Richard Lachmann:

Student achievement at the primary, secondary, and university levels has fallen from the top ranks. US students, who attend ever more decrepit schools, are performing less well than their peers in countries with much lower levels of income or educational spending. The United States, which pioneered mass higher education with the GI Bill of 1944 and held the lead in the percentage of its population with university degrees for the following five decades, has now fallen to fourteenth among developed nations.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

WILL:

Waukesha Circuit Court Judge Bohren issued a summary judgement order Tuesday in favor of School Choice Wisconsin Action (SCWA), a WILL client, that sued the Wisconsin Department of Public Instruction (DPI), the state education agency, for their unfair, illegal treatment of private schools in Wisconsin’s choice programs. WILL filed the lawsuit on behalf of SCWA in March after DPI denied private choice schools the opportunity to fully utilize online, virtual learning as part of classroom instruction.

Judge Bohren wrote in his decision, “There is not a legitimate government interest in denying Choice Schools the opportunity to use “virtual learning” as Public schools do. The denial is harmful to the Choice Schools and its students.”

The Quotes: Libby Sobic, Director of Education Policy at the Wisconsin Institute for Law & Liberty said, “Today, the Waukesha Circuit Court ruled that the Wisconsin Department of Public Instruction broke the law when it denied private schools in the choice program the opportunity to fully utilize online learning as part of classroom instruction. For too long, DPI has been unfair in their treatment of private schools in Wisconsin’s choice programs and today’s decision affirms that when they break the law, they will be held accountable.”

Terry Brown, Chair of School Choice Wisconsin Action said, “State statutes are created and changed by elected officials accountable directly to the public. State agencies run by unelected bureaucrats are not allowed to modify or interpret those laws without legislative oversight.”

Nygren and Thiesfeldt Call for Audit of the Wisconsin Department of Public Instruction

Long overdue. An “emphasis on adult employment.”

The Wisconsin DPI, long lead by our new Governor, Tony Evers, has granted thousands of mulligans to elementary reading teachers unable to pass a content knowledge examination. This exam, the Foundations of Reading is identical to the highly successful Massachusetts’ MTEL teacher requirement.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Scott Girard:

More on Matthew Gutiérrez

Certain events may be streamed (and archived), here.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Notes and links on previous Superintendent searches.

2013; 2019 Jennifer Cheatham and the Madison experience.

Michael Ferguson:

In October 2019, select U.S. officials offered closed-door congressional testimony regarding their knowledge of events surrounding Russian interference in the 2016 presidential election. Dr. Fiona Hill, a former adviser on President Donald Trump’s National Security Council, testified it was very likely Russian disinformation influenced the documents used to acquire a surveillance warrant on members of then-candidate Trump’s campaign. A January 2018 Wall Street Journal editorial by the Central Intelligence Agency’s former Moscow station chief, Daniel Hoffman, appears to support her assessment.

If even partially true, this is a significant development. It would force the national security enterprise to amend its understanding of disinformation’s potential to shape the national consciousness—a conversation that until recently has been defined by references to social media bots and Internet trolls.

Reporting on disinformation generally focuses on either violent extremists or hostile states deploying carefully crafted lies to influence portions of the civilian population by distorting their perception of the truth. But this was not always the case. In fact, this emphasis on public opinion is a rather nascent phenomenon. How did we get to this point, why is disinformation so prevalent, and what should the world expect from it going forward? The following analysis explores these increasingly important questions, and concludes that the skyrocketing volume, reach, and subtlety of disinformation from both states and non-state actors will make it harder to combat at the policy level in the future.

The taxpayer supported K-12 Madison School District continues to push the proposed 2020 tax and spending increase referendums.

The district acknowledges, though, that survey results are “not fully indicative of the general population,” because 85% of those who responded either currently have a student in Madison schools or work for the district.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Hannah Harris and Hannah Gilberstadt:

However, slightly more than a third (36%) of adults ages 18 to 29 say there are other countries that are better than the U.S., the highest share of any age group.

Age differences in these views are evident within both partisan coalitions but are particularly wide among Democrats. Nearly half (47%) of Democrats and Democratic-leaning independents under 30 say there are other countries that are better than the U.S., as do roughly a third (34%) of those ages 30 to 49. By comparison, just 20% of Democrats ages 50 and older say this.

Among Republicans and Republican-leaning independents, 19% of adults under 30 say there are other countries that are superior to the U.S. In contrast, just 4% of Republicans 50 and older take this view.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Scott Girard:

More on Vanden Wyngaard

Certain events may be streamed (and archived), here.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Notes and links on previous Superintendent searches.

2013; 2019 Jennifer Cheatham and the Madison experience.

Scott Girard:

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Notes and links on previous Superintendent searches.

2013; 2019 Jennifer Cheatham and the Madison experience.

Scott Girard:

On Jan. 11, the Madison School Board began evaluating new responses to staff racial incidents that would have the board make discipline decisions.

The conversation came at the end of a week in which the district’s communication on staff use of racial slurs received criticism from an independent hearing officer, who advised the district to overturn a disciplinary suspension given to a Nuestro Mundo social worker last year following her use of the N-word in a staff meeting.

The “zero tolerance” practice the district began using during the 2018-19 school year. Seven staff members were disciplined. The practice came under international scrutiny last fall when West High School security assistant Marlon Anderson was fired for using the N-word while telling a student not to call him that.

Ideas discussed Saturday included the School Board making decisions on any discipline related to a racial incident, focusing on a restorative process rather than a punitive one.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

Larry Kammer:

I have written thousands of posts about our problems and possible solutions (the former are much more popular than the latter, which is part of our problem). But the Millennials I know, mostly Scouts I led (now in 24-30), say that my solutions are inadequate to the problems I described. Far too small. They are right. I believe we have passed the exits leading to easy or pleasant solutions.

So what lies ahead? We might get horrific outcomes, the dystopian or collapsitarian solutions Americans love so much (“everything is doomed, so my passivity is AOK”). Or we might stumble into stable but dark solutions (in the jargon, “non-optimal”). Or we might make harsh choices and take difficult actions to build a better America. So I have accepted their challenge to abandon consensus thinking behind and try to imagine what radical futures might lie ahead.

The point of this exercise is not to make predictions (like those listed on my Forecasts page) but to help people open their imaginations to the possibility of strange futures for America. All we know that in ClownWorld the unexpected is tomorrow’s news.

Observing, funding and interacting with the “we know best” K-12 education infrastructure reveals a great deal, from endless spending growth to diminishing results for future generations.

Data Quality Campaign:

Under ESSA, states are required to publish school-level spending data in report cards. This information shines a light on the education investments in communities and how they are used to serve students. DQC’s infographic illustrates what it looks like when leaders – from state and local leaders to principals and community advocates – use school-level spending data in their roles to ensure successful, well-resourced classrooms.

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

Nicholas W. EyrichRobert E. QuinnDavid P. Fessell:

In December 2000, when Dr. Tadataka Yamada became the new chairman of research and development at Glaxo SmithKline, he was horrified to learn that his company was a complainant in a lawsuit over access to drug therapies for HIV/AIDS patients. GSK was one of 39 pharmaceutical companies charging Nelson Mandela and the government of South Africa with violating price protections and intellectual property rights in their efforts to access lower priced antiretroviral drugs. Close to 25 percent of black South Africans were living with HIV/AIDS and at the time, antiretroviral therapies cost approximately $1000 per month—more than a third of the average South African’s annual salary, putting treatment out of reach for most patients.

Yamada held discussions with his research staff and quickly learned that he was not alone in his opposition to the lawsuit. The team wanted to be a part of the solution to global health issues, not party to a lawsuit preventing such drugs from reaching those in dire need, but they felt they lacked the power to change the company’s direction. Yamada felt differently. In one-on-one meetings with individual board members of GSK, he stressed the company’s moral responsibility to alleviate human suffering and tied it to the long-term success of the company. He stated that GSK can’t make medicines that save lives and then not allow people access to them. He noted the public relations disaster associated with the lawsuit, and set forth a vision, co-created by his team, for how GSK could also become a leader in the fight against TB and malaria, diseases that also were disproportionately impacting third-world populations. The external pressure did not abate, with protests against many drug companies around the world.

Caitlin Sievers:

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Scott Girard:

The Madison Metropolitan School District could continue its expansion of the Community Schools program as soon as the 2021-22 school year.

School Board members will receive an update on the program, which offers expanded services at four schools to help serve as a “hub” to their surrounding community, at a Monday Instruction Work Group meeting beginning at 5 p.m. at the Doyle Administration Building.

MMSD began its Community Schools program in 2016-17 at Leopold and Mendota elementary schools, expanding it to Lake View and Hawthorne in the 2018-19 school year. The schools ask parents, students and neighborhood residents to help identify school issues and find solutions to address them. The district website defines them as “a welcoming and inclusive place that builds on the assets of the community to help serve the identified needs of the students, families and community through well integrated and coordinated, strategic partnerships.

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Chris Rickert:

Groups of Dane County Board members have since 2014 been meeting privately and without any public notice to discuss government business — a practice that echoes private caucus meetings the liberal-dominated board has conducted in years past.

Meetings between the board’s leadership and leaders of some of its key committees, first reported by a local blogger, raise questions about whether the board is violating the spirit, if not the letter, of the state open meetings law, as well as why county leaders feel the meetings need to be secret at a time when the board has been making a concerted effort to interest the public in its work.

Notes and links on taxpayer supported school Board open meeting issues, including Madison.

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Scott Girard:

For the past seven months, Strong has been a program associate with the National Council on Crime and Delinquency. Strong said in an interview Thursday he considers school safety and racial disparities in discipline and achievement to be the top issues facing MMSD.

“We have to make sure that our schools are safe and that they’re safe learning environments for our kids to learn and for our teachers to teach in,” Strong said. He stressed the importance of “tackling the achievement gap and just making sure that all of our students are given the best possible opportunity to get the quality education they deserve.”

He said he dislikes having to choose a seat to run for in Madison’s at-large system, but determined Seat 7 was the “most comfortable” for him at this time. As someone who had children go through Madison schools and will have grandchildren in them in the future, Strong said he thinks he can provide leadership on the board and that he has a “passion for education.”

Vander Meulen said Thursday she was “glad to have a challenger” so that voters can make a choice based on what they value. She said the board’s three jobs are to make a budget, listen to constituents and write policies — and that they need to do more on the last of those.

Logan Wroge:

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Laura Waters:

On New Year’s Eve The Nation published an analysis by Jennifer Berkshire called “The Democrats’ School Choice Problem.” Her piece is instructive because it illustrates a strategy commonly employed by those who regard themselves as warriors against craven privatizing shysters intent on expanding charter schools and/or voucher programs. This is how it works: Ignore context. Ignore math. Ignore inconvenient facts. And hustle together a specious I argument that plays to those who —perhaps responding to the Trumpian lurch to the right by Republican Party leaders in D.C. —believe that the only way to retain decency and moral order is by careening just as far to the left, which seems to me a surefire way to guarantee Trump a second term. (Not sure what these directions mean anyway. Since when is limiting public school choice, which primarily benefits low-income children of color, a value of left-wingers? Since when is it a violation of Democratic Party loyalty to want better schools for your kids?)

To unknowing readers (which apparently includes The Nation’s fact-checking department) Berkshire’s argument, as context and fact-free as it is, holds power. So let’s demystify the mystique and look at some of the ways that Berkshire makes her argument that the Democratic pro-choice coalition is “unraveling” and that no choice is the right choice.

First, to give credit where credit is due, Berkshire  begins with the recent AFT/NEA “school choice forum” last month in Pittsburgh where seven candidates begged for union money and endorsement. She notes that the invitation-only audience was greeted by a Black mother affiliated with the Working Families Party (closely tied in agenda and funding with AFT/NEA) while 250 Black mothers (she says 100 but who’s counting) stood in a cold rain because they were locked out of the “public forum” for wanting quality schools for their children even if they can’t afford to live in Gloucester. (See here.) Why were they outside in the rain? Because the candidates, with the sole exception of Mike Bennett, refused to walk down the block and meet with them in a hotel room paid for by a GoFundMe campaign. Inside, audience members wore “F*%k Charter Schools” tee-shirts.

Madison’s taxpayer supported K – 12 school district has resisted school and parental choice.

A majority of the school board rejected the proposed Madison preparatory Academy ib charter school in 2011.

Madison taxpayers have long spent far more than most K-12 school districts, despite tolerating long term, disastrous reading results.

Scott Girard:

The Madison School Board seat left open by incumbent Kate Toews choosing not to run for re-election has a candidate.

Maia Pearson, a Madison native who has three children in Madison schools, will run for Seat 6. She filed her declaration of candidacy and campaign registration statement with the city clerk Monday and announced her campaign with state Rep. Shelia Stubbs, who is also a Dane County Board supervisor.

Pearson said at her announcement that she “really, truly cares about our children,” according to a video shared on Facebook by School Board member Ananda Mirilli.

In her application to the board in July, Pearson wrote that the district “faces critical issues in safeguarding our children, especially children of color, the invalidation of parents of color, and the ineffective training of the adults working directly and indirectly with students”

“There must be improved teacher training to ensure that teachers meet the needs of a multicultural student body and work effectively with parents of diverse cultures and races,” she wrote. “These and other proactive approaches are crucial to ensuring that students of color and different backgrounds feel safe and secure at Madison schools and that parents of color are validated and their concerns for their children’s safety heard, respected, and acted upon. It goes without question, after all, that feeling safe at school is a prerequisite to performing well and that we want all of our students to achieve to the full extent of their abilities.”

Stubbs offered her endorsement during Monday’s announcement.

“Maia is a young lady who is going to be a change leader,” Stubbs said.

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Ron Vetterkind:

The Policy Forum report found just eight of the state’s 421 school districts account for more than a third of the $224 million increase in levies this year. Five of those districts with the largest dollar increases in taxes are the Madison, Sun Prairie, Middleton-Cross Plains, DeForest and Verona school districts.

Wisconsin policy Forum:

In raw dollars, Madison ($22.1 million) and Milwaukee ($11.6 million) had the biggest increases of any district, which translated into increases of 7.2% and 4.6% respectively. The Legislative Fiscal Bureau reports general state aid to Milwaukee Public Schools is going down by 1.9% and the district’s budget shows a little less than half of the overall property tax increase is going to recreation and community programs and facilities and not to core district operations. In Madison, general school aids are falling by 15% and voters cast ballots to exceed revenue limits in 2016.

Since 1993-94, the state has limited the per pupil revenue that school districts can receive from property taxes and state general aid. Districts cannot exceed the caps without a successful referendum, but if a district’s general aid falls, the school board can increase property taxes to offset the loss.

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrous reading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

Amber Northern & Michael Petrilli:

As we were putting the final touches on our new report, The Supplemental Curriculum Bazaar: Is What’s Online Any Good?, Amazon unveiled a “new storefront” called Amazon Ignite. The site will allow educators to earn money by publishing—online, of course—their original educational resources (lesson plans, worksheets, games, and more).

The e-commerce titan’s entry into the curricular marketplace is obviously motivated by a perceived market opportunity—and that’s not wrong. The vast majority of teachers are supplementing their core curriculum or don’t have a core curriculum to start with, so it’s no surprise that they often frequent the online arena to obtain the materials with which to meet their instructional needs.

In fact, recent studies by RAND found that nearly all teachers report using the Internet to source instructional materials, and many of them do so quite often. For example, 55 percent of English language arts (ELA) teachers said they used Teachers Pay Teachers for curriculum materials at least once a week. That site reports that one billion resources have been downloaded—a massive number, to be sure.

Yet we know almost nothing about the quality of such supplementary materials. Although several organizations have stepped up to offer impartial reviews of full curriculum products, to our knowledge there’s no equivalent when it comes to add-on resources. Therefore, we set out to answer a simple question: Are popular websites supplying teachers with high-quality supplemental materials?

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

2013: Reading Recovery in Madison….. 28% to 58%; Lags National Effectiveness Average….

12 of those 24 have been enrolled in Madison School since Pre-K kindergarten or kindergarden. 12 students have been in Madison Schools.

They have High attendance. They have been in the same (you know) feeder school they have not had high mobility. There is no excuse for 12 of my students to be reading at the first second or third grade level and that’s where they’re at and I’m angry and I’m not the only one that’s angry.

The teachers are angry because we are being held accountable for things that we didn’t do at the high school level. Of those 24 students, 21 of them have been enrolled in Madison for four or more years.

Of those 24 students one is Caucasian the rest of them identify as some other ethnic group.

I am tired of the district playing what I called whack-a-mole, (in) another words a problem happens at Cherokee boom we bop it down and we we fix it temporarily and then something at Sherman or something at Toki or something at Faulk and we bop it down and its quiet for awhile but it has not been fixed on a system-wide level and that’s what has to change.

2017: Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results

2018: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

This meeting was held at Lakeview public library. Asking attendees to leave would have been a violation of the Madison Public Library’s rules of use, which require that “meetings be free and open to the general public at all times.” pic.twitter.com/BRgxOnbSmk

— Chan Stroman (@eduphilia) December 13, 2019

It was nonetheless made quite apparent that we “non-community” members, and our efforts to engage and participate as concerned residents of the district, were unwelcome. pic.twitter.com/yArcWvoqAx

— Chan Stroman (@eduphilia) December 13, 2019

Jenny Peek:

The November meeting did draw some reading experts — including UW-Madison cognitive neuroscientist Mark Seidenberg and Madison reading advocate Laurie Frost – who have been publicly critical of the district’s teaching approach to reading. When they spoke, Morateck emphasized that the meeting was meant for parents, not the community at large, although she did not ask anyone to leave.

“The point of this was to bring in the community and to hear what the community wants to hear,” Morateck said. “And when I say community, I mean parents.”

But Klein complained about this distinction, saying she was glad to see people who simply care about how reading is being taught in the district attend the meeting.

Frost called it a “contrived restriction” on a community meeting. “It’s time to stop playing games, and to actually pay attention to the science and to actually impact the data, to look at the data and take [it] seriously, and to put aside our adult politics about whole language, phonics, whatever, and make sure the kids are learning.”

At the meeting, Seidenberg said that what the community wants is a forum to talk about their concerns.

“I’ve been here in Madison since 2001, and have never had a discussion with anyone from the Madison Metropolitan School District about any policies related to achievement gaps, dyslexia, language differences, bilingual background, speaking a different dialect,” he said. “And so there’s a certain amount of frustration when you say, ‘We’re really interested in these criteria, and we’re really going to look at them seriously.’”

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

2013: Reading Recovery in Madison….. 28% to 58%; Lags National Effectiveness Average….

12 of those 24 have been enrolled in Madison School since Pre-K kindergarten or kindergarden. 12 students have been in Madison Schools.

They have High attendance. They have been in the same (you know) feeder school they have not had high mobility. There is no excuse for 12 of my students to be reading at the first second or third grade level and that’s where they’re at and I’m angry and I’m not the only one that’s angry.

The teachers are angry because we are being held accountable for things that we didn’t do at the high school level. Of those 24 students, 21 of them have been enrolled in Madison for four or more years.

Of those 24 students one is Caucasian the rest of them identify as some other ethnic group.

I am tired of the district playing what I called whack-a-mole, (in) another words a problem happens at Cherokee boom we bop it down and we we fix it temporarily and then something at Sherman or something at Toki or something at Faulk and we bop it down and its quiet for awhile but it has not been fixed on a system-wide level and that’s what has to change.

2017: Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results

2018: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

David Karpf:

Online disinformation and propaganda do not have to be particularly effective at duping voters or directly altering electoral outcomes in order to be fundamentally toxic to a well-functioning democracy, though. The rise of disinformation and propaganda undermines some of the essential governance norms that constrain the behavior of our political elites. It is entirely possible that the current disinformation disorder will render the country ungovernable despite barely convincing any mass of voters to cast ballots that they would not otherwise have cast.

Much of the attention paid by researchers, journalists, and elected officials to online disinformation and propaganda has assumed that these disinformation campaigns are both large in scale and directly effective. This is a bad assumption, and it is an unnecessary assumption. We need not believe digital propaganda can “hack” the minds of a fickle electorate to conclude that digital propaganda is a substantial threat to the stability of American democracy. And in promoting the narrative of IRA’s direct effectiveness, we run the risk of further exacerbating this threat. The danger of online disinformation isn’t how it changes public knowledge; it’s what it does to our democratic norms.

Related:

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Erica Meltzer:

Over the last year or so, an education reporter named Emily Hanford has published a series of exceedingly important articles about the state of phonics instruction (or rather the lack thereof) in American schools. The most in-depth piece appeared on the American Public Media project website, but what are effectively condensed versions of it have also run on NPR and the NY Times op-ed page.

If you have any interest in how reading gets taught, I highly recommend taking the time for the full-length piece in APM: it’s eye-opening and fairly disquieting. While it reiterates a number of important findings regarding the importance of phonics, its originality lies in the fact that Hanford takes on the uneasy truce between phonics and whole language that supposedly put an end to the reading wars of the 1980s and ‘90s, and points out that so-called “balanced literacy” programs often exist in name only.

In principle, this approach recognizes that both development of sound-letter relationships and consistent exposure to high-quality literature are necessary ingredients in helping students become proficient readers. What Hanford does, however, is expose just how vast a chasm exists between theory and reality. In many schools, phonics is largely neglected, or even ignored entirely, while discredited and ineffective whole-language approaches continue to dominate.

To be clear, “reading” in the complete sense of the term is an incredibly complex, multifaceted act, one that draws on the ability to form letter/sound relationships, recognition of sight words, vocabulary, syntax, and background knowledge, among other things. “Decoding,” in contrast, refers to the act of being literally able to translate squiggles on a page into words (although confusingly, it’s often referred to as “reading” as well). It’s a key component of reading but obviously in no way a substitute for the full range of skills required. What Hanford is primarily concerned with is the latter, and neither she nor any of the experts she cites view phonics as more than a single piece—albeit an extremely fundamental piece—of the reading puzzle.

So, it is all very well and good to agree that students need to learn some phonics, but what exactly does “some” mean? 10 minutes a day? An hour once week? An hour a month? Once a year? Hanford recounts the story of a parent who, concerned about her child’s reading, asked the teacher when the class would cover phonics. The teacher responded that she had covered phonics but that the child had been absent that day.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 school districts.

Adam Kissel:

Let’s look at the biggest number first. Senator Booker hopes to throw $100 billion at HBCUs and minority-serving institutions (MSIs) in general. Under his plan, he would transform HBCUs into social-activist organizations in “the fight against climate change,”though it remains unclear why being historically black makes them particularly well qualified for this task.

This plan eclipses the spending idea of Senator Sanders, who wants to throw only $15 billion at HBCUs, forgive another billion or two of debt, and double current funding under the Strengthening HBCUs program of Title III of the Higher Education Act of 1965.

Here’s what we’re already spending on HBCUs under Title III. In 2019 Congress gave these 101 institutions $282 million, plus $79 million in “mandatory” money (for which the institutions need to do little but fill out a form), plus $73 million for Historically Black Graduate Institutions (including law and medical schools), plus $9 million for master’s-degree programs. Doubling this amount gives them $443 million more, or an extra $4.43 billion over ten years.

Madison taxpayers spend more than $500M annually on a K-12 structure that has long tolerated disastrous reading results.

Emily Hanford:

“Thank God for Mississippi.”

That’s a phrase people would use when national education rankings came out because no matter how poorly your state performed, you could be sure things were worse in Mississippi.

Not anymore. New results on the National Assessment of Educational Progress, a standardized test given every two years to measure fourth- and eighth-grade achievement in reading and math, show that Mississippi made more progress than any other state.

The state’s performance in reading was especially notable. Mississippi was the only state in the nation to post significant gains on the fourth-grade reading test. Fourth graders in Mississippi are now on par with the national average, reading as well or better than pupils in California, Texas, Michigan and 18 other states.

What’s up in Mississippi? There’s no way to know for sure what causes increases in test scores, but Mississippi has been doing something notable: making sure all of its teachers understand the science of reading.

The Wisconsin Department of Public Instruction has granted thousands of mulligans to elementary reading teachers who cannot pass the “Foundations of Reading” content knowledge exam. The FORT is based on Massachusetts’ highly successful MTEL requirements.

The data clearly indicate that being able to read is not a requirement for graduation at Madison East High School, especially if you are black or Hispanic.

Dana Goldstein:

The performance of American teenagers in reading and math has been stagnant since 2000, according to the latest results of a rigorous international exam, despite a decades-long effort to raise standards and help students compete with peers across the globe. 

And the achievement gap in reading between high and low performers is widening. Although the top quarter of American students have improved their performance on the exam since 2012, the bottom 10th percentile lost ground, according to an analysis by the National Center for Education Statistics, a federal agency. 

The disappointing results from the exam, the Program for International Student Assessment, were announced on Tuesday and follow those from the National Assessment of Educational Progress, an American test that recently showed that two-thirds of children were not proficient readers. 

Over all, American 15-year-olds who took the PISA test scored slightly above students from peer nations in reading but below the middle of the pack in math.

My question to Wisconsin Governor Tony Evers on Teacher Mulligans and Our Disastrous Reading Results.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Laura Waters:

On Monday the New Jersey Working Families protested at a New Jersey State Legislative hearing about tax breaks in cities like Camden. NJ Spotlight described the skirmish as the result of “heavy criticism from Gov. Phil Murphy and progressive activists who make up his base and have called for major reform” of the tax breaks. This same group also objects to public charter schools, particularly in Camden. Click here for a blog post by NJWF’s leader, Sue Altman, decrying the expansion of school choice in Camden, where 55% of parents, almost all of color, have chosen either traditional or renaissance charter schools and where student growth rises every year across what was once the worst school district in NJ. 

Last night the #PowerfulParentNetwork protested at Elizabeth Warren’s rally in Atlanta, which she dedicated, according to NPR, to (irony alert) “the history of black women in politics.” PPN, comprised largely of black women as well as civil rights luminary Howard Fuller, objects to Warren’s plan to cut off all federal funding for public charter schools. They were “escorted” out of the rally.

The two protest ended differently: Sue Altman, the head of NJWF, succeeded in her (pre-announced) plan to get dragged out by state troopers.

Scott Girard:

Jarrett Stenman:

As young Americans are losing an understanding of civics and American history, they increasingly embrace socialism.

An annual poll conducted for the Victims of Communism Memorial Foundation again found that the younger generations have a far sunnier view of socialism and communism than their elders.

Some of the findings from the YouGov survey, released Oct. 28, were deeply worrisome.

According to the poll, 70% of millennials responded that they are likely or extremely likely to vote for a “socialist.” About 50% said they have an unfavorable view of capitalism.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Logan Wroge:

Madison West high school has conducted several experiments over the years, including:

English 10

Small Learning Communities

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) east, especially if you are Black or Hispanic.

CJ Szafir and Cori Petersen

Of the Wisconsin school districts with an achievement gap, Madison’s is one of the worst. According to 2018-19 Forward Exam scores, only 34.9% of Madison students are proficient in English, well below the statewide average of 40.9%. But in Madison only 10% of African-American students are proficient in English, compared with 57.2% of white students. Only 79% of African-American students graduate from Madison public high schools within five years, compared with 94% of white students.

Those who graduate aren’t necessarily better off. Parents say there is no accountability when the district graduates students it has failed to educate. “Yes our black kids are being left behind,” says Jewel Adams, whose son graduated from La Follette High School in 2016. “They are getting passed along without the knowledge they need to be passed along with.”

The racial disparity in Madison extends to school safety. The Wisconsin Institute for Law & Liberty recently examined emergency calls to 911 originating from Madison public schools and found that black students are more likely than whites to attend dangerous schools. Brandon Alvarez graduated in 2018 from La Follette, where there was one 911 call per seven students from August 2012 to May 2019. His sister started high school this year and he advised his parents to take advantage of Wisconsin’s open-enrollment program and send her to school in another district. “I told my dad it wouldn’t be a good idea for my sister to go to La Follette,” says Mr. Alvarez. “She should go to a district that focuses more on academics and is safer.” Mr. Alvarez drives his sister to high school each day in neighboring Monona Grove.

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

The School District Administration is planning a substantial tax and spending increase referendum for the fall, 2020 election.

Scott Girard:

Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.

The School District Administration is planning a substantial tax and spending increase referendum for the fall, 2020 election.

Ed Treleven:

Kirsten Grind, Sam Schechner, Robert McMillan and John West:

More than 100 interviews and the Journal’s own testing of Google’s search results reveal:

• Google made algorithmic changes to its search results that favor big businesses over smaller ones, and in at least one case made changes on behalf of a major advertiser, eBay Inc., contrary to its public position that it never takes that type of action. The company also boosts some major websites, such as Amazon.com Inc. and Facebook Inc., according to people familiar with the matter.
• Google engineers regularly make behind-the-scenes adjustments to other information the company is increasingly layering on top of its basic search results. These features include auto-complete suggestions, boxes called “knowledge panels” and “featured snippets,” and news results, which aren’t subject to the same company policies limiting what engineers can remove or change.
• Despite publicly denying doing so, Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law, such as those featuring child abuse or with copyright infringement, and from changes designed to demote spam sites, which attempt to game the system to appear higher in results.
• In auto-complete, the feature that predicts search terms as the user types a query, Google’s engineers have created algorithms and blacklists to weed out more-incendiary suggestions for controversial subjects, such as abortion or immigration, in effect filtering out inflammatory results on high-profile topics.
• Google employees and executives, including co-founders Larry Page and Sergey Brin, have disagreed on how much to intervene on search results and to what extent. Employees can push for revisions in specific search results, including on topics such as vaccinations and autism.
• To evaluate its search results, Google employs thousands of low-paid contractors whose purpose the company says is to assess the quality of the algorithms’ rankings. Even so, contractors said Google gave feedback to these workers to convey what it considered to be the correct ranking of results, and they revised their assessments accordingly, according to contractors interviewed by the Journal. The contractors’ collective evaluations are then used to adjust algorithms.

Ten years ago, ⁦@safiyanoble⁩ used a variety of similar methods to begin compiling evidence that became Algorithms of Oppression. I recall people telling her those methods were somehow not rigorous enough or, worse, that she was wrong or lying. https://t.co/CyBfOb303V

— Sarah T. Roberts (@ubiquity75) November 15, 2019

Many taxpayer supported K-12 school districts use Google services, including Madison.

Just got this statement from @GovAbbott ‘s office about the Texas Education Agency stripping power from Houston ISD’s elected school board pic.twitter.com/qO6c2RDuk9

— Shelby Webb (@shelbywebb) November 6, 2019

Meanwhile, in Madison we continue to tolerate long term, disastrous reading results.

Dave Zirin:

Then there is the palpable fear in the offices of the National Football League about what the retirement of Luck represents and the attendant public relations hit. Behind the pageantry, the war planes flying overhead, and the tailgating keg stands, this is a game largely played by black people from poor backgrounds for a largely white affluent fan base in the stands. Seventy percent of the league is black, and top tickets cost hundreds of dollars. A player like Andrew Luck masks that reality. He graduated from Stanford. He comes from an affluent family. He is white. He played football because he wanted to, not because he had to. And he chose to walk away. He decided that he didn’t need this anymore: that the game he loved—not to mention the fans he loved—didn’t love him back.

Luck also highlights the fact that the more we know about head injuries, concussions, and the toll that the game takes on the human body—“the only workplace with a 100 percent injury rate” as the union is fond of saying—the more middle-class parents are keeping their kids from the sport. As the San Francisco Chronicle observed last year in a devastating exposé, “The number of high school boys playing tackle football has been in slow but steady decline for nearly a decade. The trend has coincided with heightened concern about the frequency and lasting impact of head injuries on young athletes—with former NFL stars among those questioning whether they’d let their sons play football, and some states weighing whether to establish minimum age limits for the sport.”

The piece shows how the sport has declined dramatically in the last decade in onetime hotbeds like Ohio and Michigan, with the overall number of players dipping nationally by 75,000 at a time when high school sports on the whole have expanded. The numbers of young people playing also dropped, Forbes reported, as affluent white families are much more likely to focus their male children on lacrosse: fewer concussions and a greater social cachet for parents who want a future Wall Street raider rather than an Oakland Raider.

Losing players like Andrew Luck promises a future when the mask is ripped clean off the NFL and the sport is plainly poor black players playing for wealthy white fans living vicariously through fantasy football and a violence that they don’t have to personally endure.

As for Luck, when he cried through his press conference, one couldn’t help but think he wasn’t crying only over losing his team, and the harsh reaction of fans, so quick to show him that their bond was only as strong as his next touchdown pass. Andrew Luck was crying for a sport that over a generation has changed culturally, even if the violence is the same. A league that once depended on a community’s coming together to collectively cheer a team now demands poverty to produce players and disposable wealth among fans whose identity revolves around the violent collisions they consume as voyeurs. It’s a sport that’s sustainable only on the ugliest possible terms: the denial of the humanity of players and the acceptance of that denial by the league and the fans themselves.

Madison has long tolerated disastrous reading results.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”.

Daniel Henninger:

It may be time to take the big G out of Google. The company called Google has turned itself into a generic metaphor for our politicized times. In addition to being the name of a U.S. technology company, “google” should become a lowercase word for a psychological syndrome—such as attention-deficit disorder, paranoia or dissociative identity disorder. A person with google disorder would be diagnosed as being in the grip of an uncontrollable political mania.

During the company’s early years, in keeping with what it called its culture of “openness” and the notion that employees should “bring their whole selves to work,” Google allowed thousands of internal message boards to proliferate. This must have seemed like a good idea at the time since Google employees are supersmart and presumably full of interesting, innovative thoughts.

Over time, the conversations on these text-based message boards turned toxic—as they do on message boards everywhere—with participants carving each other up in paroxysms of resentment and retribution. As the Journal reported last year, Google basically turned into a political nut house.

Google employees quickly sorted themselves into subsets with names such as Googlers for Animals, Black Googler Network, Activists at Google, Militia at Google, and Sex Positive at Google.

A few weeks ago, in attempt to do something about this epidemic outbreak of google syndrome, Google released a statement called “Community Guidelines,” a set of directives that are supposed to explain to the company’s more than 100,000 employees—known as Googlers—how they should talk to each other.

Many taxpayer supported K-12 school districts use Google services, including Madison.

Jim Geraghty:

“The goal of The 1619 Project, a major initiative from The New York Times that this issue of the magazine inaugurates, is to reframe American history by considering what it would mean to regard 1619 as our nation’s birth year,” The New York Times Magazine editors declare. “Doing so requires us to place the consequences of slavery and the contributions of black Americans at the very center of the story we tell ourselves about who we are as a country.”

The scale of the opening offering is massive by the standards of modern journalism: 100 pages (with a few ads), ten essays, a photo essay, and a collection of original poems and stories from 16 additional writers.

But the 1619 Project’s effort to “reframe American history” requires cropping out some significant figures in African-American history. Perhaps no near-100-page collection of essays, poems and photos could cover every significant figure in African-American history, but the number of prominent figures who never even get mentioned or who get only the most cursory treatment is pretty surprising.

Early in Nikole Hannah-Jones’s essay, she reiterates the important point, “in every war this nation has waged since that first one, black Americans have fought — today we are the most likely of all racial groups to serve in the United States military.” The name Crispus Attucks is mentioned three times, but he is, as far as I can tell, the lone black Revolutionary War combatant mentioned. James Armistead was a spy for Lafayette who had access to General Cornwallis’s headquarters. Back in 1996, the New York Times wrote about the First Rhode Island Regiment, who fought at Newport and Pine’s Bridge, and in a regrouped form, Yorktown. By one account, one-quarter of the American forces at the battle of Yorktown were black. The 1619 Project does not mention the Battle of Yorktown.

One might argue that the essay authors preferred to focus on lesser-known African-American historical figures . . . but you really have to strain to contend James Armistead is sufficiently widely known already. Could anyone seriously argue that African-American contributions to the Revolutionary War are too well-known?

Martin Delany was an abolitionist, the first African American accepted to Harvard Medical School (white students quickly forced him out), and the first African-American field grade officer in the U.S. Army in 1865. He’s quoted once in passing.

In the early 1860s, about 179,000 black men enlisted in the U.S. Colored Troops, almost 10 percent of the entire Union army. The U.S. Colored Troops are not mentioned in the 1619 Project. The Buffalo Soldiers are not mentioned in the 1619 Project. There is a brief mention of African-American soldiers heading west after the Civil War: “Even while bearing slavery’s scars, black men found themselves carrying out orders to secure white residents of Western towns, track down ‘‘outlaws’’ (many of whom were people of color), police the federally imposed boundaries of Indian reservations and quell labor strikes.”

Christian Schneider:

A Cornell University scholar cited in a recent New York Times piece tying slavery to capitalism was previously found to have inflated statistics, invented facts, and altered quotes, according to fellow academics in his field.

In an October 2016 paper, scholars Alan Olmstead of the University of California Davis and Paul Rhode of the University of Michigan harshly criticized the research of Cornell’s Edward Baptist presented in Baptist’s 2014 book “The Half Has Never Been Told.” In the book, Baptist argues that modern capitalism still contains many of the remnants of slavery and America’s current economy is still influenced by the exploitation of slaves.

Michael Nunez:

Illustration for article titled Former Facebook Workers: We Routinely Suppressed Conservative News
Several former Facebook “news curators,” as they were known internally, also told Gizmodo that they were instructed to artificially “inject” selected stories into the trending news module, even if they weren’t popular enough to warrant inclusion—or in some cases weren’t trending at all. The former curators, all of whom worked as contractors, also said they were directed not to include news about Facebook itself in the trending module.

In other words, Facebook’s news section operates like a traditional newsroom, reflecting the biases of its workers and the institutional imperatives of the corporation. Imposing human editorial values onto the lists of topics an algorithm spits out is by no means a bad thing—but it is in stark contrast to the company’s claims that the trending module simply lists “topics that have recently become popular on Facebook.”

These new allegations emerged after Gizmodo last week revealed details about the inner workings of Facebook’s trending news team—a small group of young journalists, primarily educated at Ivy League or private East Coast universities, who curate the “trending” module on the upper-right-hand corner of the site. As we reported last week, curators have access to a ranked list of trending topics surfaced by Facebook’s algorithm, which prioritizes the stories that should be shown to Facebook users in the trending section. The curators write headlines and summaries of each topic, and include links to news sites. The section, which launched in 2014, constitutes some of the most powerful real estate on the internet and helps dictate what news Facebook’s users—167 million in the US alone—are reading at any given moment.

“Depending on who was on shift, things would be blacklisted or trending,” said the former curator. This individual asked to remain anonymous, citing fear of retribution from the company. The former curator is politically conservative, one of a very small handful of curators with such views on the trending team. “I’d come on shift and I’d discover that CPAC or Mitt Romney or Glenn Beck or popular conservative topics wouldn’t be trending because either the curator didn’t recognize the news topic or it was like they had a bias against Ted Cruz.”

Mark Seidenberg

Wisconsin legislators are considering an important issue: how to help dyslexic children who struggle to read. You might think that helping poor readers is something everyone could get behind, but no.

Dyslexia was identified in the 1920s and has been studied all over the world. It affects about 15% of all children, runs in families, varies in severity, and often co-occurs with conditions such as ADHD and math disability. For many dyslexics, early, appropriate intervention is highly effective. For others, dyslexia is a life-long struggle that limits education, employment, and quality of life.

Wisconsin is one of only 7 states that don’t already have dyslexia legislation. In 2018 a legislative study committee headed by Rep. Bob Kulp met to consider the options. They heard testimony from dyslexia advocacy groups, parents of dyslexics, clinicians who work with dyslexics, teachers, and a reading scientist—me.

The committee proposed two bills. One would create a dyslexia specialist position in the DPI. That was sent back to the education committee for “further study.” The other bill authorizes the creation of a dyslexia guidebook. It passed in the Assembly and awaits a Senate vote. A guidebook might be helpful for some, and it would provide validation for dyslexics and their families who have to battle for recognition and help. But, the guidebook will be for information purposes only; it won’t have enforceable policies or practices.

Why such a feeble response to such an important concern? According to Rep. Kulp, it’s because there was so much debate about dyslexia and the causes of poor reading. Both bills were opposed by the Wisconsin State Reading Association (WSRA), a teacher organization. There are over 60,000 teachers in K-12 schools and over 100,000 employees including staff and administrators. Opposing them is politically risky, especially for Democrats for whom they are part of the traditional base.

Teachers are experts about many things, but not dyslexia. They don’t get a chance to learn about it, because in Wisconsin and most of the US, courses on the cognitive and neurobiological bases of dyslexia are missing from teacher training programs. Instead, they are told they can ignore dyslexia because it’s not a real condition. Prof. Richard Allington, an influential reading education guru, says that dyslexia and ADHD were invented by educators as excuses for poor teaching.

If there were such a thing as educational malpractice, Prof. Allington would qualify for his canard about the origins of dyslexia. He then blames teachers for failing to succeed with children who have a condition they were encouraged to ignore. It’s also unfair to teachers, dyslexics, and other children in the classroom to expect teachers to provide time-consuming individualized help amid their many other responsibilities.

The WSRA’s opposition to dyslexia legislation reflects this lack of knowledge. They complained that dyslexia doesn’t have a clear definition, but over thirty states have based legislation on the one provided by the International Dyslexia Association. Echoing Allington, they stated that dyslexia “may not exist”–but if it does, it is a medical problem not an educational one. Dyslexia has a neurobiological basis but that doesn’t make it a “medical” problem: there’s no vaccine to protect against it or medication to treat it.

WSRA is also against “privileging” dyslexia over reading difficulties that have other causes, such as poverty. This creates a bogus competition between children who struggle in school for different reasons. If a child isn’t reading because they are homeless and not attending school regularly, that condition demands a solution. It has no bearing on addressing the needs of another child who is dyslexic. Worse, the lack of a coherent plan for addressing dyslexia discriminates against lower income families. Dyslexia occurs at all income levels. Parents who can afford it can send their children to tutors, reading specialists and commercial learning centers for help; poorer families cannot. DPI has outsourced the management of dyslexia, illustrating how educational policies can magnify the impact of income inequality.

Rep. Kulp and his committee heard two opposing viewpoints about dyslexia, couldn’t decide which was correct, and came up with a compromise that does little for struggling readers. The legislatures of forty-three other states have managed to do more.

Could we do better next time? It would help if people—especially Democrats—would recognize that what is “progressive” is creating conditions that allow teachers and students to succeed. That means supporting more rigorous teacher education programs, filling gaps in teachers’ knowledge, and providing timely, effective intervention for dyslexics. It would also help if people—especially Republicans—realized that capable individuals will not enter the field if teachers are demonized as “part-time” workers whose health benefits and pensions are unearned and whose working conditions are often chaotic.

Dyslexia isn’t a life sentence; how it affects a child depends on other factors, especially education. We can do better.

Related: Wisconsin Reading Coalition:

“Too often, according to Mark Seidenberg’s important, alarming new book, “Language at the Speed of Sight,” Johnny can’t read because schools of education didn’t give Johnny’s teachers the proper tools to show him how”

A Capitol Conversation.

Foundations of Reading.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”.

Madison’s long term, disastrous reading results.

Yascha Mounk:

On social media, the country seems to divide into two neat camps: Call them the woke and the resentful. Team Resentment is manned—pun very much intended—by people who are predominantly old and almost exclusively white. Team Woke is young, likely to be female, and predominantly black, brown, or Asian (though white “allies” do their dutiful part). These teams are roughly equal in number, and they disagree most vehemently, as well as most routinely, about the catchall known as political correctness.

Reality is nothing like this. As scholars Stephen Hawkins, Daniel Yudkin, Miriam Juan-Torres, and Tim Dixon argue in a report, “Hidden Tribes: A Study of America’s Polarized Landscape,” most Americans don’t fit into either of these camps. They also share more common ground than the daily fights on social media might suggest—including a general aversion to PC culture.

The study was written by More in Common, an organization founded in memory of Jo Cox, the British MP who was murdered in the run-up to the Brexit referendum. It is based on a nationally representative poll with 8,000 respondents, 30 one-hour interviews, and six focus groups conducted from December 2017 to September 2018.

If you look at what Americans have to say on issues such as immigration, the extent of white privilege, and the prevalence of sexual harassment, the authors argue, seven distinct clusters emerge: progressive activists, traditional liberals, passive liberals, the politically disengaged, moderates, traditional conservatives, and devoted conservatives.

George Mitchell:

White opposition to forced busing scared Milwaukee’s leaders, who created a very different plan in response to a federal court order to desegregate the schools. The plan launched in 1976 allowed white students to chose integration at magnet schools with specialized programs, while putting the burden of forced busing on black students, as research by Lois Quinn and the Metropolitan Integration Research Center documented a few years later. In the early 1980s Howard Fuller began building opposition to the disruptive and disproportionate burden placed on black families and children with the supposedly “peaceful” desegregation plan implemented in Milwaukee. His later doctoral thesis at Marquette University helped blow a hole in sanitized and misleading reporting by the Milwaukee Journal and Milwaukee Sentinel, which supported the busing program. Maps that I included in a study expanding on Quinn’ research showed students from individual neighborhood schools were being bused to as many as 100 separate schools across the city.

Subsequent research by James Kenneth Nelsen, a doctoral candidate in history at the University of Wisconsin-Milwaukee, offered a clear description of how the system worked:

There was no room in the [Black] school[s] — [they were] usually overcrowded to begin with…Black students had to move to accommodate whites. Some African American parents complained about waiting lists to get into what had been their neighborhood schools… Now that their schools had more desirable programs [for white students], they could no longer attend them.

It was not until the late 1990s that David Bennett, a deputy to former MPS Superintendent Lee McMurrin admitted that the forced busing plan he and McMurrin developed was built around “white benefit,” namely, the goal of reducing “white flight.” Bennett’s stunning confirmation produced exactly one story in the local press, at which point the editors and the rest of Milwaukee’s establishment “moved on.”

While the Boston and Milwaukee busing plans were designed very differently, it’s clear neither worked. So when Kamala Harris visits Milwaukee and Wisconsin, will the Journal Sentinel — or anyone in the media — step up and ask her to reconcile her rose-colored vision of busing with the reality of its experience in Wisconsin?

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”.

Susan Edelman:

At the Science School for Exploration and Discovery, MS 224 in the Bronx, an impressive 94 percent of students in grades 6-8 passed their math classes in the 2017-18 school year.

But how much math they actually mastered is questionable.

Only 2 percent of those same Mott Haven students — nearly all Hispanic and black from poor or low-income families — passed the state math exams, which measure skills that kids should have at each grade level, according to city data reviewed by The Post.

At Harbor Heights middle school in Washington Heights, an awesome 100 percent of kids — all Hispanic — passed their state English Language Arts classes.

But only 7 percent of those kids passed the ELA exams, the data show.

Some education advocates politely call it “grade inflation.”

Related: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”.

Brooke Masters:

Back when I attended Harvard University, one of the odder graduation requirements I faced was a mandatory swim test. We were told the demand was a legacy of Eleanor Widener, who had donated the school’s main library in honour of her son, class of 1907, who drowned on the Titanic.

The story turns out be apocryphal, but we believed it. Our lives were shaped by the hands of dead donors. We slept and ate in halls built to realise Edward Harkness’s dream of replicating Oxford in America. We took classes in a science building funded by Polaroid camera inventor Edwin Land, that resembled his creation. We even swam the required 50 yards in a pool named after donor John Blodgett.

Since then the influence of plutocrats on US universities has only grown and it is expanding to the UK. This week, Blackstone boss Steve Schwarzman gave £150m to Oxford university not long after quant investor David Harding handed £100m to Cambridge.

John McWhorter:

Now that it’s summer, I have a suggestion for how parents can grant their wee kiddies the magic of reading by Labor Day: Pick up Siegfried Engelmann’s Teach Your Child to Read in 100 Easy Lessons. My wife and I used it a while ago with our then-4-year-old daughter, and after a mere 20 cozy minutes a night, a little girl who on Memorial Day could recognize on paper only the words no and stop and the names of herself and her family members could, by the time the leaves turned, read simple books.

My wife and I are not unusually diligent teachers. The book worked by, quite simply, showing our daughter, bit by bit, how to sound out the words. That’s it. And yet in the education world, Engelmann’s technique is considered controversial.

Engelmann’s book, which he co-wrote with Phyllis Haddox and Elaine Bruner, was first published in the early 1980s, but it was based on work from the late 1960s. That’s when Engelmann was involved in the government-sponsored Project Follow Through, whose summary report compared nine methods for how to teach reading and tracked results on 75,000 children from kindergarten through third grade. The results, though some critics over the years have rejected them on methodological grounds, were clear: The approach that proved most effective was based on phonics—teaching children how to sound words out, letter by letter, rather than encouraging students to recognize words as single chunks, also called the whole-word system. Specifically, the most successful approach supplemented basic phonics with a tightly scripted format emphasizing repetition and student participation, often dubbed “direct instruction.” As I have previously explained for NPR, the results were especially impressive among poor children, including black ones.

Madison has long tolerated disastrous reading results.

Jenny Peek dives in.

This, despite spending far more than most taxpayer supported K-12 school districts.

Thomas Chatterton Williams:

Between my freshman and senior years of high school in the late ’90s, my father spent his evenings, weekends and vacations drilling my best friend and me for our SATs. My father was born black in the 1930s in the segregated South and became the first member of his family to go to college, let alone graduate school. These were lean years for my family, and my white mother had to return to work after decades as a homemaker. We just managed to rent a small house on the white side of our de facto segregated New Jersey suburb.

My best friend, who was black and Puerto Rican and attended parochial school with me, commuted from a less affluent and more ethnically diverse neighborhood where his parents, who did not have graduate degrees and were divorced but frequently living together and pooling resources, were upwardly mobile homeowners. When the time came to take the test, I scored higher, though my friend did well enough to attend a selective four-year college, where he flourished, eventually moving on to the Ivy League and Wall Street. Both of us worked hard, had some advantages — namely highly supportive and involved parents — and were able to succeed despite being members of a historically oppressed demographic.

I thought of those long hard hours studying at the dinner table when I heard on Thursday that the College Board, the company that administers the SAT, was appending an “adversity index” to aptitude scores — essentially a handicap to standardize “privilege.”

This “overall disadvantage level” will appear on something the College Board is calling an “environmental context dashboard.” It incorporates demographic and census data to profile high school students along a scale, from one to 100, of relative poverty, opportunity and achievement on the SAT in relation to their classmates. A score north of 50 indicates adversity; below that threshold lies privilege. Colleges will see this number, but students will not.

Dylan Brogan:

Jennifer Cheatham is expected to resign as superintendent of the Madison school district at a news conference Wednesday. Isthmus confirmed the news with three members of the Madison school board and other sources. It is not known when Cheatham, who has led the district since 2013, will step down.

Rachel Strauch-Nelson, district spokesperson, did not immediately respond to a call and email for comment on Tuesday evening.

During an April 28 interview with Channel 3000’s On The Record, Cheatham said she was “really excited” about working with the new school board, which she described as a “new group of powerful women” who are going to help bring transformative change to the district. This school year, Cheatham implemented an updated strategic framework to guide district policy to help usher in that transformation.

“We have a new set of goals. A new set of core values. And a new refreshed strategy for the future,” said Cheatham. “The framework has a new set of core values that are all about voice, racial equity and social justice. Which is powerful. And we are learning how best to make decisions with those core values in mind.”

Cheatham said she planned on working with the new school board to “refresh the district’s equity tool,” which she added, “is essentially the set of questions we always want to ask ourselves when making decisions together. I think that’s powerful and has real potential for the future.”

Negassi Tesfamichael:

Cheatham’s departure leaves a slew of questions for the Madison School Board that was sworn in last month. With the exception of Burke, the other six board members have a collective five years of experience on the board. Cheatham’s administration introduced a $462.6 million budget proposal, and the board is planning to vote on a preliminary budget in June.

Hanks, MMSD’s elementary schools chief, also came to Madison in 2013 from Chicago Public Schools. She served as principal at Melody Elementary School on Chicago’s west side, near the neighborhood she grew up in. She earned her Master’s in Educational Leadership and Administration from Harvard. The Root previously recognized her as one of the 100 most influential African-Americans in the country.

Hanks, a black woman, would temporarily lead a school district that is majority-nonwhite if appointed. Cheatham’s “trying year” comment in a speech to the Rotary Club of Madison followed high-profile incidents this past school year, including several instances where MMSD employees used a racial slur in front of students and another involving an altercation between a black girl and a white positive behavior coach at Whitehorse Middle School that did not result in any criminal charges. In a previous interview with the Cap Times, Whitehorse staffer Rob Mueller-Owens described how he felt thrown under the bus by Cheatham following the handling of school-based side of the investigation.

Related: Superintendent Cheatham’s 2013 Madison Rotary Club speech and, again in 2019.

December, 2018: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Dan Rasmussen & Haonan Li:

An elite pedigree — the type of pedigree favored by headhunters and corporate boards — is not predictive of superior management. One of the central rationales for Jensen’s campaign (increasing CEO pay by tying it to share price performance) appears, in retrospect, to have little empirical support. These credentials, however, are significantly overrepresented in the CEO biography database. The elite credentials thus benefit the individual, but there is little evidence that these credentials benefit shareholders.

It’s unclear precisely why the evidence suggests that highly credentialed CEOs from our most elite MBA programs and their funnel careers, like banking and consulting, appear to add no measurable value to shareholders. However, we found wisdom in a saying of the oldest living CEO, a 100-year-old billionaire from Singapore who still goes to work every day to mentor his son in leading the firm. His son, Teo Siong Seng, said, “My father taught me one thing: In Chinese, it’s ‘yi de fu ren’ — that means you want people to obey you not because of your authority, not because of your power, or because you are fierce, but more because of your integrity, your quality, that people actually respect you and listen to you.”

Related: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

James Vaznis:

Boston high school graduates who completed the state college-preparation curriculum, called MassCore, had far better odds of earning a post-secondary degree than those who did not, according to the report by the Boston Opportunity Agenda, a partnership between local schools and nonprofits.

Specifically, 66 percent of those who completed MassCore earned post-secondary degrees in six years. If they also took at least one Advanced Placement course, college completion rates rose to 79 percent.

“From a data perspective, it’s clear that MassCore is a strong avenue of opportunity for success in college, and it doesn’t seem wise to deprive kids of that,” said Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education who coauthored the report with Vaughan Byrnes.

Yet less than a third of Boston high school graduates complete MassCore. By contrast, 100 percent of graduates at many other high schools statewide complete the course of study.

Interim Superintendent Laura Perille, calling the findings “incredibly useful,” said she plans to announce on Friday some formal steps to overhaul high schools that could lead to the first changes to the system’s graduation requirements in more than a decade. The announcement will be made at School Department headquarters in Roxbury where the report will be officially unveiled.

“The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

Joseph Klein:

A number of the panelists also praised unconscious bias training for employees. As of 2015, 20 percent of companies provided such workshops. The notion of “unconscious bias” is based on implicit-association tests, which ask participants to look at pictures of members of various identity groups and then measure their response time in matching images with either pleasant or unpleasant words. Such tests have been subject to an abundance of criticism—most notably that the tests don’t measure bias, but unrelated things such as the time it takes to switch tasks. It’s also the case that many people with strong negative implicit-association test results don’t show any overt racism in their actions.

Unconscious bias training is based on an unproven and cynical worldview: Deep down, everyone is at least a little bit bigoted. This perspective may serve to delude bigoted people into justifying their prejudices as “normal.” Some research explicitly suggests unconscious bias training may actually create a norm for stereotyping and thus increase its prevalence.

Mr. Kazmierczak also referred to the T. Rowe Price Associates board of directors as having “over 40 percent diversity,” as if an individual can be measured as diverse. In Mr. Kazmierczak’s telling, a board made up entirely of black women would be 100 percent diverse. That’s not the definition of diversity; the word means having “variety” or “difference” in relation to a larger group. In practice, labeling an individual as diverse “others” members of minority groups, which weakens the concept of a larger unified humanity, and encourages individuals to silo themselves according to tribal notions of group membership.

The panelists claimed that to be competitive, businesses must hire and promote for a diversity of identities and ethnicities, but in fact, research shows the most valuable sort of diversity in hiring is diversity of thought. Intellectual diversity can sometimes correlate with diversity of identity group membership and end up increasing demographic variety as a side effect, but it doesn’t need to.

Giorgos Christides:

The school on the small Greek village of Kerasochori looks like the set of a disaster movie. Everything is still there: the black board, the math books, tables and chairs, the sports equipment, the map of Greece on the wall. Even the class registers are still in the corner. A layer of dust covers everything. About 20 boys and girls once went to school here, but 12 years ago it was closed down. That’s where it began. There were no longer enough families in Kerasochori to keep it running.

Konstantina Kalli, 34, has unlocked the door and stands helplessly in the ruins of the past. “Anyone who leaves doesn’t come back,” she says. “The village is shrinking.”

Kalli is Kerasochori’s hope. She has a three-year-old daughter and is six months pregnant, with a girl. The birth will likely be difficult. There is no medical clinic nearby, and she has had to drive to Athens for every checkup, a journey of five hours by car along many winding mountain roads. Kerasochori doesn’t have any child care. The nearest school is in the neighboring village, as long as there are enough children for it to remain in operation.

Kalli works for the local government, the biggest employer in Kerasochori. Together with two colleagues, a mayor, a priest and a police officer, she runs the district. About 100 people still live here in the village, most of them retirees. The average income is about 300 euros per month. There is almost no work — the main sources of income are beekeeping and a bit of forestry. There’s no tourism, even though, according to UNESCO, the air here is cleaner than almost anywhere else in Europe.

Chester E. Finn, Jr. President, Fordham Foundation Academic Questions, Spring 1998e:

What’s going on in the college curriculum cannot be laid entirely at the doorstep of the K-12 system. Indeed, as Allan Bloom figured out a decade or more ago, it has as much to do with our educational culture, indeed with our culture per se, as with our schools. Cultural meltdown afflicts both sets of institutions. But each also inflames the other.

What is the crisis in K-12 education? There is, of course, a faction within the profession that insists there is no crisis, that the schools are getting a bum rap, that they’re doing a good enough job, or as good a job as they ever did, or as good a job as our nasty, Philistine society deserves, or as good a job as they can, given the decay of parents and families, or as good a job as the money we are giving them will buy, and so on. There is a popular book in educator-land called The Manufactured Crisis which trots out all these arguments and adds that the unwarranted criticism of U.S. schools is the result of a Machiavellian rightwing plot to discredit public education in order to replace it with vouchers, for-profit schools, home schooling, and other variations.

Most Americans, though, agree that we have a crisis in K-12 education. Employers say so. College admissions officers and professors say so. Elected officials at every level say so. A number of honest educators say so. And lots and lots of surveys make plain that most of the public believes this to be the case and, incidentally, is out there busily seeking alternatives to mediocre schools for their own kids.

People highlight various aspects of the crisis. For some, discipline, violence, and drug issues are paramount. For some, it is the collapse of big city school systems. This critique is usually brought by people who (wrongly, in my view) suppose that rural and suburban schools are doing a good enough job. For some, it is character issues like cheating. For some it is dropouts and other forms of non-completion. All of these are genuine problems and they all affect the colleges. But the core of the K-12 crisis is the weak academic skills and knowledge of a huge fraction of high school graduates, the tiny fraction who are truly well educated, and the sizable fraction who are more or less illiterate at the end of twelve or thirteen years of schooling.

That is the first of ten elements of the K-12 crisis with special salience for the college curriculum. What does it mean to enroll a freshman who does not know when or why the [U.S.] Civil War was fought, who has never written a paper longer than a couple of pages, whose math goes only to algebra, whose acquaintance with literature is more apt to involve Maya Angelou and maybe Hemingway than Dickens, Faulkner, or Milton, who cannot distinguish Dred Scott from F. Scott Fitzgerald, and who could not accurately locate more than six countries if handed a blank map of the world?

What does it mean for the college curriculum? Not to put too fine a point on it, I think it means that the college curriculum is forced—like it or not—to become more like what the high school curriculum ought to be. College becomes the place to get a secondary education just as, for many young people, high school is the place for a primary education. Is it any surprise that many employers, wanting to hire people with a bona fide tertiary education, are insisting on postgraduate degrees?

Second, young people entering our colleges are unaccustomed, by virtue of their K-12 education, to serious intellectual standards. They are well accustomed to praise, deserved or not. Middle school classrooms dripping with self-esteem, something called “emotional intelligence,” and other forms of affective learning turn into grade inflation in college. Try giving these students a C or D—or even a B—and see what reaction you get. Not only have they been allowed to get by with slovenly academic work, they have also been told they’re fantastic. Which is, of course, why, in all those international comparisons our kids do so much better on the self-regard measures than on actual performance.

Third, they are not used to working hard. They got through school without rewriting papers, without doing long division by hand (they had calculators), without wrestling with difficult texts, or without burning the midnight oil at the library. Lots of them had jobs, they had boyfriends, they were on athletic teams, they partied a lot. They may have been busy as can be, but many of them minored in academics while in high school. They are used to coasting—and getting by.

Fourth, school has not nurtured their character, their virtues, their values, or their moral fiber. Lots of schooling is still self-consciously value-neutral and lots of teachers are still self-conscious about “imposing values” on their students. The curriculum encourages relativism, too. So concepts of right and wrong, beautiful and ugly, good and bad, noble and villainous—these distinctions may be a little murky to arriving college students, unless they picked them up in church or at home.

Fifth, they do not have good study habits. They did not need them to make a go of high school. Often they could avoid homework, cram at the last minute for tests, avoid participating in class discussions, borrow term papers from the Internet, and use plot summaries and other short cuts rather than wrestling with the textbook, much less an original text. If, like many schools, theirs emphasized group work and cooperative learning, and minimized competition and individual attainment, then they are accustomed to sharing the work, not doing it themselves and being held accountable.

Sixth, they have received an ample dose, if not an overdose, of political correctness, multiculturalism, and other ideologies before they’ve even reached the ivy-covered walls. They learned to be nice, to be sensitive, to be inclusive, and not to say anything offensive or provocative. They did not learn it only from high school, of course. As Mark Edmundson of the University of Virginia made painfully clear in a brilliant Harper’s essay, much of this worldview comes from television. But today’s schooling contributes its fair share and more.

Seventh, if they went to a typical U.S. high school, they are used to a curricular smorgasbord and are probably unacquainted, or minimally acquainted, with some core subjects. They may have taken bachelor living instead of civics, consumer math instead of geometry, black history instead of ancient history, and psychology instead of physics. They very likely took some technical or vocational or “school to work” classes instead of a comprehensive program in the liberal arts. Yes, they had to satisfy certain graduation requirements, but if psychology counts as science and journalism counts as English, why take the real stuff?

Eighth, they’re accustomed to mediocre teaching. They may have had a favorite teacher, perhaps a great, inspiring, deeply knowledgeable teacher. Jaime Escalante is not the only such, after all, among 2.7 million teachers in U.S. schools. But the odds are that a number of their teachers were time-servers, not terribly sophisticated about their own fields, and perhaps more interested in whether kids are properly entertained, enjoyed the class, and were feeling good about themselves, than in how much they learned from it.

Ninth, college-bound students are not accustomed to many consequences. They are not used to feeling that it really matters in their lives whether they study hard, learn a lot, and get top marks in hard subjects, or coast along with so-so grades in fluffy courses. They know that results count in some domains—like sports—but not in class.

I have turned into something of a behaviorist. I do not believe that anything has really been taught unless it was learned, nor do I think that educational reform is real until and unless it actually boosts student achievement. And I do not expect that to happen until young people actually alter their behavior: take different courses, study harder, and rise to higher standards. But what is going to alter their behavior if their real world continues to signal that it does not make any difference, that there are few tangible rewards for learning more, and practically no unpleasant consequences for learning very little? What does that say to a sixteen-year-old faced with a choice between rewriting his lab report and studying for his history test, or going out with his friends. Sixteen-year-olds, in their own peculiar way, are rational beings. They are forever going through a crude calculus that boils down to “does it really matter?” The answer we keep giving them is no, it doesn’t, not unless they’re part of that small sub-set of the sixteen-year-old population that is gunning for admission to our handful of truly competitive colleges and universities.

This may not be well understood by intellectuals, so many of whom have kids in that little pool of aspirants to Princeton and Stanford and Amherst. For those young people, yes, it makes a difference how they spend their Tuesday evenings, and most of them know it. But what about everyone else?

Third grade teachers can fake it with eight-year-olds by handing out gold stars and threatening them with summer school. To some extent, school systems can even fake it with teenagers by telling them that they are not going to graduate unless they pass certain tests or take certain courses. More and more of that is happening around the K-12 system. But it is all a bit unreal—a bit fake—because the sprawling U.S. higher education complex keeps whispering in kids’ ears, “Never mind, we’ll be glad to have you anyway.”

Tenth, finally, our young people are thoroughly accustomed, long before they reach the university classroom, to the educational regimen that E.D. Hirsch calls romantic naturalism—a product of Rousseau and Dewey and the rest of the Teachers College faculty of eighty years ago, but still the regnant intellectual theology of the education profession. Let us abjure a long excursion into this “thoughtworld,” as Hirsch terms it, and not rehash its lack of any serious scientific moorings. Its immediate relevance is that kids are coming out of school having been told that all they need to learn is what they feel like learning, that their teachers are escorts or facilitators, not instructors, that knowledge is pretty much whatever they’d like it to be, and that their feelings and sentiments are as valid as anything that might be termed successive approximations of objective truth, if indeed there is any such thing as truth.

What are the implications of all this for the college curriculum? To reduce it to a sentence, our universities are having to build a house atop a cracked and incomplete foundation.

How much repouring of the foundation does the university undertake? At whose expense? Instead of what? Does the remedial work count for credit? If so, does it subtract from the amount of so-called college level work that is expected, or does it add to the total, thus taking more time and demanding additional resources? Or does the college give up? Or try to do something altogether different, not repairing the foundation but, let’s say, pouring a slab and proceeding to build?

I have my own view of all this, but I know it is naive, my own form of romantic utopianism. My view is that the colleges should leverage the K-12 system to make the kinds of changes that both systems (not to mention the larger society) urgently need.

Shoulder-to-shoulder the nation’s universities should stand, proclaiming as with a single voice that, starting some reasonable number of years in the future, none will admit any student (under the age of, say, thirty) who cannot demonstrate mastery of certain specified skills and knowledge. If that demand were honestly enforced, it would have a dramatic, catalytic effect on the nation’s high schools, one that would reverberate back through the elementary schools. And if major employers were to make common cause with the institutions of higher education, the effect would be more dramatic still. The second-order effects on our colleges and universities would be striking as well.

But it is not going to happen. Employers would cite legal reasons, civil rights reasons, business reasons. Interest groups and editorialists will talk about equal opportunity. As for the colleges—well, their need for students is greater than their need for standards. So the higher education system is apt instead to persist in its peculiar love-hate relationship with the K-12 system, complaining about the system’s products while contributing to and exacerbating in myriad ways the bad habits and fallacies that produced them.

The worst of higher education’s crimes against the K-12 system is the abandonment of entry standards, which of course is a corollary of the universalization of access to higher education within the United States.

Let me be clear. I am not opposed to everyone’s having a shot at a college education. I do not begrudge financial aid measures that make it possible for many people to enroll. What I oppose is the devastation that is wrought on high school standards—and thereby, on primary school standards—by the widespread understanding that all can go to college even if they do not learn a doggone thing in school. The greatest tragedy of open admissions is not what it does to the colleges but what it does to the schools and to efforts to reform them. By holding the schools harmless from their own shortcomings, and signaling that young people are welcome in our colleges—well, some colleges—regardless of what they took or how much they learned or how hard they worked in high school, the endless expansion of higher education fatally undermines the prospects of doing anything about our schools. Moreover, it contributes to what we might term the “highschoolization” of colleges themselves. (Of course, it we come to count on our colleges to provide secondary education, then it is not unreasonable to expect access to them to be universal. I think President Clinton, among others, has figured that out, though of course he never says it that way.)

Admissions standards, or their absence, have a profound effect on the schools, and are the first of five ways in which the crisis of the college curriculum adversely affects the K-12 system.

Second, the university’s intellectual and curricular fashions have a trickle down effect. Every idea that seeps down through the academic limestone eventually creates stalactites within the K-12 curriculum. The whole postmodern intellectual enterprise has infected what is taught in grade schools. Deconstructionism in the university become constructivism in fourth grade—both progeny of the same ancestors. Where do “fuzzy” math, cooperative learning, whole language reading, and “history from the victim’s standpoint” come from? Where did those wretched national history standards come from? Whence cometh the emphasis on so-called higher order thinking skills and the scorn for specific knowledge and facts? They are all gifts that higher education has bestowed on the schools.

Third, there is the disaster area of teacher training. Upwards of a hundred thousand education degrees are awarded by U.S. colleges and universities. People in the arts and sciences sometimes delude themselves into believing that the dreadful, wrong-headed content and low standards built into most of these degrees are the problem of some other wing of the university. Perhaps so. But I do not see how any serious discussion of the college curriculum can proceed to cloture without at least pondering the intellectual carnage of our education schools. Somebody in higher education has got to be responsible for that!

Consider that a new first grade teacher with twenty-five kids in her class, if she remains in the profession for thirty years, will profoundly affect the lives and educational futures of 750 youngsters. If she is a high school teacher with, say, 100 students a year, the number whose lives she will touch over the course of a classroom career rises to 3,000. Where did she get her own education? Who decided what she needs to know before being turned loose on children? Who decided when she had learned enough of it? Who trained the principals and department heads who will supervise her? Who supplies the “in service” training and “professional development” that will salt her career? Who writes the textbooks that she will use and the professional journals that she will read? These are all the responsibility of the university and its faculty. The K-12 virus that has sickened and will infect generations of future students in the university can be traced right back to the university campus itself.

Fourth, permissiveness with respect to behavior and morality also trickles down. If it is taken for granted on the college campus that it is fine for eighteen-year-olds to indulge in drugs, sex, binge drinking, class-cutting, over-sleeping, and all the rest, it is naive to think that seventeen-year-olds on the high school campus will not adopt the same practices. Which means that fifteen-year-olds, and thirteen-year-olds, and eleven-year-olds, and so on down through the grades, will do their version of the same things. If the college winks at state drinking laws, why shouldn’t the high school? If the college sophomore in the family boasts about his exploits, what do you suppose will be the effect on the high school sophomore who is his younger sister or brother? What are the effects on parents trying to bring their kids up properly?

Fifth, and finally, the university is the wellspring of such social and political values of the K-12 curriculum as multiculturalism, feminism, environmentalism, scorn for patriotism, affection for governmental solutions to all problems, and so forth. These creep into fourth-grade textbooks, into the videos and television programs that teachers show, into the magazines and newspapers and workbooks that they assign, and into the belief structure of the teachers themselves. Indeed, the activist groups that seek to propagate those values throughout the society are especially eager to target the young and vulnerable. Thus “peace education” has evolved into conflict-resolution courses and science and geography classes are awash in radical environmentalism. I do not say that this is entirely the fault of our colleges and universities, but if these beliefs were not firmly grounded there, their position in our schools would be a lot shakier.

Entropy describes a closed system in which everything deteriorates. Webster’s refers to “the degradation of the matter and energy in the universe to an ultimate state of inert uniformity.” That is how I have come to see the all-but-sealed world in which the schools and the colleges deteriorate together, each worsening the condition of the other.

Is anything to be done? I see small signs of hope on the K-12 front: the movement toward standards, tests, and accountability; the spread of “charter” schools and other new institutional forms; the growth of school choice and the concomitant transfer of some authority from producers to consumers. But it is a slow process and so far not one that has yielded palpable results in terms of student achievement.

One can also point to new islands of excellence in the postsecondary seas and to other modest indicators of progress.

Perhaps it will all come together. Certainly there is evidence of mounting discontent on the part of governors and legislators and of greater willingness to take such obvious policy steps as yoking college admission standards to high school exit requirements.

But what we need most is a renaissance of the will and the spirit, a rebirth of the concept of educational quality. As Roger Shattuck put it in a grand essay in the Chronicle of Higher Education, “[W]e need to reexamine our fundamental beliefs about educational excellence. If we do not confront these assumptions, we shall never be able to change the ways in which our two levels conspire to lower standards.”

Kyle Chayka:

The camera is a small, white, curvilinear monolith on a pedestal. Inside its smooth casing are a microphone, a speaker, and an eye-like lens. After I set it up on a shelf, it tells me to look straight at it and to be sure to smile! The light blinks and then the camera flashes. A head-to-toe picture appears on my phone of a view I’m only used to seeing in large mirrors: me, standing awkwardly in my apartment, wearing a very average weekday outfit. The background is blurred like evidence from a crime scene. It is not a flattering image.
 
 Amazon’s Echo Look, currently available by invitation only but also on eBay, allows you to take hands-free selfies and evaluate your fashion choices. “Now Alexa helps you look your best,” the product description promises. Stand in front of the camera, take photos of two different outfits with the Echo Look, and then select the best ones on your phone’s Echo Look app. Within about a minute, Alexa will tell you which set of clothes looks better, processed by style-analyzing algorithms and some assistance from humans. So I try to find my most stylish outfit, swapping out shirts and pants and then posing stiffly for the camera. I shout, “Alexa, judge me!” but apparently that’s unnecessary.
 
 What I discover from the Style Check™ function is as follows: All-black is better than all-gray. Rolled-up sleeves are better than buttoned at the wrist. Blue jeans are best. Popping your collar is actually good. Each outfit in the comparison receives a percentage out of 100: black clothes score 73 percent against gray clothes at 27 percent, for example. But the explanations given for the scores are indecipherable. “The way you styled those pieces looks better,” the app tells me. “Sizing is better.” How did I style them? Should they be bigger or smaller?

Bill Donahue:

the U.S. and landed in western Maine. They planned to grow pota­toes. Instead they were taken in for a summer by a kind family, the Adamses, whose ramshackle farm was a mess, a melange of dogs and cows and chickens and broken tractor equipment. To Bernd, the place was paradise, as he writes in his 2007 memoir, The Snoring Bird, recalling the adventures he shared with the two eldest Adams kids, Jimmy and Billy. The boys built a raft out of barn wood and spent countless hours watching baby catfish and white-bellied dragonflies. The Adamses taught Bernd English. He killed a hummingbird with his slingshot. He ran around barefoot and shirtless.
Bernd Heinrich is now 77 years old and the author of 21 books. The vaunted biologist E. O. Wilson speaks of him as an equal, calling him “one of the most original and productive people I know” and “one of the best natural-history writers we have.” Runners also revere him, for his speed and for his 2002 book, Why We Run. “He was the first person of scientific stature to say that ultramarathoning is a natural pursuit for humans,” says Christopher McDougall, author of the 2009 bestseller Born to Run. “He did the research himself, in 100-plus-mile races.”

But let’s set aside the literary plumage for a moment. In many ways, Bernd remains the same inquisitive kid who found bliss in his first American summer. He still runs, though no farther than about 12 miles at a time. He still watches wildlife, intently, and he still climbs trees. Sometimes he even climbs trees in snowshoes. In old age, he is embracing the joys of youth anew.

And he has returned to the Maine woods, to a 640-acre plot about 15 miles from that old farmhouse where he spent the summer of 1951. He owns a pickup truck and drives without compunction, but he does not have running water, phone service, or a refrigerator. He heats solely with wood and relies on a small solar panel to power his laptop and Wi-Fi router. He sometimes goes two months without ever leaving the property.
Bernd is hardly a hermit. For the past three years, he has shared the homestead with his partner, 57-year-old Lynn Jennings, a nine-time U.S. cross-country champion and the 10,000-meter bronze medalist at the 1992 Barcelona Olympics. It’s a happy and fruitful arrangement. Over the past five years, Bernd has staged a late-life creative tear that calls to mind Johnny Cash or Georgia O’Keeffe, churning out a steady stream of academic papers, columns for Natural History magazine, and four books, including The Naturalist’s Notebook, a just-published guide cowritten with Nathaniel Wheelwright, as well as 2016’s One Wild Bird at a Time, which renders certain jays and blackbirds on his property as unique individuals, as fully realized as Elaine and Kramer on Seinfeld.

Puzhong Yao :

It was the summer of 2000. I was 15, and I had just finished my high school entrance exam in China. I had made considerable improvements from where I started in first grade, when I had the second- worst grades in the class and had to sit at a desk perpendicular to the blackboard so that the teacher could keep a close eye on me. I had managed to become an average student in an average school. My parents by then had reached the conclusion that I was not going anywhere promising in China and were ready to send me abroad for high school. Contrary to all expectations, however, I got the best mark in my class and my school. The exam scores were so good that I ranked within the top ten among more than 100,000 students in the whole city. My teacher and I both assumed the score was wrong when we first heard it.

As a consequence, I got into the best class in the best school in my city, and thus began the most painful year of my life. My newfound confidence was quickly crushed when I saw how talented my new classmates were. In the first class, our math teacher announced that she would start from chapter four of the textbook, as she assumed, correctly, that most of us were familiar with the first three chapters and would find it boring to go through them again. Most of the class had been participating in various competitions in middle school and had become familiar with a large part of the high school syllabus already. Furthermore, they had also grown to know each other from those years of competitions together. And here I was, someone who didn’t know anything or anyone, surrounded by people who knew more to begin with, who were much smarter, and who worked just as hard as I did. What chance did I have?

Liang Chenyu:

In the late ’70s, China was still steeped in poverty. So when the nation prepared to send students to the U.S., it had to make sure the delegation looked decent. The Ministry of Education provided each student with one tailored wool coat and two suits, all in gray or black. At a reception held by then-first lady Rosalynn Carter, the visiting scholars took off their coats and put them together, and afterward many could not identify their own from the pile.

More than 300,000 Chinese nationals now study at American universities, and most are millennials. But Liu Baicheng was 45 years old when he traveled to the U.S. to study in 1978 as part of that first group of state-sponsored students after the Cultural Revolution.

Earlier that year, the government had resolved to increase the number of Chinese students studying overseas to drive the country’s development, particularly in STEM fields: science, technology, engineering, and math. But after a decade of disrupted scholarship, there were few young people with the necessary qualifications. “The Cultural Revolution had devastated higher education,” Liu recalled. “It was impossible to send youth.”

Anatoly Kurmanaev:

CARACAS, Venezuela—Venezuela is taking nearly half the country’s bank notes out of circulation beginning Wednesday, threatening to ruin the holidays season for Venezuelans already suffering from dire cash shortages, hyperinflation and an economic meltdown.

The country’s largest bill, worth 100 bolivars or just 3 U.S. cents on the black market, is to become illegal, in a move designed to combat contraband along Venezuela’s borders, the government said.

President Nicolás Maduro said outlawing the notes would destroy what he claims are Colombian smuggling mafias that hoard bolivars to buy price-controlled food and gasoline in Venezuela, which is then resold at a markup. Mr. Maduro said Monday night he was closing the Colombian border until Thursday night to prevent stacks of bolivars from making it back to the country.

Luisa Kroll, via a kind Erich Zellmer email:

A vision for the future of education sits within a converted church in the heart of a working-class neighborhood in northern Houston, abutted by auto parts stores and a heat treatment plant. At YES Prep North Central, homogeneity reigns: Of the 953 middle and high schoolers at the 11-year-old charter school, 96% are Hispanic, and a similarly large majority live at or below the poverty line. The kids are dressed the same–blue or khaki pants with school-issued polo shirts. But most important, their outcomes are uniform, too: 100% of graduates get into a four-year college, as the university pennants lining the hallways suggest.

Gliding into the school, 44-year-old Carrie Walton Penner sticks out from the students–older, blonder and, in jeans and a black wrap jacket, more polished than the young collegiate uniforms she weaves through. She’s also the granddaughter of Wal-Mart founder Sam Walton, the daughter of current company chairman Rob Walton, an heir to the largest family fortune, to the tune of $165 billion, in the entire world. And as the family’s point person on education issues, she’s arguably the most powerful force in the charter school movement. “How long is the longest-serving teacher?” she asks the school director, amid a flurry of questions. “Is there step-up pay and pay for performance?”

William Deresiewicz

While I was watching Ivory Tower, a documentary about the state of college in America that appears in select theaters this month (the movie also airs on CNN this fall), it occurred to me that of the many problems with higher education these days, not the least concerns the way we talk about it. “Efficiency,” “art-history majors,” “kids who graduate with $100,000 in debt,” “the college bubble,” the whole rhetoric of crisis and collapse: The public discourse is dominated by sound bites, one-liners, hearsay, horror stories, and a very great deal of misinformation.

Higher ed is not unique in this respect, of course, but it is particularly bad. College, as the movie points out, was always treated as a black box: 18-year-olds were inserted at one end, 22-year-olds came out the other, and as long as the system appeared to be working, no one bothered to inquire what happened in between. Americans, as a result, have very little understanding of what college is about—how it works, what it’s for, what larger social benefits it offers—and those employed in higher education have had very little practice in explaining it to them. The debate has been left to the politicians, the pundits, and increasingly, the hustlers and ideologues. Few who talk about college in public understand it, and few who understand it talk about it.

Ivory Tower, for the most part, is an honorable exception. The movie, directed by Andrew Rossi (Page One: Inside the New York Times), covers a lot of territory, and it covers it patiently, clearly, and thoughtfully. The headline issues of ballooning tuition and student debt are placed in their historical context: institutional competition, expansion, and borrowing; administrative bloat; the rise of the “party track” and its concomitant amenities as public universities have turned to full payers from out of state to deal with budgetary shortfalls; and the long-term withdrawal of public funding—the shift from taxes to student loans—that has been the fundamental factor in creating the entire mess.

Stephan & Abigail Thernstrom:

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

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

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

Nicholas Simmons:

I’m a seventh-grade math teacher at Success Academy Harlem West, a public charter school. On April 30 and May 2, 3, the 272 students at my school, along with some 480,000 other New York City public school children, will sit for the state math exam. Last year, 89% of my seventh-graders and 83% of our sixth-graders passed the test, more than half scoring at the highest level.

But only 29% of all sixth-grade public-school students in the city passed the New York State Mathematics Test last year. Among sixth-grade black and Latino kids, only 15% and 17% passed, respectively. Among my sixth-graders, 97% are African-American or Latino, and three out of four of them are from low-income families.

Many teachers and parents—as well as New York City’s school chancellor and the mayor, have said there is too much emphasis on testing. But at Success Academy, we believe internal assessments and the results from state exams are essential feedback for how well we as teachers have done our job in the classroom. Students and teachers embrace academic rigor and take pride in having some of the top math scores in the city, in many cases outperforming the city’s gifted and talented programs.

Peggy Noonan:

What a small and politically vicious man New York’s new mayor is. Bill de Blasio doesn’t like charter schools. They are too successful to be tolerated. Last week he announced he will drop the ax on three planned Success Academy schools. (You know Success Academy: It was chronicled in the film “Waiting for Superman.” It’s one of the charter schools the disadvantaged kids are desperate to get into.) Mr. de Blasio has also cut and redirected the entire allotment for charter facility funding from the city’s capital budget. An official associated with a small, independent charter school in the South Bronx told me the decision will siphon money from his school’s operations. He summed up his feelings with two words: “It’s dispiriting.”

Some 70,000 of the city’s one million students, most black or Hispanic, attend charter schools, mostly in poorer neighborhoods. Charter schools are privately run but largely publicly financed. Their teachers are not unionized. Their students usually outscore their counterparts at conventional public schools on state tests. Success Academy does particularly well. Last year 82% of its students passed citywide math exams. Citywide the figure was 30%.

These are schools that work. They are something to be proud of and encourage.

Mr. de Blasio’s move has caused considerable personal anxiety and widespread public anger. The Daily News on Thursday called the nearly 200 Success Academy students who now have no place to go the mayor’s “educational orphans.” A reporter spoke to distraught families. “I wanted the best for my daughter,” said Rakim Smith, 40, a cable technician from Harlem whose daughter Dymond is a sixth-grader at Success Academy Harlem Central Middle School. “Now they’re trying to take it away.” “I don’t know where else I can send my son so that he can have the same level education,” said Fatoumata Kebe of the Bronx, whose 11-year-old son, Ousmane, goes to Harlem Central.

Anne Kadet:

Taking the No. 6 train downtown Friday morning, Kelman Ramirez looks like any New York office drone. He’s got the red paisley tie, the black lace-up shoes, the worn building pass lodged in his wallet. When he arrives at the Capital Group in Rockefeller Center, he gives his receptionist the usual polite hello. Ho-hum. But here’s the twist: Mr. Ramirez is only 17 years old.
He attends Cristo Rey New York, a small Catholic school in East Harlem where students pay their tuition by working as corporate serfs. Dressed in jackets, ties and little black suits, the students, some as young as 14, fan across the city to the cubicles and board rooms of companies such as McKinsey, Deloitte and Morgan Stanley, where they shred documents, file trade confirmations and reconcile expense reports. Their earnings, billed at roughly $19 an hour, fund nearly half the school’s budget.
At Cristo Rey, it’s all business–the place is even decorated to look like an office. The Rev. Joseph Parkes, the school’s president (“Like the CEO!” he says) gave me a tour last week. It’s the cleanest, sparest school you’ve ever seen. There are beige walls, framed art prints and slate-blue carpets. The classrooms look like corporate training rooms, with smartboards and long gray tables. There are no bells, says Father Parkes, because there are “no bells in the corporate environment.”

Stephanie Banchero:

Students attending publicly funded, privately run charter schools posted slightly higher learning gains overall in reading than their peers in traditional public schools and about the same gains in math, but the results varied drastically by state, according to one of the most comprehensive studies of U.S. charter schools.
The study [PDF], published Tuesday by the Center for Research on Education Outcomes at Stanford University, found that charter students in Rhode Island, for example, gained the equivalent of an additional 86 days of reading comprehension and 108 days of math comprehension annually compared with peers in traditional public schools. In Nevada, however, charter students had 115 fewer days of learning in reading and 137 fewer in math annually, the study found.
Overall, the new study found that charter students gained an additional eight days of reading, while the math gains were identical. Low-income Hispanic and African-American students did much better in charters than their peers in the traditional school option, while white children did worse in charters.
The researchers and some charter proponents said the results suggest some states need to be more particular about which groups they award charters, and more aggressive about shutting low-performers.

Center for Research on Education Outcomes Press Release:

According to the 26-state study:

• Students in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public school peers. Performance differences between charter school students and their traditional public school peers were especially strong among black and Hispanic students in poverty and Hispanic students who are ELL in both reading and math.
• Charter school enrollment has grown among students who are in poverty, black students, and Hispanic students.
• The 11 new states added marginally to the mathematics gains seen since the 2009 study, but more so to gains in reading.

More from Stephanie Simon.
Related:One year in, Oconomowoc High School staff, students adjusting to change and May, 2012: Budget Cuts: We Won’t Be as Bold and Innovative as Oconomowoc, and That’s Okay.
A majority of Madison school board members rejected the proposed Madison Preparatory Academy IB Charter School in 2012.
Madison’s long term, disastrous reading scores.

David Luhnow:

You can spot them prowling the streets of Mexico City’s wealthy enclaves in sports cars. The guys wear their hair slicked back and designer shirts with the top three buttons open. The women have expensive bags and sunglasses. They are nearly always followed by a black SUV packed with armed bodyguards.
They are known in Mexico as “Juniors”–the sons and daughters of the country’s elite, young people whose love of brand names is surpassed only by their sense of entitlement. Juniors grow up to dominate the upper echelons of business and politics. They live behind high walls, travel in private jets and seem utterly untouchable–and out of touch in a country that struggles with poverty and violence.
For the first time, though, Mexico’s Juniors are coming under fire. In April, Andrea Benitez, the daughter of a well-connected politician, turned up at a trendy restaurant in Mexico City without a reservation and threw a fit when she was not given the table she wanted. So she called inspectors at Profeco, the government’s consumer protection agency–which happened to be run by her father. Inspectors promptly shut down the restaurant.

Pat Schneider:

ALEC is still at it, Julie Underwood, dean of the School of Education at the University of Wisconsin-Madison, cautions in “School Boards Beware,” (PDF) a commentary in the May issue of Wisconsin School News.
The model legislation disseminated by the pro-free market American Legislative Exchange Council’s national network of corporate members and conservative legislators seeks to privatize education and erode the local control, Underwood says.
“The ALEC goal to eliminate school districts and school boards is a bit shocking — but the idea is to make every school, public and private, independent through vouchers for all students. By providing all funding to parents rather than school districts, there is no need for local coordination, control or oversight,” she writes in the magazine of the Wisconsin Association of School Boards.
Underwood, who says that Wisconsin public schools already face unprecedented change, last year co-authored a piece about ALEC’s grander plans, a “legislative contagion (that) seemed to sweep across the Midwest during the early months of 2011.”
In her recent piece, Underwood argues that a push to privatize education for the “free market” threatens the purpose of public education: to educate every child to “become an active citizen, capable of participating in our democratic process.”

Related:

• The state this year will start rating each school on a scale of 0 to 100 based on student test scores and other measurables. The idea, in part, is to give parents a way to evaluate how a school is performing while motivating those within it to improve.
• Several schools across the state — including Madison’s Shorewood Elementary, Black Hawk Middle and Memorial High schools — are part of Wisconsin’s new teacher and principal evaluation system, which for the first time will grade a teacher’s success, in part, on student test scores. This system is to be implemented across Wisconsin in 2014-15.li>And instead of Wisconsin setting its own student benchmarks, the state is moving toward using Common Core State Standards, which have been adopted in 45 other states. State schools are starting new curricula this year in language arts and math so students will be prepared by the 2014-15 school year to take a new state exam tied to this common core and replacing the Wisconsin Knowledge and Concepts Examination.

Although Underwood says she generally backs most of these changes, she’s no fan of the decision announced last month that makes it easier for a person to become a public school teacher — even as those who are studying to become teachers must now meet stiffer credentialing requirements. Instead of having to complete education training at a place like UW-Madison en route to being licensed, those with experience in private schools or with other teaching backgrounds now can take steps to become eligible for a public teaching license.

“I think that’s really unfortunate,” says Underwood, who first worked at UW-Madison from 1986-95 before coming back to town as education dean in 2005.

Related:

• When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
• Many notes and links on Julie Underwood.
• The oft-criticized WKCE will soon be replaced by Wisconsin’s Common Core implementation.
• NCTQ Sues UW Ed Schools over Access to Course Syllabi.
• An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria

Ovetta Wiggins:

Adrion Howell has strong connections to the Prince George’s County public school system. The 43-year-old lobbyist’s mother taught in the schools for 35 years, and Howell attended school there and worked as a substitute teacher in the county before going to Howard University Law School.
But, like many other middle-class parents in Prince George’s and in urban school districts across the country, when the time came for Howell’s daughter, Aaliyah, to attend Glenn Dale Elementary School, he instead enrolled her in a private school.
With Maryland’s second-largest school system poised for a leadership overhaul and a reconfigured school board next week, one of the major challenges facing County Executive Rushern L. Baker III (D) is how to convince the county’s middle class that his approach to fixing the schools will be successful enough to lure their children back into the public schools. Parents, particularly those who have opted out of the public schools for what they think is a better education elsewhere, say they are closely watching the transition.
Prince George’s has experienced middle-class flight before, when white families departed as the black population grew. But in what is now one of the wealthiest predominantly black counties in the country, more and more affluent black families have turned away from the public schools. Experts say the trend in Prince George’s is similar to what has happened in other large school systems that have struggled academically: The loss of middle-class families has led to a higher percentage of poor students using the public school system, less local accountability and waning community involvement.

Princes George’s taxpayers spent $1,664,442,000 for 124,000 students, or $13,422 per student during the 2013 school year. Madison spends about $14,451 per student (latest 2012-2013 budget is about $394,000,000) for 27,095 students (including Pre-k).

Catherine Weismann-Arcache and Sylvie Tordjman:

This paper proposes to analyse the relationships between depression and high intellectual potential through a multidisciplinary and original approach. Based on their respective experience in psychology and child psychiatry, the authors will focus their analysis on creative potential. First, relationships between creativity (literary, artistic, or scientific creativity) and melancholy (“melancholy” comes from the Greek words for “black” (“melas”) and “bile” (“khole”)) will be examined from antiquity to modern times. Aristotle introduced a quantitative factor, asserting that levels of melancholy and black bile are positively correlated; however, under a given threshold of black bile, it can give rise to an exceptional being. Second, the case study of Blaise Pascal (scientific and philosophical creativity associated with major depressive episodes from childhood) will be presented and discussed. This case study sheds light on the paradoxical role of depression in the overinvestment in intellectual and creative spheres as well as on the impact of traumatic events on high intellectual potential. Third, observations will be reported based on a study conducted on 100 children with high intellectual potential (6-12 years old). Finally, based on these different levels of analysis, it appears that heterogeneity of mental functioning in children with high intellectual potential is at the center of the creative process and it has related psychological vulnerability.

Wall Street Journal:

School vouchers are usually opposed by teachers unions and their Democratic allies, but a dirty little secret is that some suburban Republicans oppose them too. The latter is the case in Wisconsin, where GOP Governor Scott Walker’s plan to get more kids out of failing schools is facing opposition from short-sighted members of his own party.
The Badger State’s 22-year-old voucher program currently covers Milwaukee and Racine. But in his budget for fiscal 2014-15, Mr. Walker wants to expand it to nine of the state’s worst school districts and increase funding by 9%. Under the proposed formula, students in districts that have at least two schools that get a D or F on their 2011-2012 performance report cards could use a voucher at a private school.
The plan would cover 500 new students in the first year, 1,000 in the second, and thereafter as many as qualified under the formula, which extends the voucher to students in failing schools whose families make 300% of the poverty level. The new areas include Beloit, Green Bay, Kenosha, Waukesha and Fond du Lac, and more than 40,000 children who currently attend lousy public schools would be eligible.
……
While Wisconsin schools score better than most, in 2010 the National Assessment of Educational Progress found that Wisconsin’s black fourth grade students had the worst reading scores in the country. By eighth grade, black students did worse on English tests than students for whom English was a second language.

Karen Vieth:

Create Small Learning Environments
With 1 out of 4 black students chronically absent in MMSD and increasing alarm over the achievement gap, it is obvious that teachers must employ culturally relevant teaching practices. These practices begin with getting to know your students and their families – a practice that necessitates smaller learning environments. According to UW professor, Alice Uldvari-Solner, “Teachers who uphold the dynamics of culturally relevant pedagogy are practicing inclusive education as they impart influential messages that each child brings value to the classroom and that each child is powerful in directing his or her own achievement.” (Creating an Inclusive School, pg. 100)
Unfortunately, as our students grow, the learning environments become larger and less-personalized. A primary teacher spending most of the day in a SAGE school in a classroom of 14 can get to know his students quite well. Contrast that to a high school teacher teaching five sections of 30+ kids. Individualizing the education process is seemingly impossible. Students need to feel a sense of worth and belonging. Reestablishing smaller learning communities that focus on relationships and team-work will create safety nets for students feeling lost in the crowd.

Notes and links on small learning communities, here.

Steve Hsu:

This Lansing State Journal article covers my recent appointment as VP of Research and Graduate studies at MSU. It’s journalism, so as you can expect they emphasized potentially controversial topics like my work in genomics. (I expend about 10% of my research effort on this work, but it’s much more titillating than the quantum mechanics of black holes!)
In order to set the record straight I have excerpted from the article and added my own comments.
… He is working with BGI-Shenzhen, a Chinese company that runs one of the world’s largest gene-sequencing operations, on a project to identify the genetic basis of intelligence.

Todd Finkelmeyer:

It’s an unprecedented amount of change, honestly,” says Julie Underwood, the dean of UW-Madison’s highly ranked School of Education.
Consider:

• The state this year will start rating each school on a scale of 0 to 100 based on student test scores and other measurables. The idea, in part, is to give parents a way to evaluate how a school is performing while motivating those within it to improve.
• Several schools across the state — including Madison’s Shorewood Elementary, Black Hawk Middle and Memorial High schools — are part of Wisconsin’s new teacher and principal evaluation system, which for the first time will grade a teacher’s success, in part, on student test scores. This system is to be implemented across Wisconsin in 2014-15.li>And instead of Wisconsin setting its own student benchmarks, the state is moving toward using Common Core State Standards, which have been adopted in 45 other states. State schools are starting new curricula this year in language arts and math so students will be prepared by the 2014-15 school year to take a new state exam tied to this common core and replacing the Wisconsin Knowledge and Concepts Examination.

Although Underwood says she generally backs most of these changes, she’s no fan of the decision announced last month that makes it easier for a person to become a public school teacher — even as those who are studying to become teachers must now meet stiffer credentialing requirements. Instead of having to complete education training at a place like UW-Madison en route to being licensed, those with experience in private schools or with other teaching backgrounds now can take steps to become eligible for a public teaching license.
“I think that’s really unfortunate,” says Underwood, who first worked at UW-Madison from 1986-95 before coming back to town as education dean in 2005.

Related:

• When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
• Many notes and links on Julie Underwood.
• The oft-criticized WKCE will soon be replaced by Wisconsin’s Common Core implementation.
• NCTQ Sues UW Ed Schools over Access to Course Syllabi.
• An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria

Laura Waters:

ELC says that the investigation was instigated by a series of articles in the Asbury Park Press, which detailed the district’s privileging of white Jewish students over the almost-entirely Hispanic and black public school students. While there are 28,000 schoolchildren in Lakewood, almost 22,000 attend private yeshivas. Current student enrollment in Lakewood Public Schools is about 5,600, almost all Hispanic and black. The district spends about 20% of its annual operating budget on transportation. (NJ districts transport students regardless of school location).
In addition, Lakewood sends many of its white special-needs kids to the School for Hidden Intelligence. Annual tuition is about $100,000 per student per year. Minority special needs kids stay in-district and receive sub-standard services.

Andrew Coulson:

Public-school employees have doubled in 40 years while student enrollment has increased by only 8.5%–and academic results have stagnated.
Since 1970, the public school workforce has roughly doubled–to 6.4 million from 3.3 million–and two-thirds of those new hires are teachers or teachers’ aides. Over the same period, enrollment rose by a tepid 8.5%. Employment has thus grown 11 times faster than enrollment. If we returned to the student-to-staff ratio of 1970, American taxpayers would save about $210 billion annually in personnel costs.
Or would they? Stanford economist Eric Hanushek has shown that better-educated students contribute substantially to economic growth. If U.S. students could catch up to the mathematics performance of their Canadian counterparts, he has found, it would add roughly $70 trillion to the U.S. economy over the next 80 years. So if the additional three million public-school employees we’ve hired have helped students learn, the nation may be better off economically.
To find out if that’s true, we can look at the “long-term trends” of 17-year-olds on the federal National Assessment of Educational Progress. These tests, first administered four decades ago, show stagnation in reading and math and a decline in science. Scores for black and Hispanic students have improved somewhat, but the scores of white students (still the majority) are flat overall, and large demographic gaps persist. Graduation rates have also stagnated or fallen. So a doubling in staff size and more than a doubling in cost have done little to improve academic outcomes.

Jason Riley:

The Obama administration is waiving around a new study showing that black school kids are “suspended, expelled, and arrested in school” at higher rates than white kids. According to the report, which looked at 72,000 schools, black students comprise just 18% of those enrolled yet account for 46% of those suspended more than once and 39% of all expulsions.
Education Secretary Arne Duncan said the administration is “not alleging overt discrimination in some or all of these cases,” but that’s certainly what he’s implying when he bleats on about the “fundamental unfairness” of the situation. “The undeniable truth,” said Mr. Duncan in a press call this week, “is that the everyday education experience for too many students of color violates the principle of equity at the heart of the American promise.” Of course, if racial animus toward blacks explains higher black discipline rates, what explains the fact that white kids are disciplined at higher rates than Asian kids? Is the school system anti-white, too?

Isthmus Take Home Test (Nichelle Nichols & Arlene Silveira):

WHAT QUALIFIES YOU TO BE ON THE MADISON SCHOOL BOARD ? WHAT IS YOUR PERSONAL STAKE IN THE MADISON SCHOOLS?
Nichelle Nichols
Our school board must be a governing body that is effective in setting the direction and priorities of our district. We need to elect board members who are honest about our current realities and who share a fundamental belief that we must make bold changes in order to better educate all students. Our students, families and taxpayers deserve it.
I bring a future-oriented mindset to the table and a commitment to solutions. Our heart-breaking graduation rate for Black and Latino students eloquently testifies that we do not fully understand the dynamics of poor student performance or the educational changes required to remedy it. I am personally and professionally committed to making systemic changes to close the racial achievement gap. It is time for defenders of the status quo to step aside.
I am qualified as a parent, as an engaged community member, and as a professional who has worked the last 15 years in community-based organizations throughout Madison. I bring a critical perspective from the service delivery level focused on equity for those who are most disadvantaged. As a woman of color, a parent of African American sons, and through my work at the Urban League, I am immersed in the realities of our minority students, yet in touch with the experiences of all students and parents. I am informed beyond the constraints of the boardroom.
I have a personal stake in the Madison schools that spans two generations. I am a Madison native who attended Longfellow Elementary, Cherokee Middle, and graduated from West High. I have a B.S. from UW-Madison and a master’s degree in Business Management from Cardinal Stritch University. I am the mother of four African American sons. My eldest graduated from West High School in 2011, which leaves me with three yet to graduate. Based on the 48% graduation rate, the odds are that two of my sons won’t graduate. This is unacceptable.
My experience transcends the experience gained from currently sitting on the board, because where we must go will not rely strictly on what we’ve always known. I welcome the challenge.
Arlene Silveira
Our schools face multiple challenges, and board members must have the backbone to focus on what is most effective in helping all children learn and achieve. We must prioritize initiatives that provide the biggest bang for our buck. When there are hard choices to be made, we owe it to the children we serve to engage in respectful debate in order to find solutions.
That is my record on the school board. My commitment to public education, to Madison’s 27,000 students, to our outstanding teachers and staff, and to staying in the fight for good public schools are the reasons I am running for re-election.
My belief in public education has roots in my personal story. I am the grandchild of immigrants, the daughter of two working class parents, and the mother of a child of color who graduated from the Madison schools. I have a degree in secondary education, biology and chemistry from Springfield College (Massachusetts), and a masters in molecular biology from the University of Connecticut.
I have seen first-hand the advantages public education brings and the equalizing effect public schools have in our society. I have seen first-hand the struggles a child can face in the schools. I am a businesswoman who works at a global scientific company. I know the need for an educated workforce, and I know that good schools strengthen a city because they attract businesses and families.
I am also a taxpayer. The state funding system for public education is not sustainable. We must find a way to better fund our schools, not on the backs of taxpayers. I will continue to advocate for fair funding.
The skills I use on a daily basis as Director of Global Custom Sales at Promega Corporation are also skills I use as a board member — budgeting, communication, evaluation, facilitation, negotiation and project management.
In short, I approach the board’s complex work from many perspectives: parent, businessperson, taxpayer, and advocate for public education. I will continue to fight against assaults on public education and advocate for what is most effective for all the students we serve.

Isthmus Take Home Test (Mary Burke & Michael Flores):

WHAT QUALIFIES YOU TO BE ON THE MADISON SCHOOL BOARD? WHAT IS YOUR PERSONAL STAKE IN THE MADISON SCHOOLS?
Mary Burke
When I began tutoring two brothers on Madison’s south side, I saw how tough it is for children with serious challenges at home to learn and thrive in school. School was a refuge for these boys, and education was the best way for them to build a better future. I have worked with teachers striving every day to meet the needs of each student, to challenge the gifted child and the one just learning English. In the past 13 years, I have mentored five youth, have seen great things in our schools, and opportunities to do better.
I care about our children. My broad experience in education, non-profits, government, finance, and business will make me an effective school board member. After receiving an MBA from Harvard, I was an executive at Trek Bicycle, Secretary of the Wisconsin Department of Commerce under Governor Doyle, board president of the Boys & Girls Club, and co-founder of the AVID/TOPS program. AVID/TOPS is the district’s premier program to address the achievement gap, and has 450 students across all four Madison high schools. For those in the program, grade point averages are 30% higher, school attendance higher, discipline issues down, and 100% of seniors have gone onto college. I’ve served on the boards of United Way, Madison Community Foundation, Evjue Foundation, and Foundation for Madison Public Schools. One current school board member said, “Mary Burke stands out. Mary may be the best-qualified candidate to run for Madison School Board in quite a while.”
Success in school for our children is important to me and to our entire community. Our public schools shape our future neighbors and workforce. Success in school is a leading factor in whether a student is on the path to UW-Madison, Madison College, or the county jail. Nothing is more important and critical to our city’s future than our public schools.
I have been a catalyst for positive change in Madison. On the school board, my focus will be bringing our community together to ensure students learn and thrive — taking smart action for them, for our neighborhoods, for all of Madison.
Michael Flores
I have real world experience. I am part of a minority group and have walked the path that a number of our students are encountering. I have worked since I was 14, and supported myself from the age of 17 on. I have worked as a bank loan officer and small businessman, and know what it means to face budget constraints. My training as a paramedic has made me skilled in high emergency prioritizing and urgency in decision-making — skills that will translate to the work on the school board. As a parent and member of this community, I have a vested interest in education.

Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
1.25.2012 Madison School Board Candidate DCCPA Event Photos & Audio
Listen to the event via this 77MB mp3 audio file.

Margery Turner:

In December, MetroTrends graded America’s 100 biggest metros on measures of economic security. Today we offer a new report card, with grades reflecting the opportunity gaps facing African Americans and Latinos.
We’re all well aware of the national story. Despite the huge achievements of the civil rights era, neither African Americans nor Latinos (on average) enjoy the same school quality, job opportunities, or homeownership access as whites. But the picture isn’t the same in every metro area. So our report card scores metros on five factors: residential segregation, neighborhood affluence (for the average black, Latino, and non-Hispanic white), public school quality (for the average black, Latino, and non-Hispanic white student), employment (among working-age adults), and homeownership.
Let’s start by looking at the grades for black-white equity.
Surprised? The top scorers are mostly small- to medium-sized metros in the south and west (Charleston, SC, and Riverside, CA, for example), while the worst performers are big metros in the midwest and northeast (including New York, Boston, and Chicago).
When I first saw these results, I thought perhaps that so few African Americans live in the high-scoring metros that their high performance is irrelevant. For some top scorers (like Albuquerque and San Jose), that’s definitely the case. But lots of other metros scoring As and Bs on this report card have substantial African American populations.

Madison was given a C on Racial Equity. Milwaukee is the worst while Albuquerque is the best.
Related:

• Oakland’s McClymonds High is a full-service school
• Video: The Quest for Educational Opportunity: A History of Madison’s Response to the Academic Achievement Gap: 1965-2011
• Notes and links on the proposed Madison Preparatory IB charter school, here.

Carol Morello and Dan Keating:

Three out of 10 children in the nation’s capital were living in poverty last year, with the number of poor African American children rising at a breathtaking rate, according to census statistics released Tuesday.
Among black children in the city, childhood poverty shot up to 43 percent, from 36 percent in 2008 and 31 percent in 2007. That was a much sharper increase than the two percentage-point jump, to 36 percent, among poor black children nationwide last year.
The number of poor minority children also rose in many parts of the Washington suburbs, including Montgomery , Alexandria, Arlington and the northern half of Fairfax County.
But the District, where unemployment has risen to nearly 30 percent in Ward 8, had the most sobering rise. Last year, there were more than 30,000 black children living in poverty in the city, almost 7,000 more than two years before, according to Census Bureau data.