Matthew DiCarlo:

The recently released study of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS), has garnered a great deal of attention over the past couple of months (see our post here).
Much of the commentary from the system’s opponents was predictably (and unfairly) dismissive, but I’d like to quickly discuss the reaction from supporters. Some took the opportunity to make grand proclamations about how “IMPACT is working,” and there was a lot of back and forth about the need to ensure that various states’ evaluations are as “rigorous” as IMPACT (as well as skepticism as to whether this is the case).
The claim that this study shows that “IMPACT is working” is somewhat misleading, and the idea that states should now rush to replicate IMPACT is misguided. It also misses the important points about the study and what we can learn from its results.
First, to reiterate from our first post about the study, the analysis focuses solely on the teachers who are near the minimally effective (ME) and highly effective (HE) cutoff points. It is not an “overall” assessment of the system, as there is no way to know how teachers who are not close to these thresholds (i.e., the vast majority of teachers) are responding to the system. And improvement among all teachers is an extremely important outcome (as is how the system might affect the teacher labor supply).

Andrew Adams:

A Utah lawmaker says compulsory education in Utah wrongly places too much emphasis on attendance and not on outcomes, and he now plans to introduce three bills in the upcoming legislative session to shift the focus.
“We have no accountability — no meaningful accountability measures — on parents and students when it comes to the educational outcome,” said Sen. Aaron Osmond, R- South Jordan on Tuesday.
The state senator’s plan, first outlined in a post on the Utah Policy website, would require parents to attend parent-teacher conferences and agree to support children in completion of homework assignments, while exempting children being educated at home or in private schools from state requirements like classroom time and testing.
Osmond said to this point, too much has been expected and required of teachers.
“For us to turn all of that responsibility over to the teachers is not right,” Osmond said.

Melanie Trottman:

American Federation of Teachers President Randi Weingarten said the bankruptcy court ruling that Detroit is eligible for bankruptcy protection is morally and legally troubling, and her union will be part of an appeal.
U.S. Bankruptcy Judge Steven Rhodes’s Tuesday ruling dealt a major blow to unions, which had argued that pension cuts are protected by a provision in Michigan’s constitution. During his 90-minute presentation outlining his ruling, Judge Rhodes said the power of the federal court superseded that state provision.
“Pension rights are contract rights under the Michigan constitution” and contracts are at risk for cuts under federal bankruptcy law, Judge Rhodes said. The state is one of only seven with constitutional provisions protecting government-worker pensions, according to the Center for Retirement Research at Boston College.
Ms. Weingarten sees it differently. “Pension benefits are deferred wages” that people expected to get and need, she told reporters Wednesday morning at a Christian Science Monitor breakfast in downtown Washington, D.C.

Colleen Flaherty:

Is talking about race at Minneapolis Community and Technical College grounds for punishment if white students are offended? That’s what some supporters of a professor recently under investigation for talking about race there are asking. One supporter went so far as to create a parody logo of the college with its initials and the text: “Making it a Crime to Talk about Color.”
Minneapolis media and activists have been following the story of Shannon Gibney, a full-time adjunct professor of English. She says a student complaint about a recent lecture on structural racism triggered a meeting with administrators about her conduct and that the meeting was followed by a written letter of reprimand. She also says she was directed to the college’s chief diversity officer for sensitivity training.
But the college denies her account, saying it never reprimanded her for talking about structural racism — what it calls an important topic for students and faculty.

David Stout:

The results from a global exam that evaluates students’ reading, science and math skills are in and, once again, Chinese students appear to be reigning supreme while American students continued to underperform.
But before you shake your head ruefully and scoff at the decline of Western-style education, take a look at how the data is organized.
The OECD’s Program for International Student Assessment (PISA) exams are held every three years. Coming first and third respectively in the 2012 exams are the Chinese cities of Shanghai and Hong Kong.
However, China is uniquely not listed as a country in the rankings — unlike the U.S., Russia, Germany, Australia and other nations judged on the basis of their country-wide performances. Instead, China only shares Shanghai’s score with PISA. (Hong Kong, a Special Autonomous Region of China, sends its own data.)

Gary Jason:

Here, in a nutshell, is the human toll of the student-loan mess: it is forcing many recent grads to defer marriage and having children; it is hobbling many prospective entrepreneurs that our economy badly needs and may well delay the retirement of new grads by 11 or 12 years.
The total student-loan debt hit $1 trillion dollars two years ago, eclipsing total durable goods debt, and credit card debt. It is now one-fifth higher, at about $1.2 trillion. Student loan debt tripled between 2004 and 2012, with more than 40% of 25-year-olds now carrying student loan debt, averaging $24,000 per debtor. And remember, it is nearly impossible to discharge student-loan debt in bankruptcy.
By “debacle,” I mean this sad process: the ramping up of federal government guarantees for banks lending money to more and more students over the last 15 years (culminating in the complete nationalization of Sallie Mae in 2008), which led to an explosion in college tuition and consequently an explosion in total loan debt.

Pat Schneider:

The agreement for Scholars Academy was one of about 10 being developed as part of a process to make sure that all programs provided by outside organizations are in alignment with the school district’s strategic plan for closing the achievement gap, says Jessica Hankey, director of strategic partnerships and innovation for the district.
As part of a policy for community partnerships adopted by the district in February, the district is looking critically at how programs that partners offer are benefiting students, Hankey says.
There are more of those programs than you might imagine. Hankey says a “diverse portfolio” of up to 150 programs is offered to school district students by outside organizations. Some, like 100 Black Men of Madison’s Backpacks for Success, involve minimal participation by the district. Others, like some MSCR programs, are not focused primarily on academics.
The agreements now being developed in collaboration with the partnership organizations are focusing on programs with “high intensity” alignment with the district’s mission. They cover such things as goals, collaboration with school principals, program staff structure, sharing of data and metrics to measure outcomes, Hankey says.

Are current school district programs held to the same standard?

:

PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students’ backgrounds, schools and learning experiences and about the broader school system and learning environment.

Laura Waters:

Among the 34 OECD countries, the United States performed below average in mathematics in 2012 and is ranked 26th…Performance in reading and science are both close to the OECD average. The United States ranks 17 in reading, (range of ranks: 14 to 20) and 21 in science (range of ranks: 17 to 25). There has been no significant change in these performances over time.
Mathematics scores for the top-performer, Shanghai-China, indicate a performance that is the equivalent of over two years of formal schooling ahead of those observed in Massachusetts, itself a strong-performing U.S. state.
While the U.S. spends more per student than most countries, this does not translate into better performance. For example, the Slovak Republic, which spends around USD 53 000 per student, performs at the same level as the United States, which spends over USD 115 000 per student.
Just over one in four U.S. students do not reach the PISA baseline Level 2 of mathematics proficiency – a higher-than-OECD average proportion and one that hasn’t changed since 2003. At the opposite end of the proficiency scale, the U.S. has a below-average share of top performers.
Students in the United States have particular weaknesses in performing mathematics tasks with higher cognitive demands, such as taking real-world situations, translating them into mathematical terms, and interpreting mathematical aspects in real-world problems. An alignment study between the Common Core State Standards for Mathematics and PISA suggests that a successful implementation of the Common Core Standards would yield significant performance gains also in PISA.

Dana Goldstein::

While these results always make news, this year there is an added tempest in the teapot of the education policy world: The OECD and the Obama administration worked in advance with a selected group of advocacy organizations to launch a media campaign called PISA Day. Which organizations? The College Board, ACT, America Achieves, and the Business Roundtable–all key architects of the Common Core, the new national curriculum standards whose increased rigor and standardized tests have led to a much-publicized protest movement among some parents, teachers, and kids. Groups that support the Core have an interest in calling attention to low American test scores, which today they will use to argue that the Core is the solution not only to our academic woes, but also to reviving the American economy. Happy PISA Day!
But the truth is that the lessons of PISA for our school reform movement are not as simple as they are often made out to be. PISA results aren’t just about K-12 test scores and curricula–they are also about academic ability tracking, income inequality, health care, child care, and how schools are organized as workplaces for adults.

Julia Ryan:

Not much has changed since 2000, when the U.S. scored along the OECD average in every subject: This year, the U.S. scores below average in math and ranks 17th among the 34 OECD countries. It scores close to the OECD average in science and reading and ranks 21st in science and 17th in reading.
Here are some other takeaways from the report:
America Is Struggling at Math
The U.S. scored below the PISA math mean and ranks 26th out of the 34 OECD countries. The U.S. math score is not statistically different than the following countries: Norway, Portugal, Italy, Spain, Russian Federation, Slovak Republic, Lithuania, Sweden, and Hungary.
Do American Schools Need to Change? Depends What You Compare Them To
On average, 13 percent of students scored at the highest or second highest level on the PISA test, making them “top performers.” Fifty-five percent of students in Shanghai-China were considered top performers, while only nine percent of American students were.

Stephanie Banchero:

For the last few years, many U.S. educators and policy makers have looked to Finland, noting its high test scores and laser-like focus on attracting and retaining the best teachers. Although Finland still posts high scores, they have slid in the past few years.
Poland, on the other hand, has seen sharp improvement. The only European country to have avoided the recession, Poland undertook a host of education overhauls in 1999, including delaying by one year the system that places students into academic or vocational tracks, and crafting better systems to identify struggling students and get them help.
“Poland launched a massive set of reforms and, while we cannot say for sure they caused the improvement, they certainly are…a sort of plausible explanation,” said Andreas Schleicher, deputy director for education and skills at the OECD.
In Massachusetts, educators and policy makers credit the good showing, in part, to a 1993 effort that boosted spending and ushered in rigorous standards and achievement tests that students have to pass to graduate.

Related: www.wisconsin2.org

Tamar Jacoby:

After years of disfavor, vocational education is being transformed for young people seeking jobs that require more than high school but less than college.
Instead of going through Congress and making the initiative bipartisan, President Obama acted alone in mid-November, promising $100 million in grants to specialized high schools — such as New York City’s Pathways in Technology Early College High School — that prepare students for technical careers. The president’s on the right track, but why make it partisan? Schools like P-TECH are an idea whose time has come — one that can be adopted by both parties and by business as well as government.
Vocational education fell from favor decades ago because it was seen as an inferior track for less able students. More Americans attend college today than ever before: this year, 42% of young people 18 to 24 years old. Even among high school students in the bottom quarter of their class, 90% expect to go to college. And there’s no question that, for many Americans, college is a ticket to the middle class.
But there’s also mounting evidence that the college-for-all model isn’t working. Nearly half of those who start a four-year degree don’t finish on time; more than two-thirds of those who start community college fail to get a two-year degree on schedule. Even students who graduate emerge saddled with debt and often without the skills they need to make a decent living.

The Economist:

PEER review, many boffins argue, channelling Churchill, is the worst way to ensure quality of research, except all the others. The system, which relies on papers being vetted by anonymous experts prior to publication, has underpinned scientific literature for decades. It is far from perfect: studies have shown that referees, who are not paid for their services, often make a poor fist of spotting serious mistakes. It is also open to abuse, with reviewers susceptible to derailing rivals or pinching their ideas. But it is as good as it gets.
Or is it? Marcus Munafò, of Bristol University, believes it could be improved–by injecting a dose of subjectivity. The claim, which he and his colleagues present in a (peer-reviewed) paper just published in Nature, is odd. Science, after all, purports to be about seeking objective truth (or at least avoiding objective falsity). But it is done by scientists, who are human beings. And like other human endeavours, Dr Munafò says, it is prone to bubbles. When the academic herd stampedes to the right answer, that is fine and dandy. Less so if it rushes towards the wrong one.
To arrive at their counterintuitive conclusion the researchers compared computer models of reviewer behaviour. Each began with a scientist who had reached an initial opinion as to which of two opposing hypotheses is more likely to be true. The more controversial the issue, the lower the confidence. He then sends the manuscript supporting one of the hypotheses to a reviewer, who also has a prior opinion about its veracity, and who recommends either rejecting or accepting the submission. (In this simple model journal editors are assumed to follow reviewers’ advice unquestioningly, which is not always the case in practice.) Subsequently, the reviewer himself writes and submits his own paper advocating one of the hypotheses to the journal, and the process repeats itself.

Dana Goldstein:

Polls show that smaller class sizes are incredibly popular with parents and teachers. But with the Great Recession forcing school budget cuts, class size is once again a matter of debate, with Education Secretary Arne Duncan, megaphilanthropist Bill Gates, and New York Mayor Michael Bloomberg all suggesting that larger class sizes could be a good idea.
What do we really know about how class size affects student learning? Is there an ideal class size? In this episode, I talk to Larry Ferlazzo, a public school teacher and blogger, and Matthew Chingos, a class-size researcher at the Brookings Institution.

Matthew Clarida & Nicholas Fandos:

The median grade at Harvard College is an A-, and the most frequently awarded mark is an A, Dean of Undergraduate Education Jay M. Harris said on Tuesday afternoon, supporting suspicions that the College employs a softer grading standard than many of its peer institutions.
Harris delivered the information in response to a question from government professor Harvey C. Mansfield ’53 at the monthly meeting of the Faculty of Arts and Sciences.
“A little bird has told me that the most frequently given grade at Harvard College right now is an A-,” Mansfield said during the meeting’s question period. “If this is true or nearly true, it represents a failure on the part of this faculty and its leadership to maintain our academic standards.”
Harris then stood and looked towards FAS Dean Michael D. Smith in hesitation.
“I can answer the question, if you want me to.” Harris said. “The median grade in Harvard College is indeed an A-. The most frequently awarded grade in Harvard College is actually a straight A.”

Ann Robertson & Bill Leumer:

A recent New York Times editorial took a moment out to lecture mayor-elect of New York City Bill de Blasio on how he should treat teachers and their unions. We hope he doesn’t listen.
The editorial began by endorsing a pay raise for New York City teachers, but insisted that “any sort of raise will require concessions in exchange,” including loosening “work rules that stifle innovation and favor senior teachers over younger ones who may in fact be more talented.” This general philosophy was spelled out on a number of different fronts.
For example, the editorial continued: “Seniority trumps everything and is treated as a proxy for excellence. Under current rules, a school that has an enrollment shortfall or budget problem and has to cut one of its five math teachers cuts the least senior teacher, period. In progressive systems, like the one in Washington, D.C., which has made big gains on federal assessment tests, decisions about which teachers to cut are based on a combination of factors, including how they stack up on evaluations and whether they possess special skills. The goal is to keep the most talented teachers.”
There are a number of problems here. First, The New York Times editorial board is simply accepting – no questions asked – that in the richest country in the world it makes sense for schools to cut teachers because of a “budget problem.” The U.S is engaged in an insane, entirely irrational campaign of underfunding its public schools on a massive basis, thereby robbing the country of the benefit of a future well-educated citizenry. How The New York Times expects any teacher to succeed in nurturing critically thinking students, when they are surrounded by policy makers who lack any semblance of logic and who give corporations generous tax breaks rather than adequately fund schools, is at least, questionable.

Matthew DeFour:

Democratic gubernatorial candidate Mary Burke launched a new, more detailed website Tuesday with one notable omission: her only experience in elective office, as a Madison School Board member.
But after the State Journal inquired about it, the campaign said it would update the site to include her role on the board.
A campaign spokesman called the omission an “oversight.” However, the website in several places downplays Burke’s ties to the city where she lives.
The website focuses on Burke’s experience as a top executive at Waterloo-based Trek Bicycle, which her father founded, and her time as Commerce secretary in the Gov. Jim Doyle administration.
Burke, the only Democrat so far who announced plans to run against Gov. Scott Walker next fall, launched burkeforwisconsin.com in October with a video announcement and ways for supporters to provide an email and donate to the campaign.

Madison schools’ academic challenges and above average spending & taxes will likely receive greater scrutiny during the upcoming gubernatorial election.
That said, a healthy debate on Madison’s long time, agrarian era governance model vs the more dynamic school choices available in most urban areas would be welcome.
– Phil Hands

Doug Lederman:

Wondering how much more your college’s sports program spends per athlete than your institution does in academic funds per student? What your university spends on coaching salaries per player? What your campus pays to subsidize its sports program out of institutional funds?
Then the Knight Commission on Intercollegiate Athletics has the database for you.
The commission, which next year will mark 25 years since issuing its first report on college sports reform, is today releasing a database designed to provide campus officials, policy makers, reporters and others with better — and more accessible — statistical information about how colleges in the National Collegiate Athletic Association’s Division I finance their sports programs. It does so by marrying data from several existing sources in a unique way.

Unschoolery:

I tell all my kids they should start their own businesses someday. I think it’s an amazing way to make a living, an amazing mindset to have, and it’s a school like no other that you keep learning from all the time.
Besides marrying my wife and having my kids, starting my business is the best thing I’ve done.
And then a little while ago, I realized that there’s nothing stopping them from starting a business now, while they’re young.
Yesterday my 14-year-old daughter Maia became the first to officially launch her business: a vegan cupcake venture!
I encouraged her to start one a few months ago, and in that time she’s experimented with a handful of recipes, doing taste tests with her siblings (who have absolutely loved the process of course). She’s found recipes that worked.

Project on Student debt:

Seven in 10 college seniors (71%) who graduated last year had student loan debt, with an average of $29,400 per borrower. From 2008 to 2012, debt at graduation (federal and private loans combined) increased an average of six percent each year.
Details, including state- and college-level data, can be found in the full report and by clicking on the map and other links on this page.

Jeffrey Williams:

Imagine a diorama in an American Museum of Occupations showing the evolution of the professor. The exhibit starts in the early 1800s with an austere, black-suited man in a minister’s collar, perhaps looking over the shoulder of a student at a rustic desk, with a Greek text open in front of him. In the next scene, from around 1900, he morphs into a pince-nez-wearing gentleman in starched collar and cravat, at a podium delivering a lecture. The professor of 1950 adopts the rumpled bearing of a tweed jacket, pointing with his pipe to a poem or a physics equation on a chalkboard. In the next frame, circa 1990, she wears jeans and is sitting in front of a computer screen.
How would the diorama represent the professor of 2020?

Brooke Donatone:

Amy (not her real name) sat in my office and wiped her streaming tears on her sleeve, refusing the scratchy tissues I’d offered. “I’m thinking about just applying for a Ph.D. program after I graduate because I have no idea what I want to do.” Amy had mild depression growing up, and it worsened during freshman year of college when she moved from her parents’ house to her dorm. It became increasingly difficult to balance school, socializing, laundry, and a part-time job. She finally had to dump the part-time job, was still unable to do laundry, and often stayed up until 2 a.m. trying to complete homework because she didn’t know how to manage her time without her parents keeping track of her schedule.
I suggested finding a job after graduation, even if it’s only temporary. She cried harder at this idea. “So, becoming an adult is just really scary for you?” I asked. “Yes,” she sniffled. Amy is 30 years old.

Mark Niesse:

Two-thirds of Atlanta’s school board will be filled with new representatives following a runoff election Tuesday that ousted the board’s chairman.
Reuben McDaniel, an investment banker who led the school board during the last two years, lost re-election to attorney Cynthia Briscoe Brown, who collected 66 percent of the vote.
Brown, an attorney, criticized McDaniel’s leadership of the school system following the nation’s largest cheating scandal, scrutiny from the school system’s accrediting body and an investigation of racism allegations at North Atlanta High School.
McDaniel was the only incumbent facing a runoff challenge. Three other runoff races decided Tuesday involved political newcomers for seats in which incumbents didn’t seek re-election.

The City of Madison Clerk has posted a helpful candidate guide (PDF), here.
Two Madison School Board seats will be on the spring, 2014 ballot: Seat 6 and Seat 7. It is never too early to run for school board, particularly in light of the District’s long term, disastrous reading results.
The 2014 Spring Primary will be held on February 18, 2014 if necessary. The spring election is scheduled for April 1, 2014.
Much more on Ed Hughes and Marj Passman. Incumbent Ed Hughes has not had a competitive race in his previous two elections.

EDW Lynch:

How To Sharpen Pencils, An Instructional Film on Proper Sharpening Technique with Expert Sharpener David Rees
by EDW Lynch on November 29, 2013
Expert pencil sharpener David Rees provides exacting instructions for proper pencil sharpening in the short film “How To Sharpen Pencils” by Kenneth Price. You can order a newly sharpened #2 pencil on Rees’ Artisan Pencil Sharpening website (sold out until 2014), and read his book on pencil sharpening, How to Sharpen Pencils: A Practical & Theoretical Treatise on the Artisanal Craft of Pencil Sharpening. We previously posted about Rees’ artisan pencil sharpening business back in 2012.

Alexandre Afonso:

In 2000, economist Steven Levitt and sociologist Sudhir Venkatesh published an article in the Quarterly Journal of Economics about the internal wage structure of a Chicago drug gang. This piece would later serve as a basis for a chapter in Levitt’s (and Dubner’s) best seller Freakonomics. [1] The title of the chapter, “Why drug dealers still live with their moms”, was based on the finding that the income distribution within gangs was extremely skewed in favor of those at the top, while the rank-and-file street sellers earned even less than employees in legitimate low-skilled activities, let’s say at McDonald’s. They calculated 3.30 dollars as the hourly rate, that is, well below a living wage (that’s why they still live with their moms). [2]
If you take into account the risk of being shot by rival gangs, ending up in jail or being beaten up by your own hierarchy, you might wonder why anybody would work for such a low wage and at such dreadful working conditions instead of seeking employment at Mc Donalds. Yet, gangs have no real difficulty in recruiting new members. The reason for this is that the prospect of future wealth, rather than current income and working conditions, is the main driver for people to stay in the business: low-level drug sellers forgo current income for (uncertain) future wealth. Rank-and file members are ready to face this risk to try to make it to the top, where life is good and money is flowing. It is very unlikely that they will make it (their mortality rate is insanely high, by the way) but they’re ready to “get rich or die trying”.

Rhema Thompson

The search for a few good men and women, a few good readers, writers and artists are in focus this week.
Escambia County School District officials will soon be forming a new task force to help close the achievement gap among the district’s students.
During a special workshop earlier this month, Escambia County Schools Superintendent Malcolm Thomas said he would be working with the school board’s new chairwoman Linda Moultrie to organize a committee of community members dedicated to “solution-finding” in the coming months.

Jeffrey Solochek:

A Florida mother’s child visitation court battle has become the Home School Legal Defense Association’s latest cause.
The mom, Therese Cano, had been home-schooling her children and, according to the HSLDA, a court psychologist had found the kids were doing well academically. But a guardian ad litem for the children told the court she believed they would benefit from the socialization aspects of public schooling.
The judge then ordered the children into public schools, overruling a court order permitting the home schooling. The HSLDA quotes the judge as saying, “When are they going to socialize? Is homeschool going to continue through college and/or professional schooling? At which point are these children going to interact with other children, and isn’t that in their best interest?”

Sherri Ackerman:

ome Florida private schools face an unexpected dilemma this school year: Find extra dollars to pay for state college courses their high school students want to take – or deny them the option.
The problem stems from a new law requiring public school districts and individual private schools to cover tuition for students enrolled in the state’s popular dual enrollment program.
Though it’s unclear how many private school schools and students are affected, the change has left some schools curbing participation and others anxious about what they’ll do if local colleges, prompted by the new law, end up hiking charges.
The change “caught everybody off guard,” said Howard Burke of the Florida Association of Christian Colleges and Schools, and immediate past president of Florida Association of Academic Nonpublic Schools (FAANS). “This is a hardship for parents already paying taxes for public schools and paying for private school.”

Jennifer Chambers:

A new report urges state lawmakers to proceed with plans to introduce the Smarter Balanced exam as a replacement for the Michigan Educational Assessment Program, saying it remains the only viable option for the 2014-15 school year.
Michigan education officials released the 23-page report Monday outlining options for a new state assessment tool to be used as early as next year to test K-12 students under Common Core state standards. State schools administered the MEAP for what is supposed to be the last time this fall.
The report, requested by lawmakers in late October after they removed a funding block for implementation of Common Core, examines 12 test options in the marketplace.
The report provides summaries on the cost of each test, scoring and reporting methods, test security transparency and overall design.
Of the 12 options, only Smarter Balanced and two other tests were aligned to Common Core, a more rigorous set of standards adopted by the State Board of Education in 2010 for math and English. The other exams aligned to the standards are Measured Progress and PARCC.

Investors Business Daily:

Education: Parents pay a fortune to send their kids to big-name colleges, and they expect strong scholarship in return. More and more, what they’re getting ranges from drivel to leftist indoctrination.
Manhattan Institute scholar Heather Mac Donald shocked a New York City audience at the 2013 Wriston Lecture this month with some examples of what leftist academics have done to the American college curriculum.
“Until 2011,” she noted, “students majoring in English at UCLA had been required to take one course in Chaucer, two in Shakespeare, and one in Milton — the cornerstones of English literature.

Rebecca Onion:

These “confiscation cabinets,” assembled by veteran teacher and artist Guy Tarrant, are an unusual archive: toys taken from London schoolchildren in 150 different schools, over thirty years.
Tarrant became interested in the toys as tokens of resistance to school routines and teacherly discipline. He enlisted other teachers to donate their own confiscated items to his project. In all, he made eight such cabinets, which are currently on display at the Victoria & Albert Museum of Childhood in London.
Besides showcasing the creativity of some rebellious children–improvised pea shooters, World Cup finger puppets, and mix CDs feature in the collection–the grouping lets us see some differences between American and British toys.
A “Scooby doo” appears in the girls’ cabinet, and seems to be some kind of a friendship bracelet. In the boys’ cabinet, there’s a Sikh kirpan, or ceremonial sword, reflecting the large Sikh immigrant population in the UK. (Recently, Sikh advocacy groups have fought the confiscation of such items as a restriction of religious freedom.) And there’s a “39’er,” which appears to be a “conker” (or horse chestnut) used in the traditional British kids’ game.

Courtney Martin:

“Do you think this is the right color ribbon?” asked a petite brunette, her hair pulled back in a haphazard ponytail, her college sweatshirt engulfing her tiny frame. “And do you think these are the right length of sections I’m cutting? I don’t want it to be all funky when we pin them on.”
“Mmm … I’m not sure,” said the guy next to her, sucking on a lollipop, his football-player physique totally evident in his tight band T-shirt.
“Looks good to me,” his roommate said without even glancing over at the ribbon or the girl.
Meet the college anti-war movement.
I just got back from a two-week campus speaking tour during which I had the privilege of hanging out in a women’s center at a Catholic college, eating bad Mexican food with Mennonite feminists, and chatting with aspiring writers and activists at a college in which half the students are the first in their families to experience higher education. I heard the stories of transgender youth in Kansas City, jocks with food addictions in Jacksonville, and student organizers who are too overwhelmed to address all the world’s problems in Connecticut.

Miles Lasater:

Congress and the administration have recently been talking a lot about access to and affordability of higher education. The administration has proposed an ambitious overhaul of our entire higher-education system, including the development of a college scorecard to ensure that students and their families have all of the information they need to make an informed decision about their postsecondary education.
The college scorecard will be hugely useful for families only if the data used to create it are readily available and accurate. Innovative technology companies have already developed this technology and have been collecting and analyzing student and institution data and can be an effective partner to policymakers in creating a scorecard and other higher-education policies that will help families with one of the biggest financial decisions they will make.
The Higher Education Act, the federal law that governs all higher education, was first enacted in 1965 to pave the way for millions of students to access higher education. Once a vehicle of access to higher education, the law is now more than 1,000 pages long and has most recently been a barrier to innovation. The Higher Education Act includes pages and pages of regulations added during the 2008 reauthorization that have never been enforced. If Congress continues down this path, the next reauthorization of the Higher Education Act, due next year, will likely create hundreds of pages of more regulations that are never enforced and programs that are never funded.

Hwang Jurie:

What will people think of 16-month-old wonder child Jonathon Rader, able to play various musical instruments, if he decides not to pursue a career as a musician?
The answer seems to be “a failure,” when hearing the story from Kim Ung-yong, a 48-year-old record holder for the world’s highest intelligence quotient, in an interview with The Korea Herald.
“I was famous for having a 210 IQ and being able to solve intricate math equations at the age of four,” Kim said, adding, “Apparently, the media belittled the fact that I chose to work in a business planning department at Chungbuk Development Corporation.”

Hope Reese:

Laurel Sturt was a 46-year-old fashion designer in New York City whose career trajectory took an unlikely shift one day on the subway. A self-proclaimed social activist, Sturt noticed an ad for a Teaching Fellows program. Then and there, she decided to quit her job in fashion design and shift her focus to her real passion: helping others. She enrolled in the two-year program and was assigned to teach at an elementary school in a high-poverty neighborhood near the South Bronx.
A decade later, Sturt has written about the experience in her provocative memoir Davonte’s Inferno: Ten Years in the New York Public School Gulag. I spoke with her about how her time in the classroom affected her views on education today.
You got into teaching at the age of 46, which is later than most. What spurred you to make the big life change?
I had always been a social activist and felt there was a responsibility for the “haves” to help the “have-nots.” I used to fulfill that obligation by tutoring inner-city kids, but my actual career was in fashion design and illustration. I remember thinking: When someone’s on their deathbed, are they really going to think about the dress I designed for them? Not to put down fashion design, but it’s just not enough. I decided to flip the equation and instead of doing social activism part-time, make it a full time job.

Molly Beck:

“Snow” is this year’s pick for the Great World Texts program facilitated by UW-Madison’s Center for the Humanities, a 9-year-old literacy initiative that provides Wisconsin teachers like Gibson with sets of novels chosen for their cultural and literary value, teaching guides and professional development, and provides students with a chance to respond to such work with projects of their choice that cover a theme of the book.
The culmination of that effort unfolds Monday, when about 500 students from 15 Wisconsin schools will meet at the Great World Texts conference at UW-Madison. The students will have a chance to meet and hear from the author they have been studying all semester, and to present and discuss their work together. Nine students have been chosen to have lunch with Pamuk.
The book was chosen for its global perspective, said program coordinator Heather DuBois Bourenane, but also because it is a text that is frequently asked about on Advanced Placement exams but not frequently taught in schools.

Rishawn Biddle:

The National Education Association filed its 2012-2013 LM-2 financial disclosure to the U.S. Department of Labor, and once again, the nation’s largest teachers’ union spent big to preserve its influence over education policymaking. The NEA spent $131 million on lobbying and contributions to like-minded groups in 2012-2013, a four percent increase over its $125 million spend in the previous year. These numbers don’t include the $51 million the union spent in 2012-2013 on so-called representational activities, which are often just as much geared toward political activity; that number, by the way, is little changed from spending levels in 2010-2011 and 2011-2012.
wpid-threethoughslogoAn analysis of the NEA’s spending shows that while it attempts to use some strategy in order to leverage its contributions to like-minded groups, it remains as scatter-shot as it has been in previous years. Over the past year, the NEA has attempted to get social justice groups it funds to echo its messaging and work more-closely with it in order to advance its agenda. This included meetings between the union’s executive director, John Stocks, with the top executives of past and current recipients. All this effort, however, has not ensured that NEA recipients are any more loyal to the union’s mission than at any other time.
For example, the NEA handed $30,000 to the Leadership Council for Civil and Human Rights, one of the leading civil rights-based players in the school reform movement, and dropped $75,000 into the National Council of La Raza’s political action fund even though the outfit is also a major reform player. Another recipient of NEA largesse is Al Sharpton’s National Action Network. It picked up $100,000 from the union in 2012-21013 in spite of the civil rights leaders longtime support of expanding the very charter schools the NEA opposes, $75,000 more than in the previous fiscal year.

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

MTI’s Teacher Collective Bargaining Agreement provides that all members of MTI’s teacher bargaining unit will be provided with a daily duty-free lunch period of at least 30 continuous minutes. The 30 minutes cannot be abridged by one being directed to walk with students to the lunchroom.
More recently, once again, some teachers have been requested to open their classroom so students can have “a place to go”. Directing a teacher to sacrifice any portion of their 30 minute duty-free lunch period violates the Contract. If a teacher volunteers to do so, they are to be compensated at $9.10 per hour, with such computed in one-half hour lots.

In light of Alan Borsuk’s positive article, I thought it timely understand the mountain to be climbed by our traditional $15k/student public school district. The charts above are a brief update of the always useful “Where have all the Students Gone” articles.
Further, early tenure cheerleading is not a new subject. Those interested might dive into the Capital Times & Wisconsin State Journal Superintendent (recently easily searched, now rather difficult) archive:
Cheryl Wilhoyte (1,569) SIS
Art Rainwater (2,124) SIS
Dan Nerad (275) SIS
That being said, Superintendent Cheatham’s comments are worth following:

Cheatham’s ideas for change don’t involve redoing structure. “I’d rather stick with an imperfect structure,” she said, and stay focused on the heart of her vision: building up the quality and effectiveness of teaching.
Improving teaching is the approach that will have the biggest impact on the gaps, she said.
“The heart of the endeavor is good teaching for all kids,” Cheatham said in an interview. Madison, she said, has not defined what good teaching is and it needs to focus on that. It’s not just compliance with directives, she said.

Perhaps the State Journal’s new K-12 reporter might dive into what is actually happening in the schools.
Related: Madison’s long term disastrous reading results and “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“.

Molly Beck:

The 2.8 percent decrease between 2010 and 2012 at University of Wisconsin System campuses comes after a 6.8 percent increase between 2008 and 2010, according to System data reported to the federal Education Department provided to the State Journal by the UW System in response to a request for enrollment data for the System’s teacher-training programs. 
The numbers do not include students seeking teaching licenses with majors not classified by the UW System as education majors.
It’s unclear why the number of students enrolled in teacher-education programs has dropped, but Cheryl Hanley-Maxwell, associate dean of the UW-Madison School of Education, said some graduates there are now reporting feeling ill prepared for what they call the political atmosphere surrounding teaching.
“Until our most recent surveys, we’ve never had a complaint that ‘you didn’t prepare us for the political atmosphere'” of teaching, said Hanley-Maxwell about surveys the school sends to graduates who have been teaching for about three years.
She said about 60 percent of the school’s graduates respond to the after-graduation surveys that question how well the school prepared them for the teaching profession.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.

C. Derick Varn:

David Blacker studied at the University of Texas and holds degrees in philosophy and education from the University of Illinois. He is currently Professor of philosophy of education and Director of Legal Studies at the University of Delaware (USA). His books include Dying to Teach: The Educator’s Search for Immortality (Columbia University Teachers College), Democratic Education Stretched Thin: How Complexity Challenges a Liberal Ideal (SUNY), a US-state specific book series on law, ethics and education for education students. His most recent book is The Falling Rate of Learning and the Neoliberal Endgame (Zero Books, forthcoming this December). His is now working on a project concerning Spinoza and the idea of permaculture. Before becoming corrupted by the comforts of academia, he worked at the (sadly) now-defunct Guardian newspaper (“an Independent Radical Newsweekly”) in New York City.
What has led to both the increase in credentialization in higher education and the elimination of much of the funding of higher ed at the same time? And why is the political economy of education so little discussed directly?
These questions admit several layers of response, concentric causal circles converging on the contemporary trends. Let me take the funding question first. In the United States, the immediate cause of the funding crisis in higher education, particularly public higher education, is the decades-‘long withdrawal of the historic commitment to these institutions by state and local governments. In this sense, U.S. higher education has been a leading edge of austerity avant la lettre, well before opposition to “austerity” became a rallying cry of dissent. A generation or two ago, our leading public universities received most of their operating funds from the public coffers. Now at the marquee universities, the level of such funding has dwindled to the single digits. For example, the University of Virginia–long a symbol of American public education because of its Jeffersonian origins–now receives around 6% of its budget via public funds. A mere 6%! At this point it is fair to ask, in what sense are our “public universities” actually public anymore?
A second layer of answer to the funding question has to do with shifting policy justifications for state support of education that reflect general movements in ideology. While one must be careful to guard against a narrative of decline that implies some kind of golden age of public spiritedness, there was a certain degree of liberal idealism present in the nineteenth-century founding of American public universities qua “land grant” institutions charged with contributing to the public good. There has at times been a strong sense that there is a collective interest in maintaining a strong network of such institutions, a palpable sense that everyone benefits from them. Now, however, a relatively narrow and crabbed economism holds sway that fails to honor the “public good” nature of these institutions and instead regards them mainly as private benefits exclusive to the individuals involved in them. At a collective level they are at best “good for business” and economic development; in particular their educational side is seen as a pipeline for a shrinking elite corporate workforce. These expensive institutions are regarded as justified insofar as they add value to “human capital” for employers and also as in effect off-site research and development centers for corporations, particularly those in the high tech sectors. So at the aggregate level, education is viewed as a literal “investment.”

Nat Hentoff:

I often worry about today’s young growing up in a country where everybody is liable to be under secret government surveillance, with nearly all of these Americans never having violated any law. How much expectation of individual constitutional liberty can these young citizens have?
But now I am somewhat heartened by the results of a recent (reliable) poll by Quinnipiac University described in a Nov. 18 lead editorial in the New York Post:
“In 2008 and 2012, millennials — voters between ages 18 and 30 — came out in a big way for Barack Obama.”
But now, “something’s changed. The poll has young voters disapproving of the president by a 54 percent to 36 percent margin … Only 43 percent of the under-30s say the president is honest and trustworthy. By contrast, a majority — 51 percent — say he’s not.”
Moreover, “60 percent of young voters disapprove of the way the president’s handling the economy. Fifty-six percent disapprove of Obama’s handling of health care. Fifty-three percent disapprove of his handling of foreign policy” (“Young voters turn against President Obama,” New York Post, Nov. 18).

reclaimuc:

If you’ve been paying attention to the MOOC debate over the last year or so, you may have seen that for all intents and purposes the debate is pretty much over. MOOCs are dead. Sebastian Thrun, the founder of Udacity, recently acknowledged that his company makes a “lousy product.” Soon after, Daphne Koller admitted that her company Coursera could in no way compete with the traditional, brick-and-mortar university which teaches through face-to-face interaction: “The best place to acquire [much deeper cognitive skills] is by coming and getting an education at the best universities.”
But UC Online has always been, well, a ways behind everybody else. From the beginning, the project was unable to raise the private capital needed to get off the ground. The head of the project, former UC Berkeley Law School Dean Chris Edley, infamously claimed that he “should be shot” if he wasn’t able to raise that money himself — he was only able to put together the paltry sum of $748,000 — but in the end he had to crawl back to the administration begging for an interest-free, $6.9 million loan.

nodiplomacy:

I recently got into an argument with a professor online over the value of education and why people may still be politically sympathetic to “the cause,” but simply will not ever cancel classes. This is the single most common reason given for why faculty and graduate students would not abide the strike.
First of all, I would like to say that I thought we kind of already made the choice to join the union to protect our individual liberties, so we should probably stand up for our fellow colleagues. Because when we are injured we would want our colleagues to stand up and defend us… right?
Here is my most important point: generalizing “education as more important than” creates a very slippery dichotomy that erases the labor people of color have put into building the university and making it run every day, including today. At the strike in my University, it was not surprising that most of the rally and the picket chants were in Spanish. In fact, if you participated and did not know Spanish, chances were that you understood about 20% of what was conveyed. The reason for this is very simple: most AFSCME workers are people of color, predominately Latino service workers. This reality is very specific to the University of California, and it is a reality that the University management exploits every day with unlivable wages, unaffordable health care, and blatant discrimination and intimidation. No, your education is not more important than the struggles of these workers; in fact, it does not even come close. Your education is not more important than the actual daily struggle of having to put food on the table, or having to tell your children why you don’t have enough money to pay the rent. In fact, your education is not more important than any other struggle. It is simply not OK to argue that missing one day (or one week, or whatever that length of duration of a strike is) is comparable to the misery and pain of not earning a decent wage. It is also not OK to delegitimize a strike as unimportant or not a “real strike,” because there was not a hunger strike involved. Let’s set this straight – management has already proven that it does not care about its workers and its students, why in your right mind would you think they would care about your health? A hunger strike is a very risky form of protest, and I would not recommend it to anybody. It is largely contingent on whether you can get public awareness and sympathy to your struggles, and in a world where political struggles easily become marginalized and delegitimized (key word of the day), populism is a tough shot to guarantee your demands will be met without serious health repercussions.

Shanon Gibney:

I. I am waiting for a letter to arrive in the mail. It will be short, no more than one page, and will be covered in black ink, with the occasional flourish of institutional logo. The signature at the bottom will belong to a high-ranking officer at my Midwestern college of 12,000 students, and the words that preface it will briefly explain the method and, more importantly, the verdict, of an almost three-week long investigation, in which students, faculty, and staff were questioned by the school’s legal staff as to if, in fact, I had committed acts constituting an official case of racial harassment.
What happened to me in 2008 did not happen because I am a young, Black female faculty member at school that has over 50 percent students of color; what happened to me occurred because I turned the world backwards on an angry White male student. We were in a regular weekly meeting of the newspaper staff, and the students were discussing the fact of the new edition, how well it had turned out, and the editor-in-chief said that although he was proud of the paper’s developments, he was not pleased with the fact that so few students regularly picked up the publication. Theories were thrown around as to why this was–the aesthetics were all wrong, the design didn’t pop, the stories could be flashier. Out of the corner of my eye, I thought I saw a noose hanging from the ceiling. When I looked again, it was gone.

Charles Seife:

If there’s a gene for hubris, the 23andMe crew has certainly got it. Last Friday the U.S. Food and Drug Administration (FDA) ordered the genetic-testing company immediately to stop selling its flagship product, its $99 “Personal Genome Service” kit. In response, the company cooed that its “relationship with the FDA is extremely important to us” and continued hawking its wares as if nothing had happened. Although the agency is right to sound a warning about 23andMe, it’s doing so for the wrong reasons.
Since late 2007, 23andMe has been known for offering cut-rate genetic testing. Spit in a vial, send it in, and the company will look at thousands of regions in your DNA that are known to vary from human to human–and which are responsible for some of our traits. For example a site in your genome named rs4481887 can come in three varieties. If you happen to have what is known as the GG variant, there is a good probability that you are unable to smell asparagus in your urine; those blessed with the GA or AG varieties are much more likely to be repulsed by their own pee after having a few spears at Spargelfest.
At first, 23andMe seemed to angle its kit as a fun way to learn a little genetics using yourself as a test subject. (“Our goal is to connect you to the 23 paired volumes of your own genetic blueprint… bringing you personal insight into ancestry, genealogy, and inherited traits,” read the company’s website.) The FDA had little problem with the company telling you why you had dry ear wax (rs17822931) or whether you’re likely to sneeze when you look at a bright light (rs10427255).

Dana Goldstein:

Is your child “gifted”? What does that even mean? Some schools use old-fashioned IQ tests to identify gifted students. Others use teacher recommendations. A few schools are ending gifted programs altogether and are trying to implement gifted-level instruction for all kids. Which of these methods is fair? What should schools do to make sure that gifted tracks aren’t an option only for socio-economically advantaged children? In this episode, I talk to Sandy Darity, a researcher on giftedness at Duke, and Jeff Danielian, a Rhode Island teacher and giftedness advocate.

Rebecca Schuman:

If you’re planning to attend either Minnesota State University Moorhead or the University of the District of Columbia, best get in your Romeo and Juliet now–and while you’re at it, you should probably learn the formulas for velocity and momentum, and study up on the Spanish-American War. Because soon, these regional public universities may have no departments of English, physics, or history–nor a host of other programs often associated with “college,” including political science (MSUM), philosophy (MSUM), computer science (MSUM), and even economics (UDC).
What is confounding about these universities’ plans to possibly obliterate nearly half of their departments is why both institutions, faced with budget crises, went straight for the academic jugular. And not just by cutting highfalutin artsy disciplines, but with an eye toward fields of study that are actually valued in today’s cruel and fickle market. Nobody seems to notice that the structure of today’s higher-ed “business” model is backwards: It’s far easier to cut academics than it is to cut anything else, so that’s what universities are doing. The irony that the very raison d’être of a university–education!–is also its most disposable aspect seems lost on everyone (perhaps because nobody studies English, philosophy, or French anymore, so nobody recognizes irony or knows what a raison d’être is).

Mona Chalabi:

In a rousing attempt to capture the spirit of the former prime minister, Boris Johnson delivered the keynote speech at the annual Margaret Thatcher lecture last night. In it, he sought to justify his belief that inequality could be desirable “for the spirit of envy and keeping up with the Joneses” by claiming that inequality is inevitable. Why? Because of differences in our IQ.
Whatever you may think of the value of IQ tests it is surely relevant to a conversation about equality that as many as 16% of our species have an IQ below 85 … Over 16% anyone? Put up your hands.
Muted laughter followed. He then turned his attention to the 2% of the population who have an IQ above 130. We check those numbers.

Sara Germano:

Upon entering the massive Forever 21 store here at the Oak Park Mall, Goldia Kiteck and three of her close friends scattered like spilled marbles.
The high-school seniors were on separate missions and pursued them through corridors filled with clingy leggings, racks of chunky necklaces and tank tops with kittens across the front.
“It has all my favorite things, in one place,” Ms. Kiteck said of the store, where she spent $51 on a skirt, a pair of earrings and a black sweatshirt with the words “Super Awesome” emblazoned in gold print across the chest.
Fast-fashion chains such as Forever 21 and H&M HM-B.SK -0.11% are eating the lunch of traditional teen retailers like Abercrombie & Fitch, American Eagle Outfitters AEO +1.06% and Aéropostale. The sector’s onetime leader, Abercrombie, posted a loss of $11.5 million in the nine months ended Nov. 2, as sales fell nearly 7%.
To learn more about where teens are shopping and why, The Wall Street Journal went on an extended tour of the mall with two groups of committed shoppers, and it is clear why fast fashion is winning.
Teens’ tastes can be fickle, but on the Journal trips, buying decisions were almost invariably driven by two considerations: developing an individual style, and doing so for less.

Howard Schneider, via a kind Rick Kiley email:

As a high school junior, Hope Johnson thought she had things figured out. She’d been hit with wanderlust during an academic trip to Brazil, set her sights on London’s Richmond University and hoped to pursue a career in diplomacy.
It was just the kind of white-collar job that would take her far from the confines of this Southern city and please her dad, an elevator repairman who wanted his daughter to graduate from a four-year college.
That was before the 16-year-old was offered a life-defining choice by Siemens, the German industrial conglomerate: Drop everything, enroll in a competitive European-style apprenticeship, and get a free technical education and a job in return.
Johnson opted for the job. The allure of traditional college life was strong, she said, “but you gotta pay the bills.”

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

Teachers in Madison recently received an email inviting them to join AAE, and for a very inexpensive fee. For only $15 per month, they say, one can be eligible to apply for a scholarship, receive a publication, and information on professional development. Plus, they claim none of their income will be spent on political action, and a member receives protection via liability insurance. The facts are, that none of what AAE offers is needed.

• MTI negotiates a Collective Bargaining Agreement, and enforces the Collective Bargaining Agreement via grievance and arbitration.
• MTI represents teachers who are challenged by the District.
• The District is responsible by Statute to provide liability insurance and MTI members receive additional liability coverage provided through membership as a result of MTI’s
  affiliation with WEAC & NEA.
• AAE is anti-union. They even tried to stop the Kenosha
  School Board from ratifying the new recently agreed-upon Contracts.

According to the Massachusetts Teachers Association, “The American Association of Educators, is a group backed by some of the deepest pockets in the anti-public education movement (think Koch brothers). The AAE is partnering with the National Right to Work Committee to encourage educators to give up their (Union) membership and join an organization that has affiliates covering just six states. Right-wing foundations provide nearly all of the money to (operate) the AAE Foundation.”
AAE was able to write to each Madison teacher because they obtained teachers’ email addresses via an open records request from the District.

Raymond Li:

Tang Wanyuan, the father of a sixth grader in Beijing, said he has not paid much attention to the Communist Party’s decision to ban the practice of putting the elite pupils in special classes. Like most young parents, he has little faith in such initiatives.
The resolution of the Central Committee’s third plenum earlier this month said that educational authorities should no longer designate elite classes or elite schools for pupils who outperform their peers, or come from privileged families. The move was part of an effort to address inequality in the access to quality teaching.
“These schools are almost certain to continue operating the way they have, only under a different name such as ‘model schools’ or ‘schools with special characteristics’,” Tang said.
“If anything, parents want transparency over enrolments at elite schools. That way we’ll know what chance, if any, we stand of having our children admitted. Parents want policies that don’t cause more stress for us.”
Tang is more concerned about where his son will attend middle school, where standards of teaching differ tremendously.
These schools are almost certain to continue operating the way they have, only under a different name.

Abigail Walthausen:

Students in a lecture class can give the impression of lethargy: Maybe a student sleeps in the back of the classroom, maybe others fidget and doodle. The students who are paying attention may be too focused on their notebooks to flash a look of understanding and inspiration.
Perhaps because of this negative initial impression, lectures are under attack these days. The Common Core standards place far greater value on small-group discussion and student-led work than on any teacher-led instruction. The term “lecture” is entirely out of fashion, as is the unqualified word “lesson.” On recent planning templates released by New York’s Department of Education, only the term “mini-lesson” is used. The term gets its diminutive status because of the fact that only 10 to 15 minutes on the hour are allotted for teacher-disseminated information, while the rest of the class period is focused on student-centered practice in groups or project based learning. But the mini lesson is not even accepted as the most progressive way of teaching. Champions of the “flipped classroom” relegate lectures to YouTube channels. In a recent interview here at The Atlantic, futurist David Thornburg declared that lectures created a depressing experience for him in school.
The tendency to see lecture-based instruction as alienating and stifling to student creativity is not altogether new. In Paulo Friere’s 1970 Pedagogy of the Oppressed, the lecturing teacher was cast as an arrogant imperialist. Alison King coined the flip expression “sage on the stage” in a 1997 article and, although more than half of King’s article consists of ideas for working small group approaches into otherwise lecture-centric courses, demonstrating that she was in no way looking to eliminate the lecture entirely, everyone from Common Core advocates to edtech disrupters has co-opted “sage on the stage” as license to heckle the “out-of-touch expert.” Nevertheless, there is immense value in lecture, and it must not be written off as boring and ineffective teaching.

Noliwe Rooks:

“You have to be twice as good as them to get half of what they have.” It’s a line familiar to many African Americans, but when the political fixer Olivia Pope delivered it last month in an episode of ABC’s Scandal, black Twitter and Facebook came to life anyway.
I couldn’t help thinking that it was resonant for academics, too. It’s not necessarily the case that “blackademics” have to put in twice as many hours of literal toil as others seeking promotion, tenure, and a successful academic career. But too often, we have to work twice as hard to convince powerful committee members that our scholarly work has value. This is especially true when our work touches on subjects that are controversial, challenge or–worse yet–almost completely foreign to those whose approval we need.
After almost 20 years in the highly racialized terrain of the academy, I know that support and consent are no small things. At most four-year institutions, fewer than 10 percent of professors are people of color, so when it comes to promotion and tenure, those professors aren’t often in positions of authority. The problem this creates is clear: If we aren’t able to convince the faculty powerbrokers we do have that the subjects we want to pursue, familiar or not, are worthy of support, we may not get as far down the road as we want to go.

(more…)

Chris Parr:

Universities do not have effective systems to help staff who have been subjected to online bullying and sexual harassment.
This is the opinion of Sara Perry, lecturer in cultural heritage management at the University of York, who surveyed professionals about their experiences of being harassed online after she was herself targeted by colleagues in the higher education sector.
“In one case, I was sent a message about my appearance, which included…photographs [of a sexual nature] detailing the things that they would like to do to me if we were not in a professional context,” she told Times Higher Education.
“Subsequent to that I moved institutions and had the same thing happen – first with a person in the university and then with someone from a different university. Some of them were academics, others were…supporting my work.”

Dayo Olopade:

Most of the buildings in Machakos, the former capital of Kenya, are made of concrete, with neat fences, informal gardens, indoor plumbing, and electricity, however erratic. By contrast, the local schoolhouse of Bridge International Academies is beyond basic: walls of corrugated tin, a plywood frame. There’s no electrical wiring in sight. A pair of latrines adjoin an open courtyard that doubles as a lunch and recreation area. A few young children loll on the patchy grass, engaged in unhurried conversation.
Yet this school is by no means a failure — in fact, it recently passed a 700-point inspection and is running exactly as planned. This is just one of 212 Bridge Academies that have opened in Kenya during the past four years. Bridge’s “schools in a box” spring up seemingly overnight: In January of 2013, the company launched 51 schools at once, while in September it opened another 78. Bridge now educates roughly 50,000 students in Kenya every day, and its global aspirations may transform the entire project of education for poor youth around the world.

Taksin Nuoret:

Ever since December 2001, when the results of the first PISA survey were made public, the Finnish educational system has received a lot of international attention. Foreign delegations are flocking to Finland, in the hope of discovering Finland’s secrets. Finland is also trying to take advantage of its PISA success by exporting its knowledge in education [1]; this strategy is supported by talks given in international events by representatives of the Finnish Ministry of Education and Culture [2].
The explanation widely accepted is that the Finnish educational system is better. For example, the following aspects have been pointed out:
Schools routinely provide tutoring for weak students.
Each school has a social worker (“koulukuraattori”).
Substitute teachers are often provided when the teacher is ill.
Teachers are seldom on strike.
The methods used for teaching mother tongue are solid. Finnish first graders learn to read first by learning letters, then syllables, then words, then sentences. For example, throughout grade 1 (and most of grade 2), words are often printed with syllables separated by hyphens [3]. Adventurous approaches (such as starting with words or sentences as wholes) are not used.
Schools have more autonomy than in many countries. For example, schools can dismiss teachers if they are not satisfied with their work.
The profession of teacher is better recognized than in many countries.
Transition from low to high grades of the Finnish curriculum is smoother than in many countries.
Finnish students have a free canteen at their disposal.
Explanations not related to the educational system have also been proposed, including:
The Finnish society is homogeneous. The number of foreigners is lower than in most OECD countries (3.6% at the end of 2012 [4]), which makes the teachers’ job easier.
Finnish spelling is regular, thus easing Finnish students’ task.
Foreign TV programs are subtitled, instead of dubbed as in many OECD countries, thus easing acquisition of foreign languages.

Melinda Wenner Moyer:

A few nights ago, after cleaning up from the play date I had organized for my 2½-year-old, changing his diaper, and refilling his water, I was about to start cooking him dinner before giving him a bath when the subject of Thanksgiving came up. He didn’t know what it was, so I tried to explain it to him. But somewhere between It’s a special day when we all think about how grateful we are for what we haveand So, basically, it’s all about giving thanks, my son took off to terrorize our dog, and I was left stirring pasta that, five minutes later, I had to remind my son to thank me for.
My husband and I are incredibly lucky to be able to give our son what he needs and often what he wants, and we are raising him in a wonderful town in which many families do the same. Yet he’s growing up in a bubble, and that terrifies me. If he never truly struggles for things–important things–and he doesn’t spend much time with people who do, will he ever realize he’s got it so good? And will he ever want to do anything to make the world better? I know–rich/white/entitled people problems. This is the upper-middle-class parent’s existential enigma: How can we lovingly provide for our kids without turning them into spoiled brats? How can I teach my child to be thankful?

Lincoln on Thanksgiving.

Brian Kisida, Jay Greene & Daniel Bowen:

FOR many education advocates, the arts are a panacea: They supposedly increase test scores, generate social responsibility and turn around failing schools. Most of the supporting evidence, though, does little more than establish correlations between exposure to the arts and certain outcomes. Research that demonstrates a causal relationship has been virtually nonexistent.
A few years ago, however, we had a rare opportunity to explore such relationships when the Crystal Bridges Museum of American Art opened in Bentonville, Ark. Through a large-scale, random-assignment study of school tours to the museum, we were able to determine that strong causal relationships do in fact exist between arts education and a range of desirable outcomes.
Students who, by lottery, were selected to visit the museum on a field trip demonstrated stronger critical thinking skills, displayed higher levels of social tolerance, exhibited greater historical empathy and developed a taste for art museums and cultural institutions.
Crystal Bridges, which opened in November 2011, was founded by Alice Walton, the daughter of Sam Walton, the founder of Walmart. It is impressive, with 50,000 square feet of gallery space and an endowment of more than $800 million.

Maria Godoy:

School lunch has never been the stuff of foodie dreams. I’m still haunted by the memory of my elementary school cafeteria’s “brain pizza” – a lumpy oval thing topped with fleshy white strips of barely melted mozzarella that clumped together like neurons.
And it looks like America’s school cafeterias are still turning out the culinary abominations, judging by the images on , a fascinating online project showcasing school lunch photos submitted by students across the country.
The project is the brainchild of Farah Sheikh, who manages education campaigns for , a nonprofit group that helps organize young people to take action around social change. She got the idea, she said, while researching student dropout rates. Nutrition, she noticed, “has a pretty big impact on student concentration and student performance in school,” she tells The Salt.

tressiemc:

Sebastian Thrun, founder of Udacity, one of the most high-profile private sector attempts to “disrupt” higher education discovered inequality this week. Thrun has spent the last three years dangling the shiny bauble of his elite academic pedigree and messianic vision of the future of higher education before investors and politicos. He promised nothing short of radically transforming higher education for the future by delivering taped classroom lessons of elite professors through massive open online courses.So what went wrong?
After low performance rates, low student satisfaction and faculty revolt, Thrun announced this week that he has given up on MOOCs as a vision for higher education disruption. The “godfather of free online education” says that the racially, economically diverse students at SJSU,”were students from difficult neighborhoods, without good access to computers, and with all kinds of challenges in their lives…[for them] this medium is not a good fit.” It seems disruption is hard when poor people insist on existing.
Thrun has the right to fail. That’s just business. But he shouldn’t have the right to fail students like those at San Jose State and the public universities that serve them for the sake of doing business.

Angus Johnston:

I’ve been saying for years that we need to have a national debate about whether we want to have a public higher education system in this country, and that our failure to have that debate is killing public higher ed. I believe that to be true. With taxpayer support for many public colleges sliding toward single-digit percentages, with out-of-state tuition at some public universities approaching Harvard’s, with in-state applicants losing seats to make room for those out-of-state revenue streams in students’ clothing, we’re abandoning the idea of public higher education without giving that idea the respect of saying so.
And yet something curious is happening as a result. Slowly, haltingly, but with growing confidence, voices are beginning to rise in support of the concept of a higher education that is not merely public, but actually free. Economist Jeffrey Sachs claimed in a 2011 book that we could eliminate tuition at public colleges and universities nationwide for an investment of little as $15 billion a year, and since then the idea has been popping up more and more frequently in public discussion.
It’s not a new idea, of course. As a delegate to the US Student Association’s congresses in the early 1990s I remember ritually endorsing an end to tuition in resolutions every summer. But in those days the idea felt more than a little pro forma. Of course college should be free, we’d say, and then we’d go back to fighting tuition hikes and lobbying against Pell Grant cuts.

Aaron Bady:

Public education should be free. If it isn’t free, it isn’t public education.
This should not be a controversial assertion. This should be common sense. But Americans have forgotten what the “public” in “public education” actually means (or used to mean). The problem is that the word no longer has anything to refer to: This country’s public universities have been radically transformed. The change has happened so slowly and so gradually — bit by bit, cut by cut over half a century — that it can be seen really only in retrospect. But with just a small amount of historical perspective, the change is dramatic: public universities that once charged themselves to open their doors to all who could benefit by attending — that were, by definition, the public property of the entire state — have become something entirely different.
What we still call public universities would be more accurately described as state-controlled private universities — corporate entities that think and behave like businesses. Whereas there once was a public mission to educate the republic’s citizens, there is now the goal of satisfying the educational needs of the market, aided by PR departments that brand degrees as commodities and build consumer interest, always with an eye to the bottom line. And while public universities once sought to advance the industry of the state as a whole, with an eye to the common good, shortfalls in public funding have led to universities’ treating their research capacity as a source of primary fundraising, developing new technologies and products for the private sector, explicitly to raise the money they need to operate. Conflicts of interest are now commonplace.

Sara Nović:

I’m ten the night my house explodes. The sound isn’t a sound, just a vibration so strong it rattles my chest. I come-to face down on the floor, impossibly unharmed, and pull myself on my elbows across the carpet and into the hallway. A section of the house–the part where my parents’ bedroom is supposed to be–is missing. I run. In the street, the pavement is warped from the treads of tanks that have plowed through the neighborhood. I spot a trench, jump down, and follow its rutted path toward the city center.
Deep underground in the public shelter I bypass the cluster of my classmates who are vying for their turn on the stationary bicycle that lights this airless cement box–surrogate playtime, a welcome distraction from boredom and fear. They let me cut the line, and I pedal fast until the lights glow full-strength and my joints stiffen with shock. It’s only when I stop that I notice the blood trickling from my ears and down my neck in thin red escape routes. Other people’s mothers ask me if I’m okay. I don’t like to talk about it.
People in the city are disappearing. People have been forced to walk east; people have become hemic vapor amidst the midnight explosions. We are fortunate they’ve blown up the TV tower, that we cannot turn on the news and see the images the rest of Europe is now viewing and ignoring: pictures of our neighbors, bald and emaciated in camps that the Serbian government is claiming, in the same broadcast, do not exist.
In the morning I run to my best friend Davor’s house. When I get there I double back, thinking I’ve missed it, the landscape rendered unrecognizable by shellings. I don’t find it, but eventually I find Davor. I ask him what happened to his family and he says nothing for the rest of the day.
Everyone left uniforms up into various shades of olive. Even we’ve been issued the smallest soldier-like attire obtainable–camouflage t-shirts and caps smuggled in from Hungary in vans with curtained windows. Davor and I line up with the rest of the town in front of the police barracks, where the sergeant is issuing weapons to people much stronger than us. I tuck my hair under my hat and hope the dirt on my face covers any traces of girlhood.

Dean Baker:

Given the evidence compiled by Mishel et al, it would be difficult to maintain that technology has been the main culprit in the upward redistribution of income that we have seen.
It is not difficult to identify other potential culprits – trade would certainly rank high on the list. A trade policy that quite deliberately puts factory workers in direct competition with low-paid workers in the developing world, while protecting doctors and other highly paid professionals, would be expected to redistribute income from the former to the latter.

Blair Hickman:

Middle schools and high schools often offer an array of classes and programs in order to serve students with a variety of educational needs. They include talented and gifted, special education, honors and advanced placements, career and technical education and basic courses. ProPublica is investigating whether these courses have also become a means of segregating students by race.
Help us investigate this issue by filling out the form below. We promise any personally identifying information will remain confidential. If you’d rather, you can also reach out to reporter Nikole Hannah-Jones directly at Nikole.Hannah-Jones@propublica.org

Related: English 10.

Jon Marcus:

Facing stagnant enrollment and increasingly price-conscious consumers, already cash-strapped universities will continue to see their revenues fail to keep up with inflation, the bond-rating agency Moody’s Investment Service says.
The proportion of public universities with expected revenue declines has doubled over last year.
Nearly 30 percent of public and one out of five private universities will suffer declines in revenue–more than the proportion that experienced this last year, and a sign that the problem is getting worse and not better, according to Moody’s, which annually reviews the financial condition of higher-education institutions whose bonds it rates.
Nearly half of universities expect to see declines in their enrollments.
Second-tier public universities and small private universities that are having trouble persuading families and students that they’re worth the price of their tuition are in the most danger, Moody’s says–and will have to take dramatic steps to win back business.
“At this pace, tuition-dependent colleges and universities will be challenged to make necessary investments in personnel, programs, and facilities to remain competitive over the longer term,” says Karen Kedem, a Moody’s senior analyst, who authored the report.

Jessica Bakeman:

Gov. Andrew Cuomo is offering schools millions of dollars for academic initiatives that are overwhelmingly supported by education experts, and for the second time, districts aren’t interested in the money.
The vast majority of eligible school districts didn’t apply for Cuomo’s $75 million competitive grants this year, which would fund the creation of full-day pre-kindergarten, extend the school day or year, create “community schools,” where at-risk students can get health care, counseling and other services, and reward high-performing teachers in high-need districts.
Experts offered a variety of explanations for why participation in Cuomo’s programs is so low, after a first round of grants also drew a relative few applications. Mainly, schools don’t want to build programs they’ll have to dismantle when grants expire, leaders said.

The Common Core National Education Standards are, they say, very interested in having all our students taught the techniques of deeper reading, deeper writing, deeper listening, deeper analysis, and deeper thinking.
What they seen to have almost no interest in, is knowledge–for example knowledge of history, especially military history. As far as I can tell at the moment, their view of the history our high school students need to know includes: The Letter From Birmingham Jail, The Gettysburg Address, and Abraham Lincoln’s Second Inaugural Address.
While these are all, of course, worthy objects for deeper reading and the like, they do not, to my mind, fully encompass the knowledge of the Magna Carta, the Constitution of the United States, the Battle of the Bulge and of Iwo Jima and of Okinawa, or the Women’s Christian Temperance Movement, or the U.S. transcontinental railroad, or the Panama Canal, or woman suffrage or the Great Depression, or a number of other interesting historical circumstances our students perhaps should know about.
Nor does it seem to call for much knowledge about William Penn, or Increase Mather, or George Washington, or Alexander Hamilton, or Robert E. Lee, or Ulysses S. Grant, or Thomas Edison, or Elizabeth Cady Stanton, or Dwight David Eisenhower, or several hundreds of other historical figures who might be not only interesting, but also important for students to be familiar with.
In short, from what I have seen, the Common Core Vision of necessary historical knowledge includes what any high school Junior ought to be able to read in one afternoon (i.e. three short “historical documents”).
Ignorance of history has, it may be said, been almost an American tradition, and many Americans have discovered in their travels, and to their embarrassment, that people in other countries may know more about our history than they do.
We have, many times in the past, even invaded countries our soldiers knew next to nothing about, and sometimes that has been a disadvantage for us. But if the Common Core doesn’t care if our students know any United States history, they are certainly not going to mind if our students don’t know the history of any other country either.
But even in schools were history is still taught, and where the Common Core has not yet sunk its roots, one area of history is perhaps neglected more than any other. Was it Trotsky who said: “You may not be interested in War, but War is interested in you.”?
And Publius Flavius Vegetius argued that: “If you want peace, prepare for war.” In many of our school history departments, military history is regarded as “militaristic,” and the thought, apparently, is that if we tell our students nothing about war, then war will simply go away.
History doesn’t seem to support that notion, and if war does come to us again, it might be useful for students in places other than our Military Academies to know something about military history. In addition, military history tells absorbing stories of some of the most inspiring efforts ever made in the history of mankind.
We talk a fair amount these days about our Wounded Warriors and about what we owe to our veterans, past and present, but for some odd reason, that seldom translates into the responsibility to teach military history, at least to some minimal extent, to the students in our public high schools.
It is quite clear to me that ignorance of history does not make history go away, and ignorance of the lessons of history does not make us better prepared to understand the issues of our time. And certainly, in spite of whatever dreams and wishes are out there, ignorance of war has not ever made, and quite probably will not make, war go away.
We want to honor our veterans, but we do not do so by erasing knowledge of our wars, past and present, from our high school history curriculum, whatever the pundits who are bringing us the Common Core may think about, and plan for, the teaching of history.
—————————
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The Concord Review [1987]
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Dana Goldstein:

Teacher merit pay. It’s one of those perennially popular policy ideas that, historically, hasn’t worked very well.
A few years ago, New York City offered teachers in select schools $3,000 if the entire school’s test scores went up. But scores at the merit pay schools did not improve any faster than scores at control schools. (In some of the merit-pay schools, scores actually went down.) In Nashville, teachers who volunteered for a merit pay experiment were eligible for $5,000 to $15,000 in bonuses if kids learned more. Students of those teachers performed no better on tests than students in a control group. And in Chicago, teachers were paid more if they mentored their colleagues and produced learning gains for kids. Again, students of the merit-pay teachers performed no better than other kids.
That’s why the results of a new study, the Talent Transfer Initiative, financed by the federal government, are so important. Surprisingly, this experiment found merit pay can work.
In 10 cities, including Los Angeles, Miami, and Houston, researchers at Mathematica identified open positions in high-poverty schools with low test scores, where kids performed at just around the 30th percentile in both reading and math. To fill some of those positions, they selected from a special group of transfer teachers, all of whom had top 20 percent track records of improving student achievement at lower poverty schools within the districts, and had applied to earn $20,000 to switch jobs. The rest of the open positions were filled through the usual processes, in which principals select candidates from a regular applicant pool.

Robin Wilson:

Kean University’s president will ask the institution’s board next month to reject two-thirds of the professors up for tenure this year, further antagonizing a faculty that has been at odds with the administration for years.
Kean’s faculty union said…

Esther Cepeda:

With not a small amount of disdain, my youngest son — the one who’s addicted to his Xbox video game console — said to his parents the other day: “That’s all you two ever do: work and read.”
A lot of good it’s done us. How we managed to raise two boys who detest reading is beyond me.
Reading to them at bedtime every night, going to story time at our library and encouraging them to read everything from newspapers to magazines, comic books, read-along “books,” audio books, e-books — none of it has made much of a difference.
Some of our biggest professional disappointments also have revolved around not being able to inspire some of our students to love reading, too. But as with our own kids, love ultimately has nothing to do with it. Reading is too important to be left to taste or affinity.
My husband and I both determined long ago that for kids and students who don’t love books, the only solution is to treat reading like fruits, vegetables and time off from electronics: a non-negotiable requirement since they don’t think there are any books they’d enjoy.
This is anathema to today’s literacy experts who insist on making reading “easy,” “fun,” “personally meaningful” or “culturally relevant” instead of treating it as what it is: A challenging skill that must be approached with the same rigor and discipline that an algebra or chemistry teacher approaches abstract and symbolic reasoning.

Terrence Stutz:

State Board of Education members vetoed a proposed charter school in the Dallas area Friday after complaints were raised that its operator has a history of catering to white students from more affluent families.
Board members voted, 9-6, to deny a state charter to Great Hearts Academies. The group had hoped to establish at least four campuses in the Dallas area, beginning with Irving.
The board approved a Great Hearts charter school in San Antonio last year, but that campus won’t open until next fall.
Great Hearts was one of four independent charter schools that Education Commissioner Michael Williams authorized in September, subject to the board’s approval.
The three other schools, in Austin, El Paso and San Antonio, won board approval Friday.
Board member Mavis Knight, D-Dallas, noted that the 15 Great Hearts charter schools in Phoenix — where the charter operator is based — have a much higher percentage of white students than the regular public schools in the Phoenix area. While 42 percent of the public school students are Hispanic, only 13 percent of the enrollment at the Great Hearts schools is Hispanic.

David Jesse:

The federal government made enough money on student loans over the last year that, if it wanted, it could provide maximum-level Pell Grants of $5,645 to 7.3 million college students.
The $41.3 billion profit for the 2013 fiscal year is down $3.6 billion from the previous year but it’s a higher profit level than all but two companies in the world: Exxon Mobil cleared $44.9 billion in 2012, and Apple cleared $41.7 billion.
“It’s actually neither accurate nor fair to characterize the student loan program as making a profit,” Education Secretary Arne Duncan said during a July conference call with reporters after the Free Press and other news media reported on profits from student loans. The department did not return calls or e-mails seeking comment this week.
The numbers track the entire fiscal year that ended Sept. 30. They come as concern continues to mount about the level of indebtedness by college students and graduates. Estimates show more than $1.2 trillion in student loan debt across the nation, more than the nation owes on credit cards.

Frank Bruni:

AT a middle school near Boston not long ago, teachers and administrators noticed that children would frequently return from a classmate’s weekend bar mitzvah with commemorative T-shirts, swag that advertised a party to which many fellow students hadn’t been invited.
So administrators moved to ban the clothing.
They explained, in a letter to parents, that “while the students wearing the labeled clothing are all chatting excitedly,” the students without it “tend to walk by, trying not to take notice.” What an ordeal.
Many parents favored the ban, a prophylactic against disappointment.
Some did not, noting that life would soon enough deal the kids much worse blows along these lines. And one observer, in a Facebook thread, said this, according to a local TV station’s report: “Perhaps they should dress the children in Bubble Wrap and tie mattresses to their backs so they don’t get hurt.”
I assume that’s facetious.
But these days, you never know.

Edward Luce

Optimists have scoured the dictionary for superlatives to describe the future of internet education. But the cult of the Mooc – massive online open courses – took a blow last week when one of its leading Silicon Valley pioneers, Sebastian Thrun, described it as a “lousy product”.
Students taking Mr Thrun’s online courses at Udacity performed far worse – and dropped out in far higher numbers – than those with a human instructor. Mr Thrun, who invented the self-driving car, is at least temporarily dropping out of the business. Luddites everywhere will be feeling vindicated.
Yet the need to reinvent US education is more pressing than ever. If America’s college dropout rates are not persuasive enough – nearly half of US students fail to complete their four-year degree within six years – the fate of those who make it ought to be. Graduate earnings have fallen 5 per cent since 2000. The college premium is still there but only because the earnings of those with a high-school diploma have dropped by far more. Meanwhile, the costs of getting a degree continue to rise, which means the trade-off of taking on ever larger debt to boost future earnings keeps getting weaker.
This is where online education comes in. Moocs can drive down costs to almost zero. Yet they will be hard-pressed to fix the cost problem if more than 90 per cent of their enrollees lose interest, which was the outcome of Udacity’s much-hyped experiment. This is twice the attrition of mainstream students.
Yet it makes only marginal difference whether a student gets his or her education from a computer or a real live human if the content is irrelevant to the jobs market. As the economist Tyler Cowen argues in his seminal book, Average is Over, there is a larger crisis in what US students are being taught. Content, rather than medium, is the problem.

Erin Adler:

Residents of an Apple Valley neighborhood aren’t happy with the Rosemount-Apple Valley-Eagan School District’s plans to build a new early childhood and adult education center, citing worries about traffic and declining property values if the project proceeds.
They also believe the district hasn’t been completely clear about its plans and is rushing to build the facility, despite 14 meetings between December 2012 and the Nov. 12 school board meeting at which updates on the center were shared.
“As a neighborhood, we felt like we were blindsided,” said Steve Budnik, who lives on 144th St. W.
“I think it’s a lack of partnership with the neighborhood, it really is,” said Steve Robbins, who lives off 144th St. W. on Drumlin Court.
The district is already clearing the land for the proposed building, a two-story, 54,000-square-foot school that will house early childhood and adult education programs, currently held in leased spaces. Construction will begin in late winter, with completion planned in December 2014.
Residents’ reactions at the meeting were surprising, said Rob Duchscher, school board member.

T. Keung Hui:

Has the conversation in the Wake County school system switched from student assignment to student achievement?
As noted in today’s article, Wake has seen a spike in the number of high-poverty schools in the past few four years, helping to produce some pretty low proficiency rates under the new state exams. But members of the board’s Democratic majority say they need to focus on core instruction and not student assignment to address the situation.
“What we intend to do over the next year or so is to focus on core instruction, raising achievement and improving student outcomes,” said school board Chairman Keith Sutton. “The new exams give us a good starting point.”
Sutton said a balanced approach is needed now.
“We can’t rely solely on assignment to balance student achievement,” Sutton said. “We can’t rely solely on magnet programs to balance student achievement. You can’t rely only on an infusion of additional money. There’s not a single bullet.”
Sutton said they need more time to consider how they’ll implement the changes made to the assignment policy this year.

Wake County Schools spends $1,378,298,829 for 153,152 students, or $9,000 per student. Madison spends 67% more per student at around $15,000 each.

Geoffrey Fowler:

College-level courses distributed free online have much more to do before they achieve their proponents’ hopes of eliminating economic, geographic, racial and gender barriers to higher education, according to a University of Pennsylvania study published Wednesday.
The university surveyed nearly 35,000 students from more than 200 countries and territories who participated in the 32 massive open online courses, or MOOCs, it distributes through Coursera, the largest provider of the free courses. Researchers found that most of the students were already well educated, and most were young men looking for new skills to advance their careers.
More than 80% of the U.S.-based students, for example, already had a college degree, compared with about 30% of the general U.S. population. Across the board, Penn’s MOOC students already far exceeded average educational standards in their countries, the study said.
The economic elite are often first adopters of new technologies, particularly on the Internet. The study found that the “educational disparity is particularly stark” in Brazil, Russia, India, China and South Africa, where almost 80% of the MOOC students came from the wealthiest 6% of the population.

Neil Shah:

Older Americans can be a burden on the economy — but for cash-strapped families, they’re a lifeline.
Roughly one in four adults 25 years old and over got $100 or more from parents in 2011, according to Judith Seltzer, a sociology professor at UCLA who analyzed Census data and the June 2012 Survey of Consumers. The average gift was $6,500. Better-educated parents were more likely to give: Nearly 37% of adults with college-educated parents received assistance.
Grandparents also provide child care. About 28% of grandparents provided at least 50 hours of care per year for grandchildren they didn’t live with, and nearly one-third of grandmothers who live with a grandchild have primary responsibility for them. More affluent grandparents, meanwhile, tend to help adult children with mortgage costs, house down-payments and education, greasing the wheels of economic mobility for their grandchildren, research shows.
The upshot: Older people are quietly serving as an emergency-support system for adult children struggling with a weak economy and high joblessness — and indeed, with years of slow wage growth and declining economic mobility.
Marjorie Price, of Boise, Idaho, is among those helping out. The 80-year-old widow and mother of five, known as “the Jelly Lady” locally, wanted to shutter her business of selling jams and jellies at farmers’ markets a few years ago. Instead, she’s continuing to produce 5,000 jars a year to earn extra income and help her daughter Ann, who has two twenty-something daughters of her own.

Lyndsey Layton:

A federal program that pumped a record $5 billion into failing schools is showing mixed results, with students at more than one-third of the targeted schools doing the same or worse after the schools received the funding, according to government data released Thursday.
The Obama administration has handed out $5.1 billion to states to improve academic performance at about 1,500 schools since 2009, the largest federal investment ever targeted at failing schools.
Education Secretary Arne Duncan said in a statement that the numbers point toward success.
“The progress, while incremental, indicates that local leaders and educators are leading the way to raising standards and achievement and driving innovation over the next few years,” Duncan said. “To build on this success in our disadvantaged communities, we must expand the most effective practices to accelerate progress for students and prepare them for success in college and careers.”

Martin Carnoy and Richard Rothstein:

Earlier this year, we published an analysis of international test score data in which we showed that these data hide many complex issues, and that glib conclusions regarding the meaning and policy implications of international test data should be avoided. We showed that it is more appropriate to compare student performance across countries by comparing students with similar social class backgrounds, and we showed that comparative information is more useful if it includes test data trends over time as well as levels in the current year. We also presented apparent anomalies in test data (for example, periods in which performance on one international test goes up but performance on another international test, purporting to measure the same subject, goes down, or carelessness in sampling methodology) that should caution analysts from relying too heavily on test score data.
Upon the release of our report, we were attacked by several promoters of the conventional idea that international test data show that American schools are in collapse and are threatening our economic security. Prominent among these was Marc Tucker, president of one of the leading education-scold organizations, the National Center on Education and the Economy. Tucker attacked our report without having bothered to read it, and was subsequently forced to issue an apology for misrepresenting our findings (“We misstated the conclusions presented by Martin Carnoy and Richard Rothstein in the report described in this newsletter. We believe we have stated those conclusions accurately here, and apologize to the authors for the error.”).

Related: www.wisconsin2.org

The Madison School District (PDF):

BOARD POLICIES and PROCEDURES represent the BOARD’s vision for the DISTRICT and set the general direction for the DISTRICT. It is an essential function of the BOARD to establish BOARD POLICIES and the BOARD PROCEDURES necessary to eaffect those POLICIES and PROCEDURES. In order to carry out this function in an effective, efficient, consistent and transparent manner, the BOARD believes it is imperative to have a well-defined procedure for creating, maintaining and modifying such POLICIES and PROCEDURES as needed.
…
Beginning in the 2014-2015 school year, except for POLICIES and PROCEDURES that are reviewed on an annual basis, see IV.H, below, the SUPERINTENDENT or his/her designee shall review all BOARD POLICIES and PROCEDURES shall be reviewed pursuant to the following three-year review cycle:
Year 1: Chapter 4000 (Pupils), Chapter 5000 (Auxiliary Services), Chapter 6000 (Operations)
Year 2: Chapter 2000 (Administration), Chapter 3000 (Instruction), Chapter 7000 (Community Relations), Chapter 10000 (Charter Schools)
Year 3: Chapter 1000 (Board of Education), Chapter 8000 (Personnel), Chapter 9000 (Ethics)
Following said review, the SUPERINTENDENT shall present his/her recommendations at a WORK GROUP meeting for review and approval by the BOARD. The review cycle does not preclude the BOARD from taking action on any POLICY determined to be in need of revision.
During the course of the three-year review cycle, all
3
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Formatted: Normal
POLICIES and PROCEDURES shall be translated into Spanish and additional languages, as possible. Translated POLICIES and PROCEDURES shall be subject to the same revisions as their English-language counterparts.

Jim Carlton & Caroline Porter:

The fate of City College of San Francisco, one of the nation’s largest community colleges, rests largely on the surgically repaired shoulder of a state-appointed trustee named Robert Agrella.
The 70-year-old former community-college president is in a race against time to slim down the bureaucratic behemoth with 80,000 students and 1,900 faculty before it implodes.
“In community colleges in general, we tried to be all things to all people,” he said. “We cannot afford to do that any longer.”
In July, the Accrediting Commission for Community and Junior Colleges, said it plans to revoke the school’s accreditation at the end of the school year, giving the college a year to prove that it can turn around or be shut down.

Laura Waters:

Last week the National Assessment of Educational Progress (NAEP) released results of 2013 state tests. While many other standardized tests get no respect, the NAEP assessments, also called “The Nation’s Report Card,” are highly regarded by educators, offering an accurate profile of state progress in reading, math, and science for public school students, including those enrolled in charter schools. You can’t cheat on NAEP tests. They’re weighted properly for socio-economics, disabilities, and English Language Learners. The country’s harshest test critics, including doyenne Diane Ravitch, refers to NAEP as the “gold standard” of standardized testing.
New Jersey’s scores were flat, one statistically insignificant point lower than last year’s NAEP results. Forty-nine percent of 8th graders were proficient in math and 47 percent were proficient in reading. Our achievement gaps, historically larger than most states, were static, about 20 points between white and Hispanic children and 25 points between white and black children.
Diane Ravitch herself commented in the Huffington Post, “New Jersey…actually lost ground.”

Via Laura Waters.

Helen Gym:

“Pay to play” is a widely reviled practice in government, but that’s effectively what the District’s legal argument would establish through its challenge of an open records case in state court.
For more than 10 months, Parents United for Public Education and our lawyers at the Public Interest Law Center of Philadelphia have been fighting to make public the Boston Consulting Group’s list of 60 schools recommended for closure and the criteria it used for developing the list. In 2012, BCG contracted with the William Penn Foundation to provide “contract deliverables,” one of which was identifying 60 public schools for closure. William Penn Foundation solicited donations for this contract, including some from real estate developers and those promoting charter expansion. The “BCG list” was referred to by former Chief Recovery Officer Thomas Knudsen in public statements. But District officials refused to release the list, saying that it was an internal document and therefore protected from public review.

Distractify:

At first, artist Mica Angela Hendricks didn’t want her four-year-old daughter near her new sketchbook. She is serious about her art, and she knew little Myla would want to scribble all over the pages. Then, her daughter said the words that changed everything.
“If you can’t share, we’ll have to take it away.”
She had used her own mother’s words against her, and now Mica had no choice but to indulge Myla. She let her daughter finish one of her sketches, and pretty soon, they had a whole collection of collaborations.

Alan Borsuk:

A woman who was part of a group I spoke to one evening last week in Fox Point said she volunteered to tutor high school students in Milwaukee who were struggling with reading. It went badly. The teens were far below grade level. They were not interested in school, not interested in reading, not interested — period.
Contrast that with what I saw one morning recently at Engleburg School, a Milwaukee Public Schools elementary at 5100 N. 91st St. A classroom has been set aside for the SPARK Early Literacy Program of the Boys & Girls Clubs of Greater Milwaukee, a project aimed at getting more kids on track as readers early on.
About 45 first- and second-graders at Engleburg are participating this fall. Two or three times a week, each spends a half-hour in the SPARK room, working one-on-one with tutors, many of them trained college students working under the federally funded Americorps program.
Little kid and big kid, almost shoulder to shoulder, with the big kid following a very specific program for what to do minute by minute. And behind that, collaboration between classroom teachers and SPARK staff to build up results. And behind that, mountains of research that shows that kids who do not get a good start on reading by third grade are much more likely to have poor long-term outcomes, both in school and beyond.
But — and this is important — the in-school work is just one of three parts of SPARK. The students are also involved in after-school reading sessions several times a week. And SPARK works with the families of the students, including making home visits, to coach parents and involve them in helping their kids become good readers. That includes providing books they can own and read together at home.

Valeria Strauss:

Virginia Gov. Bob McDonnell has now pushed through a new evaluation system that will assign A-through-F grades to each public school, based largely on students’ standardized test scores. The state Board of Education just approved criteria (see below) for the new scheme, which was part of the governor’s 2013 school reform efforts. What Virginians don’t know, because McDonnell hasn’t mentioned it, is that the system he used as a model for his plans is in tatters.
The system was pioneered in Florida when Jeb Bush was governor from 1999 to 2007 as part of Bush’s push for corporate-influenced, standardized test-based reform, and it was used as a model in some 15 other states. The scheme involves more than simply assigning grades to schools; high stakes are involved, as schools can be closed if they get too many successive low grades.
When McDonnell was trying to sell the grading system to the Virginia legislature earlier this year, he sought help from Bush; the former governor praised McDonnell’s plans in a teleconference, saying that the scheme had helped improve schools in Florida. In reality, the Florida system has been so plagued with problems that the Florida Association of District School Superintendents on Thursday urged state officials to revamp the system and released a proposal to eliminate the letter grades. The association’s Web site says:

Peggy McGlone:

A reference to nuclear warheads may seem out of place at a meeting of Newark educators, but not when you consider what’s at stake.
The Newark Public School district and the city’s charter schools are considering a plan that would blow up the status quo in what they say is an effort to provide equity to the city’s schoolchildren.
School officials are creating what some say is a first-in-the-nation voluntary effort to offer universal enrollment for students citywide to all of Newark’s 71 public schools and 21 public charter schools.
Under the plan, there would be one application, one timeline and one central clearing space for information about all city schools. Essentially, it would eliminate the need for parents to go from school to school filling out applications and participating in separate lotteries in the hopes of getting a spot in a particular school.

Via Laura Waters
Related: a majority of the Madison School Board rejected the proposed Madison Preparatory Academy IB Charter school.

C. Bradley Thompson:

In “The New Abolitionism: Why Education Emancipation is the Moral Imperative of Our Time” (TOS, Winter 2012-13), I argued that America’s government school system is immoral and antithetical to a free society, and that it must be abolished–not reformed. The present essay calls for the complete separation of school and state, indicates what a fully free market in education would look like, and explains why such a market would provide high-quality education for all children.
The Need for Separation of School and State
What is the proper relationship of school and state? In a free society, who is responsible for educating children? Toward answering these questions, consider James Madison’s reasoning regarding the proper relationship of government and religion–reasoning that readily applies to the issue of education. In 1784, in response to Patrick Henry’s call for a compulsory tax to support Christian (particularly Episcopalian) ministers, Madison penned his famous “Memorial and Remonstrance,” a stirring defense of religious freedom and the separation of church and state. The heart of his argument can be reduced to three principles: first, individuals have an inalienable right to practice their religion as they see fit; second, religion must not be directed by the state; and third, religion is corrupted by government interference or control. Few Americans today would disagree with Madison’s reasoning.
One virtue of Madison’s response to Henry’s bill is that its principles and logic extend beyond church-and-state relations. In fact, the principles and logic of his argument apply seamlessly to the relationship of education and state. If we substitute the word “education” for “religion” throughout Madison’s text, we find a perfect parallel: first, parents have an inalienable right to educate their children according to their values; second, education must not be directed by the state; and third, education is corrupted by government interference or control. The parallel is stark, and the logic applies equally in both cases.
Just as Americans have a right to engage in whatever non-rights-violating religious practices they choose, so Americans have a right to engage in whatever educational practices they choose. And just as Americans would not grant government the authority to run their Sunday schools, so they should not grant government the authority to run their schools Monday through Friday.
Parents (and guardians) have a right to direct the education of their children.1 Parents’ children are their children–not their neighbors’ children or the community’s children or the state’s children. Consequently, parents have a right to educate their children in accordance with the parents’ judgment and values. (Of course, if parents neglect or abuse their children, they can and should be prosecuted, and legitimate laws are on the books to this effect.) Further, parents, guardians, and citizens in general have a moral right to use their wealth as they judge best. Accordingly, they have a moral right and should have a legal right to patronize or not patronize a given school, to fund or not fund a given educational institution–and no one has a moral right or properly a legal right to force them to patronize or fund one of which they disapprove. These are relatively straightforward applications of the rights to life, liberty, property, and the pursuit of happiness–the rights on which America was founded.

Wisconsin Reading Coalition (PDF), via a kind email:

he National Center for Education Statistics has released the 2013 scores from the National Assessment of Educational Progress, sometimes called the “Nation’s Report Card.” While the press has rightly focused on Wisconsin’s scores for black students (lowest in the country) and the black-white gap (largest in the country), the data indicates many other areas of concern. Here are some major takeaways from the critical 4th grade reading performance:

• Wisconsin’s average score (221) in 2013 is identical to 2011, and is statistically unchanged from our first NAEP score (224) in 1992.While we have remained stagnant, many other jurisdictions have seen statistically significant increases.
• Wisconsin ranked 31st out of 52 jurisdictions that participated in NAEP this year. In 1994, we ranked 3rd.
• Since 2007, the number of jurisdictions scoring significantly lower than Wisconsin has shrunk from 21 to 11. The number scoring significantly higher has grown from 8 to 15. Wisconsin sits in the lower half of the “middle” group of 26 jurisdictions.
• Only 8% of Wisconsin students scored at the advanced level, while 32% were below basic, the lowest level.
• Compared to their peer groups nationwide, Wisconsin’s white, black, Hispanic, Asian, low income, and disabled students all scored below their respective national averages.
• Wisconsin had the lowest scores for black students in the nation.
• Wisconsin had the largest gap between white and black students in the nation.

How will Wisconsin respond?
Social and economic disadvantages affect achievement for many students, but other states do better at mitigating those realities. Wisconsin must look within the education system itself for improvement opportunities, starting with teacher preparation. Beginning in 2014, the Foundations of Reading exam will require prospective teachers to understand the science of reading that is woven through the Common Core State Standards and that is necessary for successful intervention with struggling readers. As DPI revises the regulations governing educator licensure and preparation program approval, it will be important to align them with the only comprehensive guidelines available, the Knowledge and Practice Standards for Teachers of Reading (Moats, Carreker, Davis, Meisel, Spear-Swerling, Wilson, 2010), and to encourage independent, objective program reviews for campuses. Equally important, our state and districts need to provide practicing teachers with that same knowledge of language structure and reading acquisition, and to track the impact of professional development on student performance outcomes. Programs like LETRS from Sopris Learning and the online coursework and coaching offerings from the Science of Reading Partnership deserve attention. Only then can we hope to see student outcomes begin to reflect the efforts of our dedicated educators.
The pie charts below show the breakdown of proficiency levels of Wisconsin students as a whole and broken into sub-groups. The line graphs show the trend over time in Wisconsin scores compared to Massachusetts, Florida, and Washington, D.C., where the science of reading has found a greater acceptance in education, as well as the changes in national ranking for Massachusetts, Florida, and Wisconsin.

Related: Madison’s disastrous reading results and Wisconsin adopts the MTEL-90 (Massachusetts) elementary teacher English content knowledge requirements.

“Management’s Discussion and Analysis” (PDF):

Page 30: As provided in applicable negotiated contracts, certified District employees meeting a minimum age and length of service requirement may participate in the District’s group health and insurance program upon retirement. The District bears the cost of the employee’s participation up to the maximum amount it pays for active employees. For the year ended June 30, 2013, there were 1,138 participants and expenditures on a pay-as- you-go basis were $4,288,615. The District’s sick leave liability at June 30, 2013 was $77,017,949, which represents $47,848,809 for currently active employees and $29,169,140 for retirees.
As provided in applicable negotiated contracts, certified District employees meeting a minimum age and length of service requirement are eligible to receive early retirement benefits of 19% of the employee’s salary for three years. For the year ended June 30, 2013, there were 352 participants and expenditures on a pay-as-you-go basis were $3,547,011 After applying a discount rate of 3%, the present value of the District’s early retirement liability at June 30, 2013 was $7,054,700.
The District contributes 100% of the current year premium for teachers and non- administrative employees electing coverage and all other nonadministrative employees covered under one of three health plans. Administrators contribute 10% to the plans. The net OPEB obligation at June 30, 2013 was $8,471,005.
Page 36:
The Food Service Fund had an excess of actual expenditures over budget for the year ended June 30, 2013 of $455,570. The Capital Projects Fund had an excess of actual expenditures over budget for the year ended June 30, 2013 of $4,019,807 due to QZAB and Energy Efficiency financing and related capital expenditures. Special Revenue funds were in excess of budget by $374,390.
Page 44:
Administrator’s Retirement Plan
The District has an administrators’ retirement plan which covers eligible administrators with over 10 years of experience with the District. The plan requires contributions by administrators electing to participate in the plan. The District is required to make a defined contribution ranging from $30,000 to $36,000 annually to the plan upon the administrators’ retirement for administrators with at least 15 years of service. The District contributed $181,446 to the plan for the year ended June 30, 2013.

2012-13 External Financial Audit Presentation (PDF).
“Using a Zero Based Budget Process” (PDF)

The Economist:

IN THE film “Bad Teacher”, Cameron Diaz’s character says she entered the profession “for all the right reasons: shorter hours, summers off, no accountability”. No one is threatening to take away the first two agreeable perks, but several states are eyeing the third.

In the past, teachers were judged solely on their level of education and the number of years they had spent in the classroom–neither of which tells you whether their pupils are learning anything. But this is changing. A new report from the National Council on Teacher Quality (NCTQ), a research group, finds that most states now demand that student achievement should be a significant factor in teacher evaluations (see chart). Only Alabama, California, Idaho, Iowa, Montana, Nebraska, New Hampshire, North Dakota, Texas and Vermont have no formal policy.
The expansion of teacher evaluation is broadly good news. Work published in 2011, from Columbia and Harvard, showed that pupils assigned to better teachers are more likely to go to college and earn decent salaries, and less likely to be teenage mothers. If teachers in grades 4 to 8 are ranked according to their ability to add value (ie, teach) and those in the bottom 5% are replaced with ones of average quality, a class’s cumulative lifetime income is raised by $250,000. Bill Gates once said that if every child had mathematics teachers as good as those in the top quartile, the achievement gap between America and Asia would vanish in two years. (His lecture has been watched 1.5m times online.)

Much more on teacher content knowledge requirements, here.

Killer Martinis:

There’s no way to structure this coherently. They are random observations that might help explain the mental processes. But often, I think that we look at the academic problems of poverty and have no idea of the why. We know the what and the how, and we can see systemic problems, but it’s rare to have a poor person actually explain it on their own behalf. So this is me doing that, sort of.
Rest is a luxury for the rich. I get up at 6AM, go to school (I have a full courseload, but I only have to go to two in-person classes) then work, then I get the kids, then I pick up my husband, then I have half an hour to change and go to Job 2. I get home from that at around 1230AM, then I have the rest of my classes and work to tend to. I’m in bed by 3. This isn’t every day, I have two days off a week from each of my obligations. I use that time to clean the house and soothe Mr. Martini and see the kids for longer than an hour and catch up on schoolwork. Those nights I’m in bed by midnight, but if I go to bed too early I won’t be able to stay up the other nights because I’ll fuck my pattern up, and I drive an hour home from Job 2 so I can’t afford to be sleepy. I never get a day off from work unless I am fairly sick. It doesn’t leave you much room to think about what you are doing, only to attend to the next thing and the next. Planning isn’t in the mix.
When I got pregnant the first time, I was living in a weekly motel. I had a minifridge with no freezer and a microwave. I was on WIC. I ate peanut butter from the jar and frozen burritos because they were 12/$2. Had I had a stove, I couldn’t have made beef burritos that cheaply. And I needed the meat, I was pregnant. I might not have had any prenatal care, but I am intelligent enough to eat protein and iron whilst knocked up.

Madison School District PDF:

#1: Good teaching needs to be seen as including those students who are already grade-level proficient
– Lesson plans (coherent instruction) – Curricular alignment
– Accountability
#2 Needs-Based Learning
• What a student is learning should be based on his or her current level of mastery
• This may or may not correspond with age-level norms

This would seem to make sense for all students.
Related: Some states begin to add teacher content knowledge requirements to the licensing process.
Much more on Madison’s Talented & Gifted program along with a recent parent complaint.

Balaji Srinivasan:

Yet the technical prerequisites are already well underway. Machine translation of signs, text, and speech brings down language barriers and facilitates ever more cross-cultural meetings of like minds. Immersive headsets, input devices, and telepresence robots further collapse space and time, allowing us to instantly be alongside others on the other side of the globe. Mobile technology makes us ever more mobile, increasingly permitting not just easier movement around a home base but permanent international relocation.
Technology is thus enabling arbitrary numbers of people from around the world to assemble in remote locations, without interrupting their ability to work or communicate with existing networks. In this sense, the future of technology is not really location-based apps; it is about making location completely unimportant.
When physical goods themselves can’t be digitized, our interface to them will be.
…
This is why location is becoming so much less important: technology is enabling us to access everything we need from our mobile phone, to find our true communities in the cloud, and to easily travel to assemble these communities in person. Taken together, we are rapidly approaching a future characterized by a totally new phenomenon, the reverse diaspora: one that starts out internationally distributed, finds each other online, and ends up physically concentrated.
What might these reverse diasporas be like? As a people whose primary bond is through the internet, many of their properties would not fit our pre-existing mental models. Unlike rugged individualists, these emigrants would be moving within or between nation states to become part of a community, not to strike out on their own. Unlike would-be revolutionaries, those migrating in this fashion would be doing so out of humility in their ability to change existing political systems. And unlike so-called secessionists, the specific site of physical concentration would be a matter of convenience, not passion; the geography incidental and not worth fighting over.

Status quo governance of our agrarian era $15k/student public education structures are unlikely to survive the era of pervasive networks and cheap computing.

Catherine Capellaro:

For a city its size, Madison has a thriving arts community. And all artists start out as students in the schools. But it doesn’t take an Einstein (or a Yo-Yo Ma) to note that a student in the Allied Drive neighborhood doesn’t have the same exposure to the arts as a Shorewood kid.
Now, amid a growing consensus that the arts are a critical element of educational success, Madison has become a demonstration city for boosting access to arts education for all students.
In July, the Washington, D.C.-based Kennedy Center designated Madison as the 12th Any Given Child city, following in the footsteps of Austin, Baltimore, Portland (Ore.) and Sacramento. As the first step in a two- to three-year process, the Kennedy Center has already partnered with the Madison Metropolitan School District, the city of Madison and the Overture Center to convene a new Community Arts Team, charged with improving “access and equity” to arts education for all K-8 students in the Madison schools.
“There are certain communities around the United States that realize the arts are as important as the other areas,” said Kennedy Center vice president Darrell Ayers at a July press conference in Madison that announced the initiative. “We can ensure that every child in the school system, not just those who can afford it, can have the arts in their classroom.”

The Madison School District (PDF).
Related: 2009 Outbound Open Enrollment Parent Survey.
Madison’s attempts to limit outbound open enrollment. Much more on open enrollment, here.

Mary Jo Ola:

The Middleton Education Association made one request to open negotiations with district officials in September and another request in October.
“We believe the recent Circuit Court ruling or the ruling Judge Colas made last year still allows us to bargain a complete or full master contract for the 2014-2015 school year. We also believe they are able to provide more of an increase,” Chris Bauman, MEA president, said.
The Board of Education voted unanimously to delay any talks.
“We’ve requested to delay negotiations on a base salary partly because of our budget unknowns, enrollment, a variety of other things in terms of our total budget expenditures that are required for 2014-2015,” MCPASD Superintendent Don Johnson said.
While the board decided to delay talks, some teachers at Middleton High School have begun circulating a petition in hopes of getting their message across.
Recently, the board approved an overall wage increase of $1,078 per year for teachers.
However, a number of teachers say the increase is not enough, considering their personal contributions to retirement and health care. In some people’s opinion, the increase penalizes teachers who have been around for years.

Related: Madison Schools’ Budget Updates: Board Questions, Spending Through 3.31.2013, Staffing Plan Changes, Middleton-Cross Plains School Board to appeal ruling on teacher fired for viewing porn at work and Commentary on Madison and Surrounding School Districts; Middleton’s lower Property Taxes.

Michael Stratford:

Two Democratic U.S. senators are giving a boost to the growing interest from members of both parties in Congress to make it easier for alternative models of higher education — such as competency-based education — to gain access to federal funding.
Sens. Christopher Murphy of Connecticut and Brian Schatz of Hawaii said Thursday that they planned to introduce legislation next month that would create a competitive pilot program to fund innovations in higher education that would bring down costs and reduce the time needed to complete a degree.
“We’re at the very early stages of the competency-based learning ecosystem,” Murphy told reporters Thursday. “But the federal government should be a bigger partner in helping to develop these new innovative ecosystems around shorter-timeframe degree programs.”
He said the fund would be aimed at innovations in online courses, competency-based degrees, dual-enrollment programs and accelerated degrees.