precisely how bad freshly minted grads have it these days and why. But for now, let’s stick to broad strokes. In its recent chartbook on youth joblessness, the Economic Policy Institute reported that roughly 8.5 percent of college graduates between the ages of 21 and 24 were unemployed. That figure is based on a 12-month average between April 2013 and March 2014, so it’s not a perfect snapshot of the here and now. Still, it tells us that the post-collegiate job market, just like the rest of the labor market, certainly isn’t nearly back to normal. (For comparison, the unemployment rate for all college grads over the age of 25 is 3.3 percent, which is also still higher than normal.) More worrisomely, the EPI finds that a total of 16.8 percent of new grads are “underemployed,” meaning they’re either jobless and hunting for work; working part-time because they can’t find a full-time job; or want a job, have looked within the past year, but have now given up on searching.