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School District Steps Back from Controversial Math Curriculum

Janese Heavin via a kind reader’s email:

Columbia Public Schools’ chief academic officer said the district is ready to compromise with the community when it comes to elementary math. But Sally Beth Lyon, who oversees district curricula, stopped short of saying concepts-based math would be replaced by a more traditional program.
“We’re going to figure out how to get something done so we can all move forward,” she told the Tribune. “We’re still at the table and will discuss the best way to move forward and include and acknowledge the community concerns we’re hearing.”
Lyon’s comments followed last night’s Board of Education meeting, where board member Ines Segert accused the district of appointing people to district math committees who are biased toward investigative math programs and not appointing mathematicians who favor more traditional math instruction.
Segert cited three University of Missouri math education professors who serve on district committees and have received grant funds to train Columbia teachers how to use concepts-based math materials. “They instruct teachers in a certain ideology that happens to be used in these textbooks we have in class,” said Segert, a vocal advocate of returning traditional math to classrooms.

Related:

Lyon’s comments followed what was almost a scolding from board member Ines Segert during last night’s board meeting. Segert criticized the district for appointing math education professors on math committees who seem to benefit from investigative math curriculum. She also accused the district of giving people incomplete data and summaries that skew results to justify current practices.
Lyon denied that anyone making curricula decisions receive district dollars. Any grant money they get comes from federal and state sources, she said.

Related: Madison School District Math Task Force Discussion.

In Memory of Randy Pausch …

“Last Lecture” Professor Randy Pausch, 47, Dies Tara Parker-Pope The New York Times Randy Pausch, the Carnegie Mellon computer science professor whose last lecture became an Internet sensation and bestselling book, has died of pancreatic cancer. He was 47.

A School Where One Size Doesn’t Fit All

Jay Matthews:

“The model is inspired by the success of home-schoolers,” he said. Students will set their class schedules, enabling them to learn at their pace and in their styles. Teachers will act as advisers, not taskmasters.
As for homework, “the one-size-fits-all [model] mandated in today’s schools is largely counterproductive,” Shusterman says in a slide presentation he uses to sell his idea. School for Tomorrow will have a home reading requirement and “encourage and support individualized, student-initiated homework.”
Much of Shusterman’s plan is inspired by John Dewey, a 20th-century educational philosopher whose devotees have called for teachers to be “guides on the side, not sages on the stage.” Dewey led a movement called progressive education in which, he said, children learn best when pursuing individual projects that allow them to explore their world.
Many teachers, in both private and public schools, use project-based learning to a degree. But at School for Tomorrow, Shusterman said, every course and project will be linked to this question: What does a high school graduate need to know and need to be able to do to thrive in college, the workplace and life in the 21st century?

www.schoolfortomorrow.net

Wisconsin’s improved performance on a noted ranking of science and technology is a plus. But the state still must work harder to turn good ideas into jobs.

Milwaukee Journal Sentinel Editorial:

Wisconsin is far better positioned in the knowledge economy than it was four years ago, with larger pools of risk capital and better coordination of the state’s best research.
That’s one way to read a new report from the well-respected Milken Institute. The state finished five spots higher at No. 22 in Milken’s State Technology and Science Index (www.jsonline.com/765102).
But the state’s policy-makers and business leaders must figure out how to turn more of the state’s best ideas into jobs across the state, not just in Madison. And perhaps how better to tap the wealth of intellectual property in southeastern Wisconsin.
While Wisconsin moved up five notches, it still ranks only middling overall and still lags far behind on some of the measures. Furthermore, it’s arguable how much such state-by-state rankings tell us in a world where the competitor as easily could be in Bangalore as in Buffalo.

When Mom & Dad Share it All

Lisa Belkin:

On her first day back to work after a four-month maternity leave, Amy Vachon woke at dawn to nurse her daughter, Maia. Then she fixed herself a healthful breakfast, pumped a bottle of breast milk for the baby to drink later in the day, kissed the little girl goodbye and headed for the door.
But before she left, there was one more thing. She reached over to her husband, Marc, who would not be going to work that day in order to be home with Maia, and handed him the List. That’s what they call it now, when they revisit this moment, which they do fairly often. The List. It was nothing extraordinary — in fact it would be familiar to many new moms. A large yellow Post-it on which she had scribbled the “how much,” “how long” and “when” of Maia’s napping and eating.
“I knew her routines and was sharing that with Marc,” Amy recalls.
She also remembers what he did next. Gently but deliberately, he ripped the paper square in half and crumbled the pieces into a ball.
“I got the message,” Amy says.
That message was one the Vachons had agreed on from the evening they met, though they were clearly still tinkering with the details. They would not be the kind of parents their parents had been — the mother-knows-best mold. Nor the kind their friends were — the “involved” dad married to the stressed-out working mom. Nor even, as Marc put it, “the stay-at-home dad, who is cooed at for his sensitivity but who is as isolated and financially vulnerable as the stay-at-home-mom.”

Back to school for cities: Solutions to urban problems begin with improving schools

Detroit Free Press:

Big city school boards and superintendents have generally failed to provide the accountability and leadership needed to educate the many disadvantaged children they serve. Mayors and the federal government must take stronger roles in improving urban schools.
In an increasingly global and knowledge-based economy, nothing is more important to the future of cities and to the nation as a whole than education.
America’s beleaguered cities cannot rebound without good public schools, now plagued by lack of money, unresponsive bureaucracies, declining enrollments, high dropout and poverty rates, and low academic standards. State and federal contributions to school budgets have not made up for huge inequities in local support.
At their best, public schools give the most disadvantaged children a chance to succeed, but rarely the clear path that children find in affluent districts. More than 50 years after the landmark Brown v. Board of Education case declared segregation unconstitutional, the nation’s schools remain practically as unequal as ever — and in places such as metro Detroit, nearly as segregated as they were in 1950.

It’s time to open the doors to out-of-state school models

Former Providence School Board Member Julie Steiny:

Across the nation, charter laws have spawned certain schools that are so successful they’re being replicated in other towns and states.
Nonprofit providers of these nationally acclaimed schools have been wooed and welcomed into communities hungry for better, more-effective options. The best of these models can prove their strategies’ merits with lots of encouraging data, testimonies from happy parents and impressive stories about their successful students.
These networks include the Knowledge is Power Program (KIPP), Achievement First and the Green Dot Schools, among others. Pop down to New Haven, Conn., to see the thing of beauty that is the Amistad Academy run by Achievement First. Or drive up to Lynn, Mass., to take in a KIPP.
Can Rhode Island benefit from these proven successes? In a word, no.
Our laws fiercely protect Rhode Island’s educational status quo, as though it were a real treasure like Narragansett Bay or our historical architecture. The protectionist laws make it impossible for outside providers to do business in the state. (One could argue that the state laws make it impossible even for local schools to do business effectively. Certain Rhode Island charter schools are now being crushed by our protectionist culture.)
Take as only one example Rhode Island’s General Law 16-13-6 which cements teacher tenure, seniority and “bumping” into place, leaving Rhode Island administrators little if any control over the quality of their staff. No school providers from saner states can possibly assure us that they can be successful here if they can’t retain the stability of their staff and let ineffective teachers go, when necessary. Longtime Rhode Island residents have been drinking the protectionist Kool-Aid for so long they forget what effective school governance might look like.

Fascinating.

Wisconsin Host schools and families needed for Japanese teachers

SEAchange online:

A father from Thailand recently observed the power of international exchange programs in an e-mail to Wisconsin staff about his daughter’s visit to the state: “She has learned many things and felt very connected to her host, friends and you. I think this is the best part of this program: to get people to know each other, understand each other and feel that they belong to the same family. It is very amazing that only few weeks can make this strong relationship.”
Another opportunity to build international relationships is now here. Schools and districts have until June 6 to apply to host visiting teachers from Japan this fall.
The Japan-Wisconsin Education Connection, now in its 12th year, gives a select number of K-12 Wisconsin school districts the opportunity to host a talented elementary, junior or senior high school teacher from Japan.

Reports on Schools Cite Student Discontent

Bill Turque:

The question to a focus group of Dunbar High students was: What did they like best about going to school there?
“Freedom,” said one who takes Advanced Placement classes at the school in Northwest Washington. “We can do whatever we want at this school. That’s the only good thing about this place.”
At Green Elementary School in Southeast, one child urged: “Give us harder work, not the busywork that we already know.”
“They let us struggle,” a student at Lincoln Middle School in Northwest said of the teachers. “They let you know you are failing, but then let you go on struggling and then send you to summer school.”

‘Hands-on’ science teaching gains momentum in Wisconsin

Karyn Saemann:

In an approach based in Green Bay that has spread down the Lake Michigan shoreline, about 40 Wisconsin districts (though not Madison) belong to a consortium called the Einstein Project, a nonprofit group that buys the kits from publishers, leases them for a nominal fee to schools and arranges teacher training on their use.
Hailed as a national model by the National Science Teachers Association, the Einstein Project began on a shoestring and now has 10 employees, two kit warehouses and a $1 million annual budget supported by the rental fees, year-round fundraising and private and corporate backing.
But critics of the hands-on movement charge that without textbooks and the structured reading, teacher-driven learning and broad memorization of facts that traditionally define classroom science, kids are being short-changed on core knowledge.
A major fight over science curriculum in California got national attention in 2004, as the state weighed a proposal to allow no more than 25 percent of science classroom time for hands-on activities. But in an abrupt reversal after intense debate, the adopted standard reads that at least 25 percent of science classroom time has to be hands-on.
Stanley Metzenberg, an assistant biology professor from California State University-Northridge, said in congressional testimony that reading is critical for scientists and that children are best served through traditional textbooks and teacher-directed instruction.

Some of California’s most gifted students are being ignored, advocates say

Carla Rivera:

If you reviewed Dalton Sargent’s report cards, you’d know only half his story. The 15-year-old Altadena junior has lousy grades in many subjects. He has blown off assignments and been dissatisfied with many of his teachers. It would be accurate to call him a problematic student. But he is also gifted.
Dalton is among the sizable number of highly intelligent or talented children in the nation’s classrooms who find little in the standard curriculum to rouse their interest and who often fall by the wayside.
With schools under intense pressure from state and federal mandates such as No Child Left Behind to raise test scores of low-achieving pupils, the educational needs of gifted students — who usually perform well on standardized tests — too often are ignored, advocates say.
Nationally, about 3 million kindergarten through 12th-grade students are identified as gifted, but 80% of them do not receive specialized instruction, experts say. Studies have found that 5% to 20% of students who drop out are gifted.
There is no federal law mandating special programs for gifted children, though many educators argue that these students — whose curiosity and creativity often coexist with emotional and social problems — deserve the same status as those with special needs. Services for gifted students vary from state to state. In California, about 512,000 students are enrolled in the Gifted and Talented Education program, which aims to provide specialized and accelerated instruction.

Linda Scholl @ Wisconsin Center for Education Research: SCALE Case Study: Evolution of K-8 Science Instructional Guidance in Madison Metropolitan School District [PDF report]

In addition, by instituting a standards-based report card system K-8, the department has increased accountability for teaching to the standards.
The Department is struggling, however, to sharpen its efforts to reduce the achievement gap. While progress has been made in third grade reading, significant gaps are still evident in other subject areas, including math and science. Educational equity issues within the school district are the source of much public controversy, with a relatively small but vocal parent community that is advocating for directing greater resources toward meeting the needs of high achieving students. This has slowed efforts to implement strong academic equity initiatives, particularly at the middle and early high school levels. Nonetheless, T&L content areas specialists continue working with teachers to provide a rigorous curriculum and to differentiate instruction for all students. In that context, the new high school biology initiative represents a significant effort to raise the achievement of students of color and economic disadvantage.

WCER’s tight relationship with the Madison School District has been the source of some controversy.
Related:

• Value Added Assessment (Report Cards)
• Wisconsin DPI Academic Standards (DPI Website).
• Bruce King’s evaluation of West High School’s Small Learning Community initiative and pushback at East High over planned curriculum changes.
• Lucy Mathiak’s 2006 post on Madison dropouts who tested at the high end of the scale.

Scholl’s error, in my view, is viewing the controversy as an issue of “advocating for directing greater resources toward meeting the needs of high achieving students”. The real issue is raising standards for all, rathing than reducing the curriculum quality (see West High School Math teachers letter to the Isthmus:

Moreover, parents of future West High students should take notice: As you read this, our department is under pressure from the administration and the math coordinator’s office to phase out our “accelerated” course offerings beginning next year. Rather than addressing the problems of equity and closing the gap by identifying minority math talent earlier, and fostering minority participation in the accelerated programs, our administration wants to take the cheaper way out by forcing all kids into a one-size-fits-all curriculum.
It seems the administration and our school board have re-defined “success” as merely producing “fewer failures.” Astonishingly, excellence in student achievement is visited by some school district administrators with apathy at best, and with contempt at worst. But, while raising low achievers is a laudable goal, it is woefully short-sighted and, ironically, racist in the most insidious way. Somehow, limiting opportunities for excellence has become the definition of providing equity! Could there be a greater insult to the minority community?

)
A friend mentioned a few years ago that the problems are in elementary and middle school. Rather than addressing those, the administration is trying to make high school changes.
Thanks to a reader for sending along these links.

Art Without Craft

On the website www.michelangelo.com/buon/bio, I learn that:

“When Michelangelo turned 13-years-old he shocked and enraged his father when told that he had agreed to apprentice in the workshop of the painter Domenico Ghirlandaio. After about one year of learning the art of fresco, Michelangelo went on to study at the sculpture school in the Medici gardens and shortly thereafter was invited into the household of Lorenzo de’ Medici, the Magnificent…During the years he spent in the Garden of San Marco, Michelangelo began to study human anatomy. In exchange for permission to study corpses (which was strictly forbidden by The Church), the prior of the church of Santo Spirito, Niccolò Bichiellini, received a wooden Crucifix from Michelangelo (detail of Christ’s face). But his contact with the dead bodies caused problems with his health, obliging him to interrupt his activities periodically.
“Michelangelo produced at least two relief sculptures by the time he was 16 years old, the Battle of the Centaurs and the Madonna of the Stairs (both 1489-1492), which show that he had achieved a personal style at a precocious age…”…(and later) “Michelangelo also did the marble Pietà (1498-1500), still in its original place in Saint Peter’s Basilica. One of the most famous works of art, the Pietà was probably finished before Michelangelo was 25 years old.”

My apologies for quoting at such length from a biography, but I have seen his Pietà in Rome on several occasions, and it seems clear to me that it took a gifted young man, with great acquired skill in the craft of shaping marble with hammer and chisel, perhaps two years to achieve this masterwork.

Financial Literacy

The Economist:

“EVERYBODY wants it. Nobody understands it. Money is the great taboo. People just won’t talk about it. And that is what leads you to subprime. Take the greed and the financial misrepresentation out of it, and the root of this crisis is massive levels of financial illiteracy.”
For years John Bryant has been telling anyone who will listen about the problems caused by widespread ignorance of finance. In 1992, in the aftermath of the Los Angeles riots, he founded Operation HOPE, a non-profit organisation, to give poor people in the worst-hit parts of the city “a hand-up, not a handout” through a mixture of financial education, advice and basic banking. Among other things, Operation HOPE offers mortgage advice to homebuyers and runs “Banking on Our Future”, a national personal-finance course of five hour-long sessions that has already been taken by hundreds of thousands of young people, most of them high-school students.
The council is not short of expertise. It is chaired by Charles Schwab, eponymous boss of a broking firm. Its other members include the head of Junior Achievement, which has been teaching children about money since 1919, and a co-author of “Rich Dad, Poor Dad”, a self-help bestseller. Already, it has approved a new curriculum for middle-school students, “MoneyMath: Lessons for Life“. (Lesson one: the secret to becoming a millionaire. Answer: save, save, save.) It is starting a pilot programme to work out how to connect the “unbanked” to financial institutions. And it is supporting what, echoing the Peace Corps, is called the Financial Literacy Corps: a group of people with knowledge of finance who will volunteer to advise those in financial difficulties.

Yet another math curriculum. One of the things I noticed when paging through the large Connected Math (CMP) textbooks a few years ago was the consumer oriented nature of the content (as opposed to a creative approach).

“Children Should be Treated Like Refugees”

John Moritz:

A child protection expert says the children — and the children of those children — who are now in state custody should be cared for in the same way as refugees from Southeast Asia who migrated to the United States after the fall of Saigon.
Families from South Vietnam and Cambodia were kept intact, a social safety net was set up around them and they gradually assimilated into mainstream culture, said Richard Wexler, who leads the National Coalition for Child Protection Reform.
“One thing that we as a society know how to do is provide for refugees, and that’s exactly what we are dealing with here,” Wexler said Wednesday from his office in Alexandria, Va. “These children live in a very isolated world of their own and they have no idea of the world they suddenly find themselves in.”
Wexler, who has criticized Texas’ policies regarding the placement of children in foster homes in recent years, urged state officials to do their best to keep families together as long as they are out of reach of anyone who might abuse them.

Detroit Schools Coping with a Surge of Homeless Children

Karen Bouffard:

Cherish Brisbane loved Gompers Elementary School, where she was friends with girls named Tyler, Casey and Amanda. Now she’s trying to find friends at Owen Academy, her new school near the homeless shelter in Highland Park that she now calls home.
“I miss my school, and that was a good house. Plus I miss my dog, Precious. We had to give her away to somebody,” said Cherish, a pretty girl with her hair pulled into a puff on top of her head. “The hardest part was I lost all my best friends.”
The 8-year-old is one of a growing number of homeless children attending schools throughout Metro Detroit, where the number of children known to have no fixed address has shot up by more than 70 percent in the last three years. Cherish has lived in two shelters since her family was evicted from their Detroit home in November.

Private Education: Is it Worth It?

The Economist:

FEE-PAYING schools have long played a giant part in public life in Britain, though they teach only 7% of its children. The few state-educated prime ministers (such as the current one) went to academically selective schools, now rare; a third of all MPs, more than half the appointed peers in the House of Lords, a similar proportion of the country’s best-known journalists and 70% of its leading barristers were educated privately. There is no sign that the elevator from independent schools to professional prominence is slowing: nearly half of the undergraduates at Oxford and Cambridge were privately schooled too.
Many ambitious parents would like to set their children off on this gilded path. But there is a problem: the soaring cost. Fees at private day schools have more than doubled in the past 20 years, in real terms; those at boarding schools have risen even faster (see chart). Since 2000 fees have risen by at least 6% every year, according to Horwath Clark Whitehill, a consultancy—double retail-price inflation and half as much again as the growth in wages. If this continues, a four-year-old embarking on a career in private day schools this autumn will have cost his parents around £170,000 ($335,000) in today’s money by the time he completes secondary school. So even though more Britons than ever before describe themselves as comfortably off, the share of children being educated privately is barely higher than it was two decades ago.

Creative Nonfiction

There is a new genre of teenage writing in town: Creative Nonfiction. It allows high school students (mostly girls) to complete writing assignments and participate in “essay contests” by writing about their hopes, experiences, doubts, relationships, worries, victimization (if any), and parents, as well as more existential questions such as “How do I look?” and “What should I wear to school?”
This kind of writing is celebrated by Teen Voices, where teen girls can publish their thoughts about their hopes, experiences, doubts, relationships, worries, victimization (if any), and parents, etc. and by contests such as the one sponsored by Imagine, the magazine of the Johns Hopkins Center for Talented Youth.
College admissions officers also ask applicants to write about themselves, rather than, for example, asking to see their best extended research paper from high school. The outcome is that many of our public high school graduates encounter college term paper assignments which ask them to learn and write about something other than themselves, and thanks to the kudzu of Creative Nonfiction, this they are unprepared to do.
How teen autobiography came to be a substitute for nonfiction reading and academic writing is a long story, but clearly many now feel that a pumped-up diary entry is worthy of prizes in high school “essay contests,” and may be required in college application materials.
Of course teen girls should write about anything they want in their diaries, that is what diaries are for, after all, but it is a crime and a shame to try to confine their academic writing experiences in such a small, and poorly-gilded, cage of expectations.

Plugging the Hole in State Standards

E.D. Hirsch, Jr. [300K pdf

]:

Like other forward-looking organizations, the American Federation of Teachers believes that we need to have better state standards if we are truly going to improve K-12 education. I’ve earnestly stated that same view. That’s no doubt why I’ve been invited to write on this subject.
I’m genuinely flattered. But after living with this question for more than two decades, my views have become so definite (some might say extreme) that I decided to conceive of this piece as a guest editorial where no one should think I am speaking for anyone but myself. That will allow me to speak my mind, which will I hope be more useful to readers than an attempt to find and express a consensus view on behalf of American Educator and the AFT on this controversial subject.
E. D. Hirsch, Jr., is professor emeritus at the University of Virginia and author of many articles and books, including the bestselling Cultural Literacy and The Schools We Need. He is a fellow of the Academy of Arts and Sciences and founder of the Core Knowledge Foundation. His most recent book is The Knowledge Deficit: Closing the Shocking Education Gap for American Children.
The subject is controversial in part because some teachers do not like explicit subject-matter standards. In my own state of Virginia, some teachers are quite annoyed with me personally because many years back my writings influenced the Virginia Board of Education when they introduced the “Virginia Standards of Learning”—the much debated, often dreaded SoLs. But let me say to those teachers, and to other teachers, that the state did not pay attention to what my colleagues and I said back in 1988. We said that subject-matter standards and tests of them should be just two prongs of a four-pronged policy. Standards and tests needed to be accompanied by good teacher training in the subject matter specified in the standards and by good classroom materials that clearly indicate what to teach, but not how to teach it. The last two prongs have never come properly into existence in Virginia, nor to my knowledge in any other state. Moreover, the Virginia standards (not to mention the tests) are not nearly as good as they should be. other state standards are even worse. No wonder there is such dissatisfaction!
But many teachers I have talked to have agreed that they would very much prefer to work in a more coherent system, one that ensured that students who entered their classrooms were adequately prepared.

Thanks to a reader for mentioning this article.

A Decade of the Challenge Index: Send Me Your School and Your Opinion

Jay Matthews:

The Challenge Index, my device for assessing high schools on college-level course participation, was born 10 years ago this month in The Post and Newsweek. At the beginning it was mostly a way to draw attention to a book I had written, “Class Struggle: What’s Wrong (and Right) with America’s Best Public High Schools.” I feared that my prose was far too stuck in the minutiae of classroom life to win much of an audience but hoped that a list of schools ranked in a new way might tweak some curiosity.
In May, Newsweek will again publish its annual Top High Schools list, using the Challenge Index rating method, just as The Post published its annual Challenge Index list of D.C. area schools in December. These lists have taken on a life of their own. Newsweek’s Top High Schools was the most visited feature on the Newsweek.com Web site last year. The Post’s local list is also popular, and both are targets of controversy, producing by far the most questions and comments coming to my e-mail boxes.
Is this good? I would like you to tell me. These past 10 years I have been quoting regularly from the lists’ most acidic critics, as well as their warmest friends. But the arguments on both sides have grown stale and predictable. I have a new idea for advancing the debate.
First, I would like to ask all high schools that have strong Advanced Placement, International Baccalaureate or Cambridge programs and have NOT gotten the Newsweek list entry form to e-mail highschools@newsweek.com right away and request one. If you gave at least as many AP, IB or Cambridge exams last May as you had graduating seniors last year, you should qualify for the Newsweek list. We gather all of our information for the list directly from the qualifying high schools. We have sent out thousands of forms, but we don’t want to miss anybody. If you know of a high school that you think has been overlooked, please forward this column to the principal. I figure the more schools on the list, the more varied and interesting the opinions of the list.

Moore’s Law, Culture & School Change

Cringely:

Here, buried in my sixth paragraph, is the most important nugget: we’ve reached the point in our (disparate) cultural adaptation to computing and communication technology that the younger technical generations are so empowered they are impatient and ready to jettison institutions most of the rest of us tend to think of as essential, central, even immortal. They are ready to dump our schools.
I came to this conclusion recently while attending Brainstorm 2008, a delightful conference for computer people in K-12 schools throughout Wisconsin. They didn’t hold breakout sessions on technology battles or tactics, but the idea was in the air. These people were under siege.
I started writing educational software in 1978. The role of instructional technology has changed since then from a gimmick to a novelty to an effort to an essential component of any curriculum. Kids can’t go to school today without working on computers. But having said that, in the last five years more and more technical resources have been turned to how to keep technology OUT of our schools. Keeping kids from instant messaging, then text messaging or using their phones in class is a big issue as is how to minimize plagiarism from the Internet. These defensive measures are based on the idea that unbound use of these communication and information technologies is bad, that it keeps students from learning what they must, and hurts their ability to later succeed as adults.
But does it?
These are kids who have never known life without personal computers and cell phones. But far more important, there is emerging a class of students whose PARENTS have never known life without personal computers and cell phones. The Big Kahuna in educational discipline isn’t the school, it is the parent. Ward Cleaver rules. But what if Ward puts down his pipe and starts texting? Well he has.
Andy Hertzfeld said Google is the best tool for an aging programmer because it remembers when we cannot. Dave Winer, back in 1996, came to the conclusion that it was better to bookmark information than to cut and paste it. I’m sure today Dave wouldn’t bother with the bookmark and would simply search from scratch to get the most relevant result. Both men point to the idea that we’re moving from a knowledge economy to a search economy, from a kingdom of static values to those that are dynamic. Education still seems to define knowing as more important than being able to find, yet which do you do more of in your work? And what’s wrong with crimping a paragraph here or there from Cringely if it shows you understand the topic?
This is, of course, a huge threat to the education establishment, which tends to have a very deterministic view of how knowledge and accomplishment are obtained – a view that doesn’t work well in the search economy. At the same time K-12 educators are being pulled back by No Child Left Behind, they are being pulled forward (they probably see it as pulled askew) by kids abetted by their high-tech Generation Y (yes, we’re getting well into Y) parents who are using their Ward Cleaver power not to maintain the status quo but to challenge it.

There’s no question that revolution is in the air. The education process is ripe for change for a number of reasons, including those mentioned by Cringely. We’ve seen substantial education spending increases over the past decade, which are unlikely to continue growing at the same pace, given other spending priorities such as health care and infrastructure. The ongoing flap over the proposed Madison report card changes is another example of change in the air. Links:

• Moore’s Law
• Brainstorm 2008

Cringely has posted a followup article here.

Living in a Post-National Math Panel World

Barry Garelick:

The British mathematician J. E. Littlewood once began a math class for freshmen with the following statement: “I’ve been giving this lecture to first-year classes for over twenty-five years. You’d think they would begin to understand it by now.”
People involved in the debate about how math is best taught in grades K-12, must feel a bit like Littlewood in front of yet another first year class. Every year as objectionable math programs are introduced into schools, parents are alarmed at what isn’t being taught. The new “first-year class” of parents is then indoctrinated into what has come to be known as the math wars as the veterans – mathematicians, frustrated teachers, experienced parents, and pundits – start the laborious process of explanation once more.
It was therefore a watershed event when the President’s National Mathematics Advisory Panel (NMP) held its final meeting on March 13, 2008 and voted unanimously to approve its report: Foundations for Success: The Final Report of the National Mathematics Advisory Panel.

National Math Panel.

Driving Miss Chloe

Caitlin Flanagan:

YOU know her — that nice teenager across the street? Chloe. There she is, sitting in one of the two captain’s seats in the midsection of her mom’s Toyota Sienna, bopping along to the music on her iPod. Now and then she pulls out one of the ear buds so that she can tell her mom some forgotten bit of news or gossip; Chloe’s mom is up to speed on the dramas that are always unfolding in her daughter’s circle of friends, just as she can tell you the date of her next French test, the topic of her coming history paper and the location and scope of her next community service project. They have a great night planned out: they’re going to pick up Chloe’s best friend and then drive back home for a night of DVDs and popcorn in the family room. Her mom will putter around close by, and her dad will probably sit down and watch one of the movies with the girls.
When I was in high school in the 1970s, we had a name for teenagers like Chloe: losers. If an otherwise normal girl thought that the best way to spend a Saturday night was home with her parents — not just co-existing with them, but actually hanging out with them — we would have been looking for a bucket of pig’s blood.

PSYCHOLOGYZATION

At Harvard University, the Harvard Graduate School of Law is called Harvard Law School, the Harvard Graduate School of Medicine is called Harvard Medical School, but Harvard Education School is called the Harvard Graduate School of Education—surely that indicates something… In any case, Harvard Education School is kind enough to offer, on its website, an […]

Growing Cheers for the Home-Schooled Team

Joe Drape:

Taber Spani, one of the best high school girls basketball players in the nation, holds hands with two opponents as a coach reads a Bible verse. It is the way each game in the National Christian Homeschool Basketball Championships begins.
This is more than a postseason tournament for the 300 boys and girls teams from 19 states that have competed here over the past six days. As the stands packed with parents and the baselines overrun by small children attest, this is also a jamboree to celebrate faith and family.
“You build friendships here with other girls who know what it’s like to be self-motivated and disciplined and share your values,” said Spani, a junior who plays for the Metro Academy Mavericks of Olathe, Kan. “I wouldn’t trade this tournament for anything.”
Only a decade ago, home-school athletics was considered little more than organized recess for children without traditional classrooms. Now, home-school players are tracked by scouts, and dozens of them have accepted scholarships to colleges as small as Blue Mountain in Mississippi and as well known as Iowa State.

The Whole Child

Here in Massachusetts these days, we are hearing more and more from the Governor and educators about “The Whole Child.” They say we should be sure, in our schools, not to get distracted from a focus, in a holistic way, on the whole child.
I have heard about this “whole child,” but I have yet to have anyone explain what that could mean. I know that it has been said, of boys, for instance, that they are made of “snakes and snails and puppy dogs’ tails,” and of girls, that they are mostly “sugar and spice and everything nice,” but I can’t believe that completes the inventory.
Each student may be considered from a neuro-psychological, socio-economic, philosophical, dental, muscular-skeletal, ethnic, spiritual, academic, motivational, personality configuration, family, allergic, drug-resistant, blood-type, intellectual, gastrointestinal and athletic point of view, among a large group of other perspectives.
This raises the question of what parts of the whole child the school might be best qualified and equipped to work with? Surely no imaginable set of teachers, nurses, hall monitors, principals, bus drivers, coaches, and so on can deal with all the various characteristics of each human being who comes as a student to their school.
It would appear that a school and its staff might have to choose which aspects of the whole child should be their focus. In recent decades, self-esteem, tolerance, social consciousness, respect for differences, and environmental awareness have taken up a good deal of time in the schools. Perhaps as a consequence, our students tend to be in-numerate and a-literate. The Boston Globe reports today that: “37 percent of public high school graduates who enter public higher education may not be ready.”

Ten Tips for Picking a Good School

Jay Matthews:

This is the time of year many parents seek advice on how to find a good elementary, middle or high school, public or private, for their children. Usually I send them a Washington Post article I wrote on this subject three years ago. But this is such an important topic to so many families, I decided to update my thoughts. Here are 10 suggestions, in no particular order. As you’ll see in recommendation number 10, your own thoughts and feelings should always be the deciding factor.
1. Buy an expensive house and you can be almost sure that the local school will be good.
This is an admittedly cynical notion, but there is truth in it. Newcomers often say to themselves, “Let’s find a school or school district we like and then find the house.” Yet most school systems in this area are so good, and parental affluence is so closely tied to educational quality, that if you buy a pricey house, the nearest school is almost guaranteed to be what you are looking for.
2. Look at the data.
In my opinion, based on 22 years of visiting schools and looking at data, the two largest school districts in the Washington area, Fairfax and Montgomery counties, are so well run that even their low-income neighborhoods have schools and teachers that compare with the best in the country. I think the same is true for public schools in Arlington, Clarke, Loudoun and Prince William counties, and the cities of Falls Church and Alexandria. (I’m based in Northern Virginia, so I have closer first-hand knowledge of school systems on that side of the Potomac River.) I also think all the D.C. public schools west of Rock Creek Park are as good as those in the suburbs.
My beliefs are influenced by data on how much schools challenge all of their students, even those with average records of achievement, to take college-level courses and tests before they finish high school. I call this the Challenge Index. (For more on the index, see recommendation No. 9 below.) I want to stress that other systems in the area have some fine public schools. Case in point: All four public high schools in Calvert County appear to be pushing students solidly toward college-level work. There are also some good charter schools. But in some places, you have to look more carefully to find them.

Maya Cole’s Schoolcast Update

Maya Cole:

Dear friends,
First, I would like to let you know that I have new podcasts and blog posts up on my website! You can get information on how our superintendent search evolved and learn how school districts lobby the legislature at a state level through the Wisconsin Association of School Boards.
I am also happy to report that several of us on the Board have begun to meet (after a long hiatus) as members of the Dane County School Board Consortium. The Madison School Board will be hosting other districts next month at LaFollette High School. We will be discussing how we can engage and listen to the public on boundary changes. We hope to come together in the future and combine our lobbying efforts as representatives of Dane County schools. If you know of any state or local officials who would be interested in joining us to learn more about issues facing school districts, please feel free to send them my e-mail address.
I also have two new podcasts, five minutes in length, that explain all you need to know about No Child Left Behind and its re-authorization this year. I met with Sennett school teacher David Wasserman and promised him I would work on engaging the public on this important issue. Please take a listen and pass it on to your friends.
These past few months I have been working hard on many issues on behalf of the school district. I met many fascinating educators and members of the community that are interested in our schools. Some of the Board highlights include, but are not limited to:

The Most Irritating Education Expert in America

Jay Matthews:

I am breaking the rules of book-reviewing by admitting right away that I like Chester E. “Checker” Finn Jr., whose memoir, “Troublemaker: A Personal History of School Reform Since Sputnik,” just came out. For an education reporter, Finn is a godsend — the most quotable man in his field. But that also means he is funny, irreverent and often as irritating as he can be.
I think that’s good. I don’t know him well personally, other than seeing him in the supermarket occasionally. (A very picky shopper, he is murder on the produce.) We don’t always agree, particularly over a recent column of mine that criticized a report by his Thomas B. Fordham Institute.
But I love the fact that no one is spared his acidic sense of humor. That makes him a first-class writer, and “Troublemaker” may be the best of his many books. It’s $26.95, from Princeton University Press, though you can buy it for less online. The book offers one of the most enjoyable, astute and fair-minded reviews of the topsy-turvy course of our national effort to improve schools. It flavors that complex tale with the story of Checker Finn, a smart kid from Dayton, Ohio, who wisely attached himself to some of the most thoughtful political figures of his era and brought their practical approach to fixing schools to a new generation. Among them were Daniel Patrick Moynihan, who served as a Democratic senator from New York from 1977 to 2001; William J. Bennett, a Reagan administration education secretary; and Lamar Alexander, an education secretary in administration of President George H. W. Bush and now a Republican senator from Tennessee.

On Madison Boundary Changes

Dear Board,
As the opening of a new school is coming close, I was surprised to some extent that the plans were changed with such a short amount of time left before the new year.
So………..I dug up my West Side Long Term Planning Binder and reviewed all the data presented to us, as a member of that committee, and remembered the HOURS we spent debating and reviewing the pros and cons of each plan. I believe this is a very hard process and I am sad it is being altered at this late date.
I think one thing many of us felt on the Long Range Planning Committee was even with the new school and addition to Leopold we did not devise a Long Term Plan. My #1 suggestion to the board would be to revisit the plan of “making the map look better” and balancing the income levels but TO MAKE IT A LONG TERM plan and say in 6 years this is what we are going to do. (and stick to it) I think when you spring it on families that in a few months Johnny has to switch schools, we parents are too invested and comfortable with the school and protest the change. But if a 6 Year Plan was in place with some options to start at the new school, grandfather for a couple of years the protest would be great but families would have lots of time to accept the change and deal with it. It would also be a LONG TERM PLAN.

Madison Superintendent Candidate Steve Gallon’s Public Appearance

Watch a 28 minute question and answer session at Monona Terrace yesterday, download the .mp4 video file (175mb, CTRL-Click this link) or listen to this 11.3MB mp3 audio file. Learn more about the other candidates: Jim McIntyre and Dan Nerad.
Related Links:

• Dr. Steve Gallon, District Administrative Director – Miami/Dade Public Schools, Miami, Florida [Clusty Search / Google Search / Live Search / Yahoo Search]
• Desired Superintendent Characteristics
• Five Candidates Named
• Learn more about the three candidates
• WKOW-TV
• NBC15
• Hire the best
• Susan Troller:
  

  As a life-long resident of southern Florida, school superintendent candidate Steve Gallon III grimaced, then grinned, when asked about how he liked Wisconsin weather.
  Known as a motivational speaker as well as a top teacher, principal and administrator in the Miami/Dade County public school system, Gallon quickly got back on message: He sees his experiences as an educator and a leader as a good match for the school district here, especially given its rapidly changing demographics and challenges in funding.
  He said the issue of underperforming students is not so much one of ethnicity but of economics.
  “What we have to do is embrace the reality that gaps in achievement exist,” Gallon said. Much of it, he said, has to do with economic disadvantage.
  “It’s the 800-pound gorilla in the room. You must acknowledge that work needs to be done before you’re going to be successful in dealing with it,” he said.
  Gallon, 39, is one of three finalists for the position of school superintendent here. He talked with community members and the media in a meet and greet session late Monday afternoon at Monona Terrace. There will be similar sessions today and Wednesday for candidates James McIntyre, chief operating officer for the Boston public schools and Daniel Nerad, superintendent of the Green Bay district.
  In responses to questions from the audience, Gallon applauded the notion of working closely with the resources of the University of Wisconsin, said he believed in the least restrictive environment for special education students and cautioned that problems facing schools in terms of funding weren’t likely to be solved easily.

In Praise of Nerds

The Economist:

“AND then, just to show them, I’ll sail to Ka-Troo, and bring back an It-Kutch, a Preep, and a Proo, a Nerkle, a Nerd, and a Seersucker, too!” That typically nifty passage comes from Dr Seuss’s “If I Ran the Zoo”. The book was published in 1950 and contains the first use of the word “nerd”. How very unfortunate that Dr Seuss, whose verbal pyrotechnics have given so much pleasure to so many children, should also have given them, however innocently, the ghastly label “nerd”.
The precise meaning of the word (in its post-Seuss sense) is hard to pin down, as David Anderegg, a child psychologist and academic, argues in this thoughtful and warmly sympathetic book. It denotes a bundle of different qualities: “some combination of school success, interest in precision, unselfconsciousness, closeness to adults and interest in fantasy.”
But the word is no less powerful for its vagueness. Children intuitively understand what a nerd is, with terrible clarity. The bottom line, Mr Anderegg reckons, is that American kids grow up knowing that “nerds are bad and jocks are good”. (His focus is exclusively American: in many other countries academically high-achieving children are revered by their peers.) And this matters because these stereotypes become the basis for choices that children make about their identity and future.
Striving to do badly
Mr Anderegg draws on scores of interviews with his young patients to show what being called a nerd can do to a child. Some are driven to despair or suicide. But most cope by bending to peer pressure. “The kids who will really be hurt by the nerd/geek stereotypes are the kids who will shut down parts of themselves in order to fit in.” When these bright children start switching off their own lights to avoid being branded nerds, it is bad news for everyone—and for the economy. Mr Anderegg points to declining school performance and college enrolment in science subjects in America, and to the fact that employers in certain fields are now having to look abroad to find the best graduates.

Nerds: Who They Are and Why We Need More of Them @ Amazon. Clusty.

DOUBLE VISION

When was the last time a college history professor made it her business to find out the names and schools of the best high school history students in the United States? When was the last time a college basketball coach sat in his office and waited for the admissions office to deliver a good crop […]

To the Superintendent Selection Committee of Madison Metropolitan Schools

via email (with an opportunity to sign on below): As you make your selection for the next Superintendent of MMSD, we ask you to choose a candidate that will be able to address the needs of all students, including those of gifted and talented (GT) students. We strongly urge you to hire a candidate that […]

Vietnamese Professor Advocates for an Updated Curriculum

A conversation with Professor Nguyen Lan Dung:

Prof Nguyen Lan Dung, a National Assembly Deputy who has devoted himself to Vietnam’s education system for the last 51 years, while chatting with a VTC News reporter on the New Year, said that he is unhappy with poor curriculums and outdated and unremarkable textbooks
I failed to persuade the National Assembly and the Ministry of Education and Training that the currently applied curriculum and textbooks are greatly different from all others in the world. I do not intend to stop addressing this issue and will still try my best to persuade relevant ministries that it is necessary to make changes.
You have a strong attachment to and interest in the national education system. You may well know that Minister of Education and Training Nguyen Thien Nhan has been taking drastic measures to solve various problems. Do you think he will bring about change?
I well understand that Mr. Nhan is also adamant about addressing education and training shortcomings. That explains why he has started the “say ‘no’ to exam fraud and wrongdoing. Resultantly, 400,000 pupils failed the high school final exam. If you drive too fast, and then you put on the emergency brake, you will crash your motorbike. The consequence of drastic action was that 400,000 students have no degree, and a bleak future ahead.
As a journalist, you may well know that a lot of students dropped out after this movement was implemented I’ve never in my life seen so many give up school; its downright dangerous.

How to Fix Coolidge High

Jay Matthews:

I asked readers how to fix Coolidge High. They quickly filled my e-mail basket with suggestions. Interestingly, this varied group of people agreed on so many points I can summarize their recipe for turning around Coolidge — and schools like it — in just seven steps:
1. Train teachers better. Greg Prudich, president of the Mercer County (W.Va.) Board of Education, said training must be “intense, disciplined, research-based, and result-directed. Require it, and a lot of it. We do a lot of teacher training, and it does benefit everyone.” But it has to fit with whatever the individual school is doing, and include follow-up sessions by the trainer and the principal. Too many school districts schedule big training sessions that are little more than the fad of the month, delivered by a high-priced speaker. Susan Sandler, president of the Justice Matters Institute in San Francisco, notes her group and others have just produced a study, “High Schools for Equity,” focusing on five urban public high schools that are having success. The study was conducted by Linda Darling-Hammond at Stanford University and recommends more investment in teacher preparation and development.
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2. Let principals hire and fire staff. One math teacher at another D.C. high school said, “Principals need the ability to clean house and hire teachers that will continually strive for progress and not give up hope on our children.” Barry Fitzpatrick, principal of Mount Saint Joseph High School in Baltimore, said, “It seems to me this would allow for the creation of a motivated core of teachers.” I have examined closely some charter high schools that are raising student achievement in low-income neighborhoods. Their ability to recruit the best teachers they can find, and dismiss those who are not productive, is among their greatest advantages over schools like Coolidge.
3. Remove disruptive students. This seems obvious to many readers. One reader who favors giving good, serious students their own classes acknowledged the idea has a significant flaw. This reader, with 34 years of experience in urban public education, said: “The most common argument against my proposal was always, ‘Would YOU want to work in the place where the OTHER students were grouped?’ ” The reader said: “I would be willing to work in both. Both groups of students are important and valuable, but they cannot be approached in the same manner.” A Montgomery County teacher who specializes in helping disruptive and at-risk youth had three practical solutions for dealing with such students: Get them into more extracurricular activities, upgrade cafeteria food and require school uniforms. Several readers said that was fine, but if troubled students interfered with the learning of conscientious kids, they had to be put somewhere else.

A Few Words on Sports

Sports provide many opportunities for students, often well beyond the physical effort, competition and team building skills. These two articles provide different perspectives on sports, particularly the climate around such activities and the people who give so much time to our next generation.
Matthew Defour:

The Dane County Sheriff ‘s Office has fired Lt. Shawn Haney because he released to the Waunakee School District a report on a September underage drinking party allegedly involving Waunakee High School students.
Lester Pines, attorney for the 21-year veteran of the department who has no previous disciplinary record, said the termination was based on an ethics violation resulting from a “conflict of interest. ”
The sheriff ‘s report described a Sept. 30 incident that led to five people, including a member of the Waunakee High School football team, being charged with various misdemeanors. According to a criminal complaint filed Nov. 13, a witness told sheriff ‘s deputies investigating the party that “the majority of the Waunakee High School football team ” was at the party.
Waunakee School District Superintendent Charles Pursell did not return messages left Tuesday. He previously said several students, including football players, were disciplined in connection with the party and an elementary school teacher ‘s aide accused of hosting the party resigned. He also has said players weren ‘t disciplined before an important playoff game because the district ‘s investigation had not yet determined that any of them attended the party.

Bob Gosman:

The coaching lifer, much like the three-sport varsity athlete, is on its way to extinction.
But walk into a Wisconsin Lutheran boys basketball practice, and it’s obvious there is plenty of life left in that team’s 62-year-old coach.
It has been quite a season for Dale Walz and the Vikings (4-1). Walz picked up his 500th career victory Dec. 7 when the Vikings topped Hartford, 58-47. More good news came Sunday when he learned he will be enshrined in the Wisconsin Basketball Coaches Association Hall of Fame next October.
Walz, in his 35th year as a coach at the prep level, enjoys the game as much as ever. The Vikings play host to Slinger in a big Wisconsin Little Ten Conference game tonight at 7:30.
“I’ve known since college I wanted to be a high school basketball coach,” Walz said. “The challenge is always there. There’s not a day that goes by at any time of the year when I don’t think about basketball.”
Walz, an assistant principal at Wisconsin Lutheran, has remained true to himself while making subtle adjustments to how the game and kids have changed since he ran his first practice at Lakeside Lutheran in 1973.
“He’s still intense, but everybody mellows a little,” said Ryan Walz, Walz’s second-oldest son and the Vikings’ junior varsity coach. “He’s changed with the kids, which is part of the reason he’s coached as long as he has.”

I learned a number of things from my coaches many (!) years ago – including Walz. Those include:

• the benefit of persistence and a willingness to keep on when most others give up, (I consider this an invaluable lesson),
• Drive, sometimes bordering on fanaticism 🙂
• The ability to push your body far beyond what was previously possible – and why that is important for one’s self confidence,
• Competing against the best is the fastest route to improvement,
• Duplicity, that is; things are not always black and white. The Waunakee story above reminded me of the fog that is athletic conduct rules (or, cheating – more), something important to understand as one travels through life,
• Growing up: the minute I realized that the NFL or NBA was not in my future, I became more interested in lifelong pursuits, including academics.

Looking back to the 1970’s, I am astonished at the level of time and effort my coaches put into a ragtag group of kids. Creating winners out of such raw material is an art.
Update: Susan Lampert Smith:

Boy, that Homecoming drinking party in Waunakee has a hangover that won’t go away.
So far, it’s cost the jobs of a Waunakee teacher’s aide, at whose home the party was allegedly held, and that of a 22-year veteran of the Dane County Sheriff’s Office, who was apparently fired ratting out the miscreants to the WIAA. Of course, that might have been because his son played for the football team of Waunakee’s arch rival, DeForest.
There are some lessons to be drawn from this fiasco: First, it seems that high school sports are just a little too important to people who are old enough to know better.
DeForest wasn’t the only Badger Conference town where people were rubbing their hands together in glee over rumors that, as one witness told the cops, “the majority of the Waunakee High School football team” was at the party. The celebrants hoped the players would get punished and miss some games. But really, why celebrate an event that could have cost lives in drunken-driving crashes?

Top 10 Education Concerns

Michael Shaughnessy interviews the Washington Post’s Jay Matthews:

7) What do you see as the top ten concerns in education? What are the biggest concerns in the Washington Circle?

My concerns or Washington’s? I will go with mine:

1. Low standards and expectations in low-income schools.
2. Very inadequate teacher training in our education schools.
3. Failure to challenge average students in nearly all high schools with AP and IB courses.
4. Corrupt and change-adverse bureaucracies in big city districts.
5. A tendency to judge schools by how many low income kids they have, the more there are the worse the school in the public mind.
6. A widespread feeling on the part of teachers, because of their
   inherent humanity, that it is wrong to put a child in a challenging situation where they may fail, when that risk of failure is just what they need to learn and grow.

7. The widespread belief among middle class parents that their child must get into a well known college or they won’t be as successful in life.
8. A failure to realize that inner city and rural schools need to give students more time to learn, and should have longer school days and school years.
9. A failure to realize that the best schools–like the KIPP charter schools in the inner cities—are small and run by well-recruited and trained principals who have the power to hire all their teachers, and quickly fire the ones that do not work out.
10. The resistance to the expansion of charter schools in most school district offices.

Matthews list is comprehensive and on target.

Prufrock’s Gifted Child Information Blog

When I took my first serious history course in college, the president of the university (a history buff himself) spoke to our class and encouraged us to submit our papers to various journals for publication. Being rather inexperienced, it had never occurred to me to submit anything I had ever written to anyone for publication. In my mind, I was “just” a student and couldn’t imagine anyone being interested in what I wrote.
Now it is possible not only for serious college students to publish their work, but it is also possible for serious high school history students to publish the papers that they have researched. The Concord Review gives young people this opportunity. The Review is the only quarterly journal in the world to publish the academic expository research papers of secondary history students. Papers may be on any historical topic, ancient or modern, foreign or domestic.
Many of these young authors have sent reprints of their papers along with their college application materials. Their research has helped them to gain admission to some of the nation’s (and world’’s) best universities.

California schools move to the head of the class

Mitchell Landsberg:

California public schools dominated a national ranking of high schools released Friday, countering the usual depiction of the state’s schools as lagging behind their counterparts elsewhere in the country.
In a first-ever ranking of high schools by U.S. News & World Report magazine — best-known for its influential and controversial ranking of colleges and universities — 23 of the top 100 schools in the nation were from California, including 10 from the Los Angeles area.
No other state has as many schools on the list, although New York City and its suburbs, with 20 schools, have by far the most of any metropolitan area, and Massachusetts has the highest percentage of its schools ranked among the top 505 profiled.
The top-ranked school in California was Pacific Collegiate School, a charter campus in Santa Cruz, which was ranked No. 2 in the country behind Thomas Jefferson High in Virginia, just outside Washington, D.C.
Also in the top 10 were the Oxford Academy at No. 4, a college preparatory school in the Anaheim Union High School District that accepts students by examination, and the Preuss School at No. 10, a charter school under the joint oversight of the San Diego Unified School District and UC San Diego. The Preuss School is currently under a cloud because of allegations of grade-tampering, but that would apparently not have affected its ranking, since U.S. News relied on standardized test scores, not grades.
In the Los Angeles area, the top-rated school was Gretchen Whitney High in Cerritos, at No. 12. The ranking was the latest in a long list of honors for the school, and Principal Patricia Hager was both proud and circumspect.
“Well, I’d like to be No. 1,” she joked in an interview. “I’m very proud because this is a very special place, and I appreciate any opportunity I get to have that recognized.”
At the same time, she said, “It’s interesting how we define things like ‘successful’ and ‘top performer’ — what does it mean? As a public educator, it concerns me how we use those terms. Every school has something going for it, so in a way it’s unfair to other schools that don’t score highly on tests. Philosophically it’s a dilemma, but I won’t refuse the attention.”

Certain high schools have a remarkable record of sending their students to elite colleges

Ellen Gamerman:

As college-application season enters its most stressful final stretch, parents want to know if their children’s schools are delivering the goods — consistently getting students into top universities.
It’s a tricky question to answer, but for a snapshot, The Wall Street Journal examined this year’s freshman classes at eight highly selective colleges to find out where they went to high school. New York City private schools and New England prep schools continue to hold sway — Phillips Academy in Andover, Mass., is a virtual factory, sending 19 kids to Harvard this fall — but these institutions are seeing some new competition from schools overseas and public schools that focus on math and science.
The 10 schools that performed best in our survey are all private schools. Two top performers overall are located in South Korea. Daewon Foreign Language High School in Seoul sent 14% of its graduating class to the eight colleges we examined — that’s more than four times the acceptance rate of the prestigious Horace Greeley High School in Chappaqua, N.Y.
No ranking of high schools is perfect, and this one offers a cross-section, rather than an exhaustive appraisal, of college admissions. For our survey, we chose eight colleges with an average admissions selectivity of 18% and whose accepted applicants had reading and math SAT scores in the 1350-1450 range, according to the College Board: Harvard, Princeton, MIT, Williams, Pomona, Swarthmore, the University of Chicago and Johns Hopkins. Some colleges that would otherwise have met our criteria were excluded from our study because information on their students’ high-school alma maters was unavailable. All the colleges in our survey received a record number of applications last year.

How to Fix Struggling High Schools

Jay Matthews:

I think the people running our high schools, as well we parents, need to stop making compromises that sustain the cycle of failure. Kind and thoughtful educators and parents, such as the ones in Parker’s articles, are trying to get through each day without hurting too many feelings or forcing too many confrontations. When the choice is between letting standards continue to slip or making a scene, few people want to be drama queens, which is too bad.
The best inner-city educators begin each day knowing they are going to have to confront apathy again and again. They shove it away as if it were a kidnapper trying to steal their children. To succeed, a high school like Coolidge needs a unified team of such people, who follow the same standards of regular attendance, daily preparation for school, high achievement and attention and decorum in the classroom.
It sounds impossible, but it’s not. There are inner-city schools right now, including some charter, religious and private schools that operate that way. It takes strength and intelligence and humor and love for young people, and an abhorrence for the limp compromises that have created such sickly schools as Coolidge.
I asked several expert educators how they would fix schools like that. Michael A. Durso, principal of Springbrook High School in Silver Spring, said: “These problems did not occur overnight and will not be resolved easily or in a short time.” Michael Riley, superintendent of the Bellevue, Wash., schools, said: “Anyone who thinks there is a quick fix, that taking a couple of dramatic steps will make this situation better overnight, is kidding himself.”

Different Notions of Honesty?

Friends from Hanover came into town this weekend and mentioned this story: “A small town in New Hampshire is coming to grips with a scandal at the public high school where nine students face criminal charges for allegedly breaking into a classroom and stealing advance copies of final exams. The incident at Hanover High School […]

African-American dads and others here size up Bill Cosby’s tough love talk

Pat Schneider:

There’s a crisis among young African-American males in Madison, says Kenneth Black, president of 100 Black Men of Madison.
High school drop-out rates, low employment, a high incidence of jail and prison time — and beneath it all, a growing number of black children growing up without a father.
“It definitely needs to be dealt with,” said Black, a division administrator in the state Department of Veteran Affairs. “There’s a huge void in most of these kids’ lives. They need to see positive African-American role models who are successful in the community. They need to see us,” he said.
100 Black Men of Madison may be best known for its back-to-school backpack giveaway that draws hundreds of children each year, but its bedrock program is mentoring. “Our intent is to get these young men and expose them to the more positive things in life: the Overture, sporting events, UW and places outside our community,” Black said.
Black was among several local African-Americans interviewed for this article who had praise, and some criticism, for the rallying cry to social responsibility raised by comedian Bill Cosby.
“Some people are not happy with Bill Cosby for airing dirty laundry,” said Johnny Winston Jr., a member of the Madison School Board. “But it’s not like he’s saying something we don’t know.”
Barbara Golden, an advocate for children and families in Dane County, said it was good that the discussion opened by Cosby was taking place outside just African-American circles. “We are very much a part of America. What happens to us should be the concern of everybody,” Golden said.
The African-American culture also has a strong influence on mainstream U.S. culture, she noted, noting how white kids’ performances at a recent Madison middle-school talent show borrowed heavily from hip-hop.
“No one can sit and say, ‘This doesn’t affect me,'” she said.
Cosby’s book published last month, “Come On People: On the Path from Victims to Victors” is just the latest round in a years-long confrontation with his fellow African-Americans.

Additional links and notes on Bill Cosby [RSS]

Seven Warnings and One Mistake in High School Reform

Jay Matthews:

I receive many reports on how to improve our schools. This is an occupational hazard. Reading them is often confusing, depressing, disorienting and maddening. But there is no help for it. The academic papers, commission recommendations and task force action plans are usually written by some of the smartest experts in the country. They have stuff I need to know, so I plow through them.
It is best that I be vague, however, about what the margins of these reports look like after I have finished with them. I have just gone through, for instance, a paper by two leading experts, W. Norton Grubb of the University of California, Berkeley, and Jeannie Oakes of the University of California, Los Angeles. I looked forward to reading their report, “‘Restoring Value’ to the High School Diploma: The Rhetoric and Practice of Higher Standards. 432K PDF” It was published by the Education and the Public Interest Center at the University of Colorado at Boulder and the Education Policy Research Unit at Arizona State University. They focus on the push for rigor in high schools and argue that the discussion spends too much time on narrow definitions of rigor, based on test scores and demanding courses, and ignores other conceptions, such as more sophisticated levels of understanding and the ability to apply learning in unfamiliar settings.
The authors write well and know their stuff. Nonetheless, here are some of the words I wrote on the margins: “stupid,” “so what?” “no! no!” “recipe for disaster,” “booo!” “who cares?” and a few others I may not quote on a family Web site.
Ordinarily, I would use this column to flay Grubb and Oakes for disagreeing with me on how to fix high schools, my favorite topic. But I am writing this on a lovely Saturday, with the leaves turning and the birds happily washing themselves in the little puddles left by my garden-watering wife. Why don’t I, just this once, write about this report’s good points? They include at least seven astute warnings about sloppy thinking in the high school reform debate. Here they are, plus one mistake in their thinking that I could not resist trashing.

Related:

• High School Redesign Links & Notes [RSS]
• Small Learning Communities (SLC) [RSS]
• Bruce King’s evaluation of the Madison West High School SLC implementation.

Fixing the Milwaukee Public Schools: The Limits of Parent-Driven Reform

David Dodenhoff, PhD.:

The Milwaukee Public Schools (MPS) district, like many of its big-city counterparts in other states, continues to suffer from poor student performance. Student test scores and dropout rates are at deplorable levels, both in absolute terms and in comparison with the rest of Wisconsin. This fact has led to a veritable cottage industry dedicated to improving educational outcomes in Milwaukee. The district itself has embraced two reforms in particular: public school choice and parental involvement.
Advocates of public school choice claim that by permitting parents to choose among a variety of public school options within the district, competition for students will ensue. This should improve school effectiveness and efficiency, and ultimately lead to better student outcomes.
Proponents of parental involvement argue that even first-rate schools are limited in their effectiveness unless parents are also committed to their children’s education. Thus, the parental involvement movement seeks to engage parents as partners in learning activities, both on-site and at home. Research has shown that such engagement can produce higher levels of student performance, other things being equal.
Research has also shown, however, that both reforms can be stifled in districts like MPS, with relatively large percentages of poor, minority, single-parent families, and families of otherwise low socioeconomic status. With regard to public school choice, many of these families:

• may fail to exercise choice altogether;
• or
  may exercise choice, but do so with inadequate or inaccurate information;

• and/or
  may choose schools largely on the basis of non-academic criteria.

As for parental involvement, disadvantaged parents may withdraw from participation in their child’s education because of lack of time, energy, understanding, or confidence.
This study offers estimates of the extent and nature of public school choice and parental involvement within the MPS district. The basic approach is to identify the frequency and determinants of parental choice and parental involvement using a national data set, and extrapolate those results to Milwaukee, relying on the particular demographics of the MPS district.

Alan Borsuk has more along with John McAdams:

Rick Esenberg has beat us to the punch in critiquing the methodology of this particular study. As he points out, it’s not a study of private school choice, only a study of choice within the public sector.

George Lightburn:

ecently, the Wisconsin Policy Research Institute (WPRI) released a report entitled, Fixing Milwaukee Public Schools: The Limits of Parent-Driven Reform. Unfortunately, the headline in the Milwaukee Journal Sentinel read, “Choice May Not Improve Schools.” That headline not only misrepresented the study, it energized those who are dying to go back to the days when parents were forced to send their children to whichever MPS school the educrats thought best.
So that there is no misunderstanding, WPRI is unhesitant in supporting school choice. School choice is working and should be improved and expanded. School choice is good for Milwaukee’s children.
Here are the simple facts about the WPRI study:
1. The study addressed only public school choice; the ability of parents to choose from among schools within MPS. The author did not address private school choice.

A Capitol Times Editorial:

Credit is due the Wisconsin Policy Research Institute for releasing a study that confirms what the rest of us have known for some time: So-called “school choice” programs have failed to improve education in Milwaukee.
The conservative think tank funded by the Bradley Foundation has long been a proponent of the school choice fantasy, which encourages parents to “shop” for schools rather than to demand that neighborhood schools be improved — and which, ultimately, encourages parents to take publicly funded vouchers and to use the money to pay for places in private institutions that operate with inadequate oversight and low standards for progress and achievement.

Ed Hughes and Marj Passman on Madison’s Small Learning Community Climate and Grant Application

I sent an email to Ed and Marj, both of whom have announced their plans to run for Madison School Board next spring, asking the following:

I’m writing to see what your thoughts are on the mmsd’s high school “reform” initiative, particularly in light of two things:

1. The decision to re-apply for the US Dept of Education Grant next month
2. The lack of any public (any?) evaluation of the results at West and Memorial in light of their stated SLC goals?

In other words, how do you feel about accountability? 🙂

They replied:
Marj Passman:

I am generally supportive of small learning communities and the decision to reapply for a Federal grant. Our high schools continue to provide a rich education for most students — especially the college bound – but there is a significant and maybe growing number of students who are not being engaged. They need our attention. The best evidence is that well implemented small learning communities show promise as part of the solution to increasing the engagement and achievement of those who are not being well served, do no harm and may help others also. My experience as a teacher backs up the research because I found that the caring relationships between staff and students so crucial to reaching those students falling between the cracks on any level of achievement are more likely to develop in smaller settings. Some form of small learning communities are almost a given as part of any reform of our high schools and if we can get financial help from the Federal government with this part of the work, I’m all for it.
I think it is important not to overestimate either the problems or the promise of the proposed solutions. The first step in things like this is to ask what is good that we want to preserve. Our best graduates are competitive with any students anywhere. The majority of our graduates are well prepared for their next academic or vocational endeavors. We need to keep doing the good things we do well. If done successfully, SLCs offer as much for the top achieving students as for any group – individual attention, focus on working with others of their ability, close connection to staff, and consistent evaluation.
You also asked about “accountability” and the evaluations of the existing SLCs. Both evaluations are generally positive, show some progress in important areas and point to places where improvements still need to be made. Neither contains any alarming information that would suggest the SLCs should be abandoned. The data from these limited studies should be looked at with similar research elsewhere that supports SLC as part of the solution to persistent (and in Madison) growing issues.
Like many I applauded when all the Board members asked for a public process for the High Schools of the Future project and like many I have been woefully disappointed with what I’ve seen so far. Because of this and the coming changes in district leadership I’d like to see the redesign time line extended (the final report is due in April) to allow for more input from both the public and the new superintendent.
Thanks for this opportunity
Marjorie Passman
http://marjpassmanforschoolboard.com

Ed Hughes:

From what I know, I am not opposed to MMSD re-applying for the U.S. Dept. of Education grant next month. From my review of the grant application, it did not seem to lock the high schools into new and significant changes. Perhaps that is a weakness of the application. But if the federal government is willing to provide funds to our high schools to do what they are likely to do anyway, I’m all for it.
Like you, I am troubled with the apparent lack of evaluation of results at West and Memorial attributable to their small learning communities initiatives. This may seem inconsistent with my view on applying for the grant, but I do not think we should proceed further down an SLC path without having a better sense of whether in fact it is working at the two schools that have tried it. It seems to me that this should be a major focus of the high school redesign study, but who knows what is going on with that. I asked recently and was told that the study kind of went dormant for awhile after the grant application was submitted.
My own thoughts about high school are pointing in what may be the opposite direction – bigger learning communities rather than smaller. I am concerned about our high schools being able to provide a sufficiently rich range of courses to prepare our students for post-high school life and to retain our students whose families have educational options. The challenges the schools face in this regard were underscored last spring when East eliminated German classes, and now offers only Spanish and French as world language options.
It seems to me that one way to approach this issue is to move toward thinking of the four comprehensive high schools as separate campuses of a single, unified, city-wide high school in some respects. We need to do a lot more to install sufficient teleconferencing equipment to allow the four schools to be linked – so that a teacher in a classroom at Memorial, say, can be seen on a screen in classrooms in the other three schools. In fact, views of all four linked classrooms should simultaneously be seen on the screen. With this kind of linkage, we could take advantage of economies of scale and have enough student interest to justify offering classes in a rich selection of languages to students in all four high schools. I’m sure there are other types of classes where linked classrooms would also make sense.
This kind of approach raises issues. For example, LaFollette’s four block system would be incompatible with this approach. There would also be a question of whether there would need to be a teacher or educational assistant in every classroom, even if the students in the classroom are receiving instruction over the teleconferencing system from another teacher in another school. I would hope that these are the kinds of issues the high school re-design group would be wrestling with. Perhaps they are, or will, but at this point there seems to be no way to know.
There are some off-the-top-of-my-head thoughts prompted by your question and by Maya Cole’s post about the high school re-design study. Feel free to do what you want with this response.

Related Links:

• Involving the Community (in High School Reform) by Maya Cole
• Madison Small Learning Community Grant Application / US Department of Education Response
• Examining the Madison West High SLC Grant Community Connection Results
• Examining the Madison West High SLC Grant Results
• Examining the Data from Earlier Grants, Part 1 (Memorial High School)
• Where does the MMSD get its numbers from?

Thanks to Ed and Marj for taking the time to share their thoughts on this important matter.

Involving the Community (in High School Reform)

I will periodically provide updates for the community so that you can read what the Board of Education (BOE) is working on during the year. I also do so when I have particular interest in, or concerns regarding, decisions made on behalf of the Madison Metropolitan School District (MMSD).
One area that I believe is of utmost importance and may be on the mind of the public is high school reform.
I am particularly interested in answering two questions as they relate to this issue.
First, what are the problem(s) we are trying to address as a district in our high schools?
Second, how does the current high school framework align with the skills and knowledge required by colleges and employers and in the overall reform movement of standards and accountability?
To address this issue as a board member, I look for specific timelines, benchmarks and periodic updates.
I think it would well serve the community and the entire board to know exactly where we are in the process. Originally, high school reform in MMSD was presented to the community in a BOE Special Meeting and referred to as a “blank slate.”
Recently, the district submitted an application for a Small Learning Communities (SLC) federal grant. It was not awarded. It was at this time that I had requested that the BOE review the process of high school reform in MMSD at a BOE Special Meeting. I have also raised concerns that the administration has decided to apply for the grant again. The board has been told that we have a good chance that we will get the grant on the second round. I have again requested that the board meet as soon as possible.
However, as a board member of seven – there must be four BOE members willing to submit such a request to put this topic on the agenda. So far, I am the only member requesting this motion.
I raise this issue because of my firmly held belief that my role as a BOE member is to represent the community and provide, to the best of my ability, an accessible, open process when major decisions are made on behalf of the community.
It appears that as of today, the grant will be resubmitted before the only scheduled BOE meeting on high school reform on the 19th of November.
A little history. The high school reform process should be transparent and accessible to the entire community. I am trying to get a handle on this process myself. Here is a look at what has transpired so far:

Analyzing Madison High School’s WKCE Scores

“Madtown Chris”: For those folks so enamored of the various suburban “great schools” you should make sure you look at the facts. Specifically, I’m pretty amazed at the relatively poor performance of Waunakee HS. It’s down in the 66th percentile statewide. That’s not terrible but it’s not a super-dooper school either. Contrast it with West […]

Against School: How Public Education Cripples our Kids, and Why

John Taylor Gatto:

How do we educate our children to be active, critical thinkers and not dumb passive consumers serving someone else interests? For however strange this may sound to you, it may have been “marketing” itself to bring us the terrible education system most civilized countries have adopted in the last century or so.
“The advent of mass production required a growth in mass consumption as well, but back then most people “considered it both unnatural and unwise to buy things they didn’t actually need“.

“We don’t need Karl Marx‘s conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don’t conform.

Mandatory schooling was a godsend on that count. School didn’t have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. “

Non-sense, paranoia?

Prof. Cubberley, who was Dean of Stanford’s School of Education, wrote in his 1922 book entitled Public School Administration: “Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down.“

The essay I present here today, “Against School” by John Taylor Gatto, is a definitive eye-opener for all those buying into our present education system without any critical perspective.

“We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer.

…

And, worst of all, we don’t bat an eye when Ari Fleischer tells us to “be careful what you say“, even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.“

This is what Prof. Gatto writes without hesitation. He looks in depth at our present education system and analyzes the history and motives that have brought about “school” as we know it today.

And the more I look at it, the more I see how devastatingly negative, traditional school really is. As I have, if you are a parent to some young minds, consider well and deeply where and how to give them an education, and how to avoid the pitfalls of those paralyzing psychological handicaps that the traditional education system imposes on everyone.

“School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. “

Read this fascinating essay in full:

Against School: How Public Education Cripples our Kids, and Why:

I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom.
Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more. And the kids were right: their teachers were every bit as bored as they were.
Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers’ lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there.
When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn’t get bored teaching students who are rude and interested only in grades? If even that.
Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children.

Every parent should take some time to read their children’s textbooks, particularly Connected Math, which appears to take a more consumer oriented approach to math education.

A UW-Madison education prof seeks middle school science teachers to participate in a professional development project.
Improving science teaching with hypertext support

Researcher: Sadhana Puntambekar
Email puntambekar@education.wisc.edu
Phone: (608) 262-0829
Link to site: www.compassproject.net/info
News context:
Science Magazine: The World of Undergraduate Education
Previous participants include:
Contacts:
Kelly Francour: kfrancou@marinette.k12.wi.us
Dana Gnesdilow: gnesdilow@wisc.edu
Hands-on science lab activities provide students with engaging ways to learn. But sometimes students don’t fully learn the concepts behind what they’re doing.
A hypertext computer environment being developed and field tested gives students graphical ways to practice learning and relating science concepts like ‘force’ and ‘energy,’ for example.
The program, called CoMPASS, helps ensure that hands-on construction activities leads to student understanding of the underlying deep science principles and phenomena.
UW-Madison education professor Sadhana Puntambekar points out that reading, writing, and communicating are an essential part of science instruction.
Research has pointed out the important role of language in science. Yet informational text is seldom used to complement hands-on activities in science classrooms.
This CoMPASS computer environment gives students a graphical, interactive, hypertext ‘concept map’ to help students visualize concepts and their relations. Navigating these ‘concept maps’ helps student make connections between abstract concepts, and to select text resources based on the relatedness of the documents to each other.
Eighth-grade students using the CoMPASS ‘concept maps’ performed better on essay question requiring depth. On a concept mapping test, students using CoMPASS made richer connections between concepts in their own maps (6th and 8th grades)
The CoMPASS environment helps teachers, too. It gives them another way to observe how well students learn.
The system is being used in inquiry-based curriculum units in sixth and eighth grade science classes. To date, CoMPASS has been used by over 1000 students in sixth and eighth grades in Wisconsin and Connecticut.

Academic cheating is at an all-time high. Can anything be done to stop it?

Regan McMahon: If there were a test on the current state of cheating in school, I would have gotten an F. My knowledge was as outdated as the stolen answers to last week’s quiz. Ask a high school or college student about cheating, and before you can finish the sentence, the person will blurt out […]

French & British Education Climate Update

The Economist: Bac to School: LADEN with hefty backpacks, French children filed back to school this week amid fresh agonising about the education system. Given its reputation for rigour and secular egalitarianism, and its well-regarded baccalauréat exam, this is surprising. What do the French think is wrong? Quite a lot, to judge from a 30-page […]

Top 3 Ways Parents Can Boost Kids

Judie Kleinmaier: It’s that time of year — a chance for a fresh start for all students. It’s been a long time since I started a school year, but I remember the anxiety and anticipation: Will it be a good year? What do I have to do to be successful? With that in mind, I […]

Inside the KIPP School Summit

Jay Matthews: The first thing I noticed about the KIPP School Summit, the annual meeting of the country’s most intriguing public school network, was the food. It was cheap, simple and abundant — potato chips, popcorn, corn chips, juice bars, hamburgers and fajitas available outside the many meeting rooms last week. This was fuel for […]

Rating Our High Schools

Mary Erpanbach: Art Rainwater didn’t want us to do this. “I cannot imagine anything more destructive to how hard people in this community are trying to work together,” the city’s school superintendent said when we called to ask him the best way to compare Dane County’s high schools. And yet. It’s lost on no one, […]

Learning, Growth and Socialization: A paper presented to the Association of Teacher Educators Summer Conference, Milwaukee: July 29, 2007

UW-Milwaukee Professor Emeritus Martin Haberman (and create of MMTEP): I recently examined the four most widely used texts sold to faculty in schools of education to teach “learning” to future teachers. The courses these texts are used in are well known to teacher educators. They carry titles such as “Principles of Learning for Teachers,” or […]

The “Small School Hype”

Diane Ravitch: I like small schools, but I also like middle-size schools. About ten years ago, Valerie Lee of the University of Michigan did a study in which she asked what was the ideal size for a high school, and she concluded that the ideal school was small enough for kids to be known by […]

“Fuzzy Math” War in Seattle

Rachel Tuinsta: Educators and parents say it’s a debate between conceptual vs. computational math. It’s a battle centered around curriculum, teaching materials and textbooks with the question on everyone’s mind: What is the best way for students to learn math? The debate has spurred Eastside parents to sign petitions and lobby district officials for changes; […]

“No Child Left Behind Needs Fixing”

Robert Reich and Kai Ryssdal: Worried about American competitiveness? Worry about our schools. The No Child Left Behind Act was supposed to fix our broken system of K-12 education by setting higher standards and requiring lots of tests. But the system’s still broken. Of course, some testing is necessary to measure whether students are learning. […]

Jefferson on Public Education: Defying Conventional Wisdom

Tom Shuford: “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” Thomas Jefferson The Fourth of July is fireworks, festivities and images of a gathering of remarkable men determined “to dissolve the political bands which have connected them with another and […]

An Open Letter from Shwaw Vang on the Vang Pao Elementary School

Former Madison School Board Member Shwaw Vang, via Kristian Knutsen: The Board of Education will discuss reconsidering its decision to name the new elementary school after General Vang Pao because Vang Pao has been charged with a plot to overthrow a foreign country. Since the fall of the Laos monarchy and democracy in 1975, the […]

Accelerated Biology Update: “Lies, Damn Lies and Statistics”?

When last I wrote about the status of Accelerated Biology at West HS, I was waiting to hear back from Assistant Superintendent Pam Nash. I had written to Pam on June 8 about how the promised second section of the course never had a chance, given the statistical procedure they used to admit students for […]

Open Letter to BOE Re. High School Redesign

Dear BOE, Hi, everyone. We are writing to share a few thoughts about Monday night’s Special Meeting on the High School Redesign and SLC grant. We are writing to you and copying the Superintendent and Assistant Superintendent — rather than writing to them and copying you — in order to underscore our belief that you, […]

An Interesting Report on the Financial Condition and Position of the Milwaukee Public Schools

Wisconsin Taxpayers Alliance and the Metropolitan Milwaukee Association of Commerce [330K PDF]: As will be seen, MPS already has many challenges: Declining student numbers and a host of viable options for K12 students and their families; Rising and, in some cases, difficult to control costs. Though MPS’s finances are similar to other large, diverse districts, […]

An Update

The Studio School Charter School: In a couple of years I hope to take another try at leading a charter school initiative. I continue to read so much educational research and literature that strongly supports The Studio School concepts. As you know, we spent some time looking into ways to create TSS as a private […]

Denver’s Attempt to Address Their “Enrollment Gap”

Superintendent Michael Bennet and the Denver School Board: The Rocky Mountain News series, “Leaving to Learn [Denver Public Schools Enrollment Gap],” tells a painful and accurate story about the state of our school district. It is hard to admit, but it is abundantly clear that we will fail the vast majority of children in Denver […]

Free to choose, and learn

New research shows that parental choice raises standards—including for those who stay in public schools The Economist: FEW ideas in education are more controversial than vouchers—letting parents choose to educate their children wherever they wish at the taxpayer’s expense. First suggested by Milton Friedman, an economist, in 1955, the principle is compellingly simple. The state […]

Lapham Marquette Statement

There has been bitterness, surprise and resentment over my vote with respect to the Lapham/Marquette consolidation. I would like to let people know why I voted to move the alternative programs to Marquette. I have a mix of emotions several days after the storm and hope you find it helpful to understand the process from […]

Teach kids to live within their means

Michelle Singletary: In the book of Proverbs we are told: “Train up a child in the way he should go: and when he is old, he will not depart from it.” Somehow that lesson gets lost for many families when it comes to teaching children about money — even though there are a number of […]

Looking at KIPP, Coolly and Carefully

Jay Matthews: Some critics decry the way the Knowledge Is Power Program presents itself as the savior of inner city education. My answer: KIPP doesn’t do that. We sloppy journalists do. Let me present Exhibit A: The latest annual report card from the KIPP Foundation in San Francisco. It has 93 pages of remarkable data. […]

A Comparison of Madison Elementary, Middle & High Schools to other Wisconsin Districts

Madtown Chris: This blog will contain my personal analysis of Dane County schools primarily based on the state testing data. The posts are really intended to be read sequentially, more or less. So far it’s not really a stream-of-consciousness like a normal blog; rather it’s more of a straightforward analysis. Why bother with this? Our […]

Ruth Robarts Deserves a Medal

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Why the Union Vote?

via a reader email: I believe that people can do much more as a group coming together around common causes than is possible to do individually – from unions to religions. But problems arise when people start identifying with the group itself. We give away our individual control in lieu of having someone or something […]

Nancy Donahue: Cole not “beholden”

Nancy Donahue, one of the organizers of The Studio School, sent this message to SIS: I have had the opportunity to talk with Maya Cole twice in the past two weeks and I am convinced that she would be an excellent addition to our school board …someone who can see the big picture and incorporate […]

MPIE and MUAE Update

As some of you may recall, back in December, I posted a few questions to the members of Madison Partners for Inclusive Education. As a result of that posting, several members of each group have met a couple of times in order to try and make personal connections and identify areas of shared concern and […]

Reading Recovery: More chipping and shredding in Fargo!

What makes this article from Fargo interesting is how it almost exactly mirrors the findings in my home district, Hortonville, and the recent analysis of Reading Recovery done in Madison. That being, a 50% success rate for RR students. From the article: “However, West Fargo student data over time, as presented by Director of Knowledge […]

Examining California’s School Governance and Finance Systems

IREPP: “Getting Down to Facts” is a research project of more than 20 studies designed to provide California’s citizens with comprehensive information about the status of the state’s school finance and governance systems. The overall hypothesis underlying this research project is that improvement to California’s school finance and governance structures could enable its schools to […]

Superintendent’s March Message

Smart and successful March, 2007 By Superintendent Art Rainwater For children growing up today, becoming a successful adult requires much more than mastering reading, writing and arithmetic. The requirements for success are very different in an era when work on a single project may involve several countries, languages and cultures. Success requires much more than […]

Madison’s Reading Battle Makes the NYT: In War Over Teaching Reading, a U.S.-Local Clash

Diana Jean Schemo has been at this article for awhile: The program, which gives $1 billion a year in grants to states, was supposed to end the so-called reading wars — the battle over the best method of teaching reading — but has instead opened a new and bitter front in the fight. According to […]

East siders angered by school plan

From a story by Susan Troller in The Capital Times: Recommended Madison school district changes that involve closing a middle school and joining a pair of elementary schools on the near east side are causing heated reaction in the Lapham-Marquette neighborhood. “Do we know what we’re doing here and does this actually reflect best practices?” […]

Concessions Made in Advance of MTI Negotiations by a Majority of the Madison School Board

It will be interesting to see how voters on February 20 and April 3 view this decision by a majority of the Madison School Board: Should the Board and Administration continue to give away their ability to negotiate health care benefits ($43.5M of the 2006/2007 budge) before MTI union bargaining begins? Read the 2005 MMSD/MTI […]

Pam Cross-Leone Seat 3 Madison Board of Education

Since 1992, Pam Cross-Leone has quietly, effectively and tirelessly worked as a parent volunteer in the Madison schools. Pam welcomed the homeless children at Emerson Elementary, working to make them part of the school in every way. When Sherman Middle School and East High School experienced the problems that come with rapid changes in students […]

How Not to Pick a School

Brigid Schulte, via a reader: We are a white, middle-class family. Our children attend our neighborhood public school, Mount Vernon Community School, two blocks from our house in Alexandria. The student body is 55 percent Hispanic, 22 percent black and 19 percent white. More than 60 percent of the children are poor enough to qualify […]

Toffler on the Future School

Alvin Toffler tells us what’s wrong — and right — with public education, by James Daly: Forty years after he and his wife Heidi set the world alight with Future Shock, Alvin Toffler remains a tough assessor of our nation’s social and technological prospects. Though he’s best known for his work discussing the myriad ramifications […]

“No Need to Worry About Math Education”

From a reader involved in these issues, by Kerry Hill: Demystifying math: UW-Madison scholars maintain focus on effective teaching, learning Tuesday, January 30, 2007 – By Kerry Hill New generation of Math Ed Many people still see mathematics as a difficult subject that only a select group of students with special abilities can master. Learning […]

Bill Cosby talks about what teachers need to do better.

Teacher Magazine: Published: January 1, 2007 Tough Love Bill Cosby talks about what teachers need to do better. By Denise Kersten Wills Bill Cosby made headlines in October when he urged teachers to do a better job of explaining to students the importance of the subjects they teach. —Erinn The comedian, best known as the […]

Teacher Excellence and the Reality of Teaching

Message from the Vice President, AERA November 14, 2006 Christine Sleeter California State University, Monterey Bay christine_sleeter@csumb.edu Being a teacher educator these days can be a strange experience. Over the past several months, I have given numerous presentations depicting teaching as intellectually challenging, complex work. Using case studies of teachers in diverse classrooms, I have […]

Will Increasing Class Time Help?

Jay Matthews: My favorite at the moment is time. Are our students getting enough hours of teaching and learning to reach the achievement goals we have set? Should the school day, or the school year, be longer? Help Find Great Middle Schools Jay Mathews is working on a Washington Post Magazine article about great middle […]

Education & Intelligence Series

Charles Murray posted three articles this week on Education and Intelligence, a series that generated some conversation around the net: Intelligence in the Classroom: Our ability to improve the academic accomplishment of students in the lower half of the distribution of intelligence is severely limited. It is a matter of ceilings. Suppose a girl in […]

A judge says Preston Hollow Elementary segregated white kids to please parents. The reality is deeper and maybe more troubling.

On a sunny September morning in 2005 Preston Hollow Elementary School hosted Bike to School Day. Dozens of grinning children with fair skin played and talked outside in the courtyard, relaxing happily after rides through their North Dallas neighborhood of garish mansions and stately brick homes. Parents shared tea and fruit, capturing the smiles of […]

Madison Superintendent Rainwater Tells MTI about Resignation Plans Before He Tells the School Board?

In a guest editorial in The Capital Times on January 10, 2007, MTI leader John Matthews explains that Madison school superintendent Art Rainwater unveiled his plan to resign at the end of 2007-08 to the teachers union leader long before he told the Madison Board of Education in an executive session on Monday, January 8, […]

A Call for an Honest State Budget

Wisconsin State Journal Editorial: Wisconsin’s state government ended the past fiscal year with a giant deficit of $2.15 billion, according to the accounting methods used by most businesses. But the state’s books show a cozy balance of $49.2 million. The discrepancy results from years of Wisconsin governors and legislators manipulating the accounting process to hide […]

More Notes on Milwaukee’s Plans to Re-Centralize School Governance

Milwaukee Journal-Sentinel Editorial: Looking for the path to effective education, leaders of the Milwaukee Public Schools have long slogged through the wilderness of school reform only to end up where they started. All used to be centralized at MPS. Then decentralization became the watchword. Now centralization is again in. This lunging between two opposite approaches […]

New Year’s resolutions offer a chance to examine schools, education in state

Marisue Horton: As we head into the season for making New Year’s resolutions, here’s my wish list for resolutions relating to education in 2007: Embrace our differences. Education is the ability to provide opportunity and challenges to all students. Each child is a gift and has talent. Families, schools and politicians need to avoid pitting […]

Educators, Parents Eager for an Edge Opt for IB Classes in Grade Schools

Ian Shapira: Hunting for the best education for her three young children, Traci Pietra fretted about low test scores at her Arlington neighborhood school. Then the principal told her about Randolph Elementary’s affiliation with one of the most prestigious and rapidly growing brands in education: IB. International Baccalaureate is best known for a high school […]

Revamping the high schools

If Jason Shepard is correct, West will stay as is during the review process, heterogeneous classes is the goal and the study committee will not include parents or teachers.
If the BOE doesn’t step in right now, it’s all over. I hadn’t quite understood what Ed Blume has been writing about here structurally as much as I do at this moment. This process will be driven to Rainwater’s foregone conclusions. The BOE must frame the questions and decide who is on this committee. And if it’s truly a tabula rasa, let’s put West on the same footing as East, that is, undo the changes the Rainwater administration shoved through.

Letter to East Community From Principal Harris Nov. 22, 2006

From the East High Web Site November 22, 2006 Dear East High School Community: When I decided to become a principal I promised myself that I would do several things. One was to work as hard as I could to make quality education a reality for all of the students in my building and the […]

Comments from East High Parents on Proposed Curriculum Changes

Viewpoints coming to Madison School board members illustrate the need for a thoughtful look at new goals or curriculums for our high schools. Here are two samples from e-mail to the board on November 22.

NYT Letters: The New New Math: Back to Basics

NYT Letters to the Editor regarding “As Math Scores Lag, a New Push for the Basics“: s a middle school tutor, I’m always amazed at the pride many schools feel because their middle school curriculum includes topics in pre-algebra/algebra. This sounds like good news until it becomes clear that it’s not pre-algebra that students find […]

World’s Oldest Organization on Intellectual Disability Has a Progressive New Name

AAMR’s name change draws applause from professional community and people living with a developmental disability Washington, DC (November 2, 2006)-The American Association on Mental Retardation (AAMR), a 130-year old association representing developmental disability professionals worldwide, has changed its name to the American Association on Intellectual and Developmental Disabilities (AAIDD), establishing a new standard in disability […]