Alan Borsuk:

As someone recently put it to me, improving Wisconsin’s overall results in reading will not come from pushing one button. It will require pushing maybe 10 buttons. A lot needs to be done.

Some of the buttons that should be pushed connect to what goes on in school. Some connect to things beyond school, including what happens at home and what happens in a child’s earliest years. Some may not be so hard to push; others are enormous challenges.

I hope — I even expect — that the Wisconsin Reading Corps will be a button that brings good results.

I have no regrets about being revved up recently in this space about Wisconsin’s disgraceful record on teaching children to read.

To review, Wisconsin kids of every race and economic category underperform students of the corresponding category nationwide when it comes to reading proficiency, according to new results from the National Assessment of Educational Progress. The gap between white and black kids in Wisconsin is among the largest in the countr

Madison has long tolerated disastrous reading results.

Foundations of Reading teacher content knowledge examination.

UW Madison Professor Mark Seidenberg

Annysa Johnson:

“Eighty-eight cents of every dollar we spend is in the schools, so every reduction we make will impact schools directly,” said Driver, who had brought forward a number of potential cost-saving measures, including changes to employee benefits and busing, that were rejected by board members.

“It’s very difficult to make those choices. But when you are trying to preserve music and art and small class sizes, and trying to make sure programs continue, these are the tough choices that need to be made.”

The teachers union criticized the proposal, saying it disproportionately affects students in the classroom rather than central-office administrators and that it fails to adequately compensate teachers and others who have the greatest impact on the daily lives of students.

“We’re looking at class sizes for 4-year-olds that are nearing 40 children in a classroom … and we’re nearing 50 in high schools,” said Amy Mizialko, vice president of the Milwaukee Teachers’ Education Association. “We need as many capable staff as we can get inside schools and interfacing with children in classrooms every single day. That’s where we make a difference.”

Spending increases annually. Madison spends nearly $20,000 per student.

Christian Boer Katie Wudel:

30 years ago, when Christian Boer was first learning how to read while growing up in the Netherlands, he made a lot of mistakes. His teacher didn’t attribute his challenges to what would eventually be diagnosed as dyslexia — she just told Boer to try harder, occasionally even calling him lazy and stupid. (One wonders if she’d have said the same thing to more famous dyslexics like Richard Branson or Henry Ford.)

Fortunately, awareness of dyslexia is much higher these days, and most of us have at least a vague sense that, for instance, dyslexics see the letter “b” as “d” or “p.” Yet it’s still common to assume that we can “train” dyslexic children out of their habits or that they’ll eventually outgrow the affliction on their own.

But, Boer warns, that’s not the case at all. “Dyslexia is a lifelong neurological condition,” he says. “You can explain the difference between letters to me today, but it won’t change how I see them tomorrow.”

Matthew Walther:

Baring-Gould was born in Exeter in 1834 to the daughter of an admiral and a former lieutenant in an Indian cavalry regiment. Much of his early life was spent in continental travel with his family. A sickly child, he attended school for two noncontiguous years and was otherwise instructed by private tutors. After taking his degree from Clare College, Cambridge, he worked briefly as a schoolmaster before receiving Anglican orders in 1864. By this time he had already begun his immense writing career, contributing 17 installments of Orœfa-dal, a novel about medieval Iceland, to a magazine edited by friends.

Readers will naturally ask how it was possible for one man to accumulate such a wide and various mass of knowledge, and to distill it into millions of published words. The two activities cannot be understood independently; in the age of instant publication via the internet it has become a cliché, but Baring-Gould seems to have been the sort of person who really did go through life without ever having an unpublished, or at least unwritten, thought. He wrote compulsively, with an almost inhuman energy, sitting down — or rather getting up: He was an early proponent of the standing desk phenomenon — to work every day and not leaving off until he felt he had finished. His daily quota was invariably one complete chapter, which often meant as much as 3,000 words. When he had completed a book, he would make his own fair copy and send it off to the publishers. Within a week he would be working on something else. It was this need to write that seems to have been the driving force behind his reading as much as his insatiable curiosity.

It would have been very easy to have written a biography of so prolific a writer that read like a puffed up, if judiciously annotated bibliography. Tope manages somehow to avoid such an obvious pitfall by placing her subject in the political and religious context of his era without allowing him to be subsumed into history or his work.

The result is among other things a very moving, if to modern ears somewhat exasperating, love story. Baring-Gould met his wife, Grace, while serving as curate of Horbury Bridge in Yorkshire. The daughter of a mill hand, she was considered by her eventual husband’s ecclesiastical superior somewhat unsuited to the role of vicar’s wife and was sent to York to receive instruction in the art of being a middle-class Englishwoman. To this tutelage she meekly submitted, and the couple were married in 1868. Together they had 15 children, of whom all but one survived to adulthood. When his wife died in 1916, Baring-Gould asked that her tombstone be engraved with the phrase Dimidium animae meae (“Half my soul”).

Neerav Kingsland:

Below is an email (pasted with permission) from Scott Pearson, the head of the Washington DC Public Charter School Board.

On this blog, as well as on twitter, we debate a lot about regulation. We have a lot to figure out and these debates help me get smarter.

But leaders on the ground have to lead, always with imperfect information and complicated local contexts.

The DC Public Charter School Board has chosen to regulate the charter community fairly tightly on performance, but more loosely on other inputs. As Scott notes in his letter, over 40 charters have closed in Washington DC over the past decade. While I don’t know if this is right for every community, the DC charter community is providing a lot of great options for tens of thousands of children, and they have undoubtedly made DC a better city.

The continuity of the DC charter community’s success also reinforces my belief in the importance of non-profit governance. It’s hard to think of a better school district in the country, and I’m highly confident that a primary key to their success is their structure: the DC Public Charter School Board regulates and non-profits operate.

It’s a winning formula for kids.

Radley Balko:

It’s a convenient diagnosis for prosecutors, in that it provides a cause of death (violent shaking), a culprit (whoever was last with the child before death) and even intent (prosecutors often argue that the violent, extended shaking establishes mens rea.) According to a 2015 survey by The Washington Post and the Medill Justice Project, there were about 1,800 SBS prosecutions between 2001 and 2015, with 1,600 resulting in convictions.

But in the late 1990s, Plunkett — a forensic pathologist in Minnesota — began to have doubts about the diagnosis. He started investigating cases in which children had died in a manner similar to the way accused caregivers had described the deaths of the children they were watching — by short-distance falls. What he found alarmed him. In 2001, Plunkett published a study detailing how he had found symptoms similar to those in the SBS diagnosis in children who had fallen off playground equipment. It was a landmark study. If a short-distance fall could produce symptoms similar to those in SBS cases, the SBS diagnosis that said symptoms could only come from shaking was wrong. By that point, hundreds of people had been convicted based on SBS testimony from medical experts. Some of them were undoubtedly guilty. But if Plunkett was right, some of them almost certainly weren’t.

Sirin Kale:

To prepare, students from across India travel to the historic northern city of Kota, spending months or even years away from their family and home. Whether the children of manual labourers or business tycoons, all have travelled to Kota for one reason: academic glory.

Kota is the epicentre of India’s private coaching industry. Here, students enrol at one of the many for-profit residential institutes that prepare teenagers for their university entrance exams. For months, even years, teens who’ve barely left their parental homes before live alone, in austere hostel rooms, cramming morning, noon, and night in the hope of a secure, financially lucrative future. They leave their hostel rooms early in the morning to avoid the midday heat and walk down cracked pavements to stuffy classrooms, where they crouch over desks. At lunchtime they wolf chutney-filled dosas before returning to their desks to cram some more. The most studious return to their hostel rooms and study alone, well into the night.

Daniel Willingham:

What Should Teachers Know?

Is my experience representative? Are most teachers unaware of the latest findings from basic science—in particular, psychology—about how children think and learn? Research is limited, but a 2006 study by Arthur Levine indicated that teachers were, for the most part, confident about their knowledge: 81 percent said they understood “moderately well” or “very well” how students learn. But just 54 percent of school principals rated the understanding of their teachers that high. And a more recent study of 598 American educators by Kelly Macdonald and colleagues showed that both assessments may be too optimistic. A majority of the respondents held misconceptions about learning—erroneously believing, for example, that children have learning styles dominated by one of the senses, that short bouts of motor-coordination exercises can improve the integration of the brain’s left and right hemispheres, and that children are less attentive after consuming sugary drinks or snacks.

But perhaps when teachers say they “know how children learn,” they are not talking about learning from a scientific perspective but about craft knowledge. They take the question to mean, “Do you know how to ensure that children in your classroom learn?” which is not the same as understanding the theoretical principles of psychology. In fact, in a 2012 study of 500 new teachers by the American Federation of Teachers (AFT), respondents said that their training was too theoretical and didn’t prepare them for teaching “in the real world.” Maybe they have a point. Perhaps teachers don’t need generalized theories and abstractions, but rather ready-to-go strategies—not information about how children learn, but the best way to teach fractions; not how children process negative emotion, but what to say to a 3rd grader who is dejected about his reading.

Related: National Council on Teacher Quality.

More, here.

Paul Sperry:

Broward County, Fla., school officials portray as a great success their Obama administration-inspired program offering counseling to students who break the law, instead of having them arrested or expelled. They insist that it played no role in February’s school massacre by Nikolas Cruz. They also claim that in fact juvenile recidivism rates are down and school safety is up, thanks to the program.

The evidence tells a far different story.

Broward County juvenile justice division records, federal studies of Broward school district safety and the district’s own internal reporting show that years of “intensive” counseling didn’t just fail to reform repeat offender Cruz, who allegedly went on to shoot and kill 17 people at his high school. Records show such policies have failed to curtail other campus violence and its effects now on the rise in district schools — including fighting, weapons use, bullying and related suicides.

Meanwhile, murders, armed robberies and other violent felonies committed by children outside of schools have hit record levels, and some see a connection with what’s happening on school grounds. Since the relaxing of discipline, Broward youths have not only brazenly punched out their teachers, but terrorized Broward neighborhoods with drive-by shootings, gang rapes, home invasions and carjackings.

Erin Currier, Joanna Biernacka-Lievestro Diana Elliott, Sheida Elmi, Clinton Key, Walter Lake, Sarah Sattelmeyer:

The principle of equal opportunity holds so distinguished a place in U.S. history that it even appears in drafts of the country’s founding documents.1 This idea has been interpreted in various ways, but it is typically understood to mean that success should depend on hard work, that opportunities to get ahead should not be affected by the circumstances of birth, and that the labor market should allow for free and open competition among children from all social origins.

But is the United States realizing this frequently expressed commitment to equal opportunity? According to a recent survey, only 64 percent of Americans now believe that opportunities for mobility are widely available, the lowest percentage in the roughly three decades the question has been tracked.2 Concern is also growing among scholars and policymakers that the ideal of equal opportunity, which has always been difficult to realize, is not being pursued as effectively as circumstances demand. This sense has been partly fueled by research, much of it by The Pew Charitable Trusts, showing that those born into the top or bottom of the economic ladder are quite likely to remain there as adults.3

Given the substantial body of research on economic mobility, one might imagine that little remains unknown. This is not the case. Although it is well established that a person’s income is related to that of his or her parents, some uncertainty remains about exactly how strong this relationship is. Among studies that rely on the intergenerational elasticity (IGE), the estimates of mobility range widely, making it difficult to reach a consensus on how evenly or unevenly opportunity is distributed. (For an explanation of the IGE, see the sidebar on Page 2.)
In previous research, the IGE estimates have varied widely, with recent estimates based on administrative data ranging from as low as 0.34 to as high as 0.6.4 Because of this variability, the actual level of economic persistence across generations remains unclear.5

Brian A. Jacob and Joseph Ryan:

This report presents findings from a unique partnership between the University of Michigan and the State that allowed us to match the universe of child maltreatment records in Michigan with educational data on all public school children in the state. We find that roughly 18 percent of third-grade students have been subject to at least one formal investigation for child maltreatment. In some schools, more than fifty percent of third graders have experienced an investigation for maltreatment. These estimates indicate that child abuse and neglect cannot simply be treated like a secondary issue, but must be a central concern of school personnel.

BBC:

The teen who built a prosthetic arm for his dad

Robbie Frei is passionate about the potential of 3D printing. After all, he’s seen its potential first-hand.

Robbie’s father is a Marine veteran who lost part of his right arm in Iraq. One challenge was that he couldn’t play video games with his children. So Robbie designed a 3D-printed adapter for him. He’s since made the design available for anyone in the world to download. The 18-year-old has heard back from several people who have used the adapter – including a 21-year-old Air Force veteran and a man whose daughter has cerebral palsy.

Since then, Robbie has also made a prosthetic for his dad that not only has fingers and can move, but that, like the adapter, could be affordably 3D-printed.

“You design one thing and can email it to someone else… and you’re helping people all over,” Robbie says. “That’s the power of engineering.”

The Guardian:

Andria Zafirakou has been functioning on three hours’ sleep a night for weeks, but looks radiant. “It’s adrenaline, it’s excitement, it’s everything.” Nominated by current and former colleagues for the Varkey Foundation’s annual Global Teacher prize, dubbed the Nobel for teaching, last month Zafirakou learned she had been shortlisted from a field of more than 30,000 entries. She flew out to Dubai last week to join nine other finalists from all over the world for a star-studded awards ceremony hosted by Trevor Noah, and arrived home on Wednesday the winner of the $1m prize. The nominees were judged on, among other things, the progress made by pupils, achievements outside the classroom and in helping children become “global citizens”.

Politicians and dignitaries, the media and 100 of her schoolchildren were waiting to welcome her at Heathrow, from where she was whisked straight to parliament to meet Theresa May. The prime minister and education secretary’s praise for the arts and textiles teacher could not have been more lavish; she is, declared Damian Hinds, “truly inspiring”.

Zafirakou still hasn’t made it home to Brent, north-west London, when we meet later that day. The 39-year-old has the dazed air of a woman who barely recognises herself as she stares at her photo on the front of London’s Evening Standard. “My whole life has been transformed,” she laughs breathlessly. Amid all the wonderment of her fairytale week, however, there is one obvious irony. Had Zafirakou prioritised the targets the government sets for her profession, and focused all her energies on its official performance measures, she would never have been considered for the award. She won, instead, by being the kind of teacher our education system actively discourages.

Kate Stringer:

he rage was palpable. Oakland community members packed the district room waving signs. They shouted over school board members, screaming, “No cuts!” and “Chop from the top!” They stood in line for four hours to make public comments, voices laced with emotion, all asking the same thing: Why were millions of dollars being taken away from their schools?
Whatever Superintendent Kyla Johnson-Trammell may have been feeling during that meeting last November, she didn’t show it, even though she had the unenviable task of explaining that “why” to a room pulsing with frustration.
“Before I move any further in the presentation, I would like to say how deeply sorry I am for the current financial position we find ourselves in,” Johnson-Trammell told the crowd that night, in the steady, even tone of a seasoned teacher addressing a room of mutinous students. “I acknowledge and understand the hurt, frustration, and anger that everyone is feeling. For the sake of our children, we must do better as a district and stay committed to fiscal vitality in the long run.”

Andrew Van Dam:

The decrease of birthrates in countries where we operate could negatively affect our business. Most of our end-customers are newborns and children and, as a result, our revenue are dependent on the birthrates in countries where we operate. In recent years, many countries’ birthrates have dropped or stagnated as their population ages, and education and income levels increase. A continued and significant decline in the number of newborns and children in these countries could have a material adverse effect on our operating results.

It may not have been the biggest existential threat confronting Geoffrey the Giraffe (the store’s mascot), but it’s the one with the broadest implications outside of the worlds of toys and malls.

Measured as a share of overall population, U.S. births have fallen steadily since the Great Recession. They hit their lowest point on record in 2016 — the most recent year for which the Centers for Disease Control and Prevention has comparable data.

Even adjusted for the aging population and declining share of women of childbearing age, U.S. fertility rates are at all-time lows.

That’s problematic for Toys R Us, which also operates the Babies R Us stores. The company claims in its annual report that its income is linked to birthrates, and it appears to be right.

The Rhode Show:

If you notice your child may have some learning obstacles in school, but you are not sure where to begin or what will be best the support you can give your child, there are numerous options.

Tracy from The Children’s Workshop give us some tips and tricks to help you sort through this process.

Ask Questions:

If your child is old enough to answer questions, you may want to begin by asking any of the following: “What do you like/not like about school,” or “Tell me one thing you look forward to everyday when you go to school?” You will be surprised how much your child will begin to open up and start telling you that you were not aware of based on closed ended questions.

Studies have shown that children have higher self-esteem and do better in school when they have constructive, quality conversations with their parents.

Alan Borsuk:

Every student and family is involved in programs aimed at good behavior, emotional control, and engagement in school. A smaller number of students with more needs get more attention. And a few students need and get individualized help.

Kim Burg, one of the counselors who works at the school, said the school is teaching kids to do “hard things” that put them on good paths both for academics and behavior.

It requires teachers and counselors to do hard things, too. “There is no quick fix,” said Heather Rotolo, director of the behavior clinic at Penfield Children’s Center. “It takes hard work and determination and just plugging away.”

Alan Burkhard, a professor at Marquette University who works with Ph.D. candidates in counseling, is spending one day a week at Penfield Montessori this year, assessing what is working and helping shape the staff’s work.

It’s too early to have research results, but Burkhard is encouraged by the school’s substantial and continuous commitment to the behavior program.

“The longer you persist with this, the better the results you get,” he said. The payoff will be there when the students are in third or fourth grade, and beyond. Conversely, he said, if issues are not addressed early, effective help is much harder when kids are older – say, in high school.

Annysa Johnson:

That is troubling for Oconomowoc parent Amanda Hart, whose online petition calling on the district to maintain programming like the MLK Day assembly had attracted almost 1,000 signatures as of Friday.

“I don’t know how you can have a discussion about race without also discussing (privilege) to give our students a complete picture,” said Hart, a lesbian mother of three, including two biracial foster children.

“Even if you don’t agree with the concept of white privilege,” she said, “it’s part of helping students become critical thinkers.”

The timing of the board’s edict, just weeks before the February resignation of Principal Joseph Moylan, has fueled speculation that Moylan was pushed out in part for allowing the student-led exercise during the assembly Jan. 15.

Much more on Oconomowoc, here.

CBC News:

A commission looking into child protection cases involving the Motherisk test lab says bad science removed vulnerable children from more than 50 families based on now-discredited hair analysis, but few parents have a chance of finding a satisfactory legal remedy.

The Motherisk Commission was set up by the Ontario government to analyze legal cases dating from 1990 to 2015. The cases involved flawed hair-strand drug and alcohol tests from a lab run by the Hospital for Sick Children in Toronto.

On Monday, the two-year review into more than 1,200 child welfare cases involving hair tests concluded that in 56 cases the test results had a substantial impact, such as being used to pull children from their parents’ care.

Provincial court judge Judith Beaman led the independent commission, which said parents were often powerless in the face of tests imposed by children’s aids societies.

In seven of the 56 cases, families achieved a legal remedy. In four of those seven, children have been returned home.

One of the four whose children were returned is a woman that the Motherisk test suggested was having at least 18 drinks a day. CBC News can’t use her real name due to a publication ban.

Glennon Doyle Melton:

Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.

And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns.

Who is not getting requested by anyone else?

Who can’t think of anyone to request?

Who never gets noticed enough to be nominated?

Who had a million friends last week and none this week?

You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying.

As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper.

Michael McShane:

Almost any article on Catholic schooling today will have at least one paragraph in it describing the last five decades’ decline in both the number of Catholic schools and the number of students attending them. At this point, the factors are well known: fewer priests and religious staff working in schools, Catholics becoming wealthier and moving to the suburbs for better schools, less overt discrimination against Catholics in the public school system, yada yada yada.

Now, this is not true everywhere. In states that have embraced private school choice programs, like Florida, Catholic schools are seeing a renaissance. New networks of Catholic schools like the Notre Dame ACE Academies are taking advantage of private school choice programs. There are now 15 ACE Academies in three states that are leveraging school choice programs to deliver high-quality Catholic education to children who need it.

The truth of the matter is that if Catholic education is going to continue in America, it is going to be a fight. Traditional public schools are not going to give up market share willingly. Charter schools will offer an easier option, with almost always more money and in many places more political support. Closed schools will make pastors’ lives easier and parish budgets easier to sustain.

Michael Hall:

When Gabby Sones was fifteen, she would often lie awake at night, restless, replaying memories in her head, watching them roll by like scenes from a movie. Many involved her father, Jimmy. The two were inseparable when she was little. He was a tall, burly, redheaded good ol’ boy who loved to hunt and fish. She was a strawberry-blond tomboy with baby blue eyes, and when she got old enough to hold a fishing pole, he would take her to Lake Tawakoni or Lake Holbrook, where she once caught two dozen sand bass, pulling them out of the cool water one after another.

Jimmy liked to work with his hands, and when he would crawl under his Buick Electra to tinker with the engine, she’d scoot beside him and pass him tools. He drove a big rig for a living, and on short trips to Oklahoma or Louisiana, he’d sometimes take her along. She would sit high in the seat, chattering into the CB radio, watching the world as it sped by. “I can see everything!” she’d cry.

But that was years ago. She hadn’t seen Jimmy or her mom, Sheila, since 2005, when she was seven and Child Protective Services took her from her parents. After that, her memories weren’t as pleasant.

She spent a couple of months with a foster family in Frankston. Then she was transferred to a large family in Tyler, who later adopted her. She liked them all right. The biological children had welcomed her, even if they mostly kept to themselves. They were Mormons, and she often clashed with her foster mother over things like wearing tank tops, putting posters on the walls of her room, or trying out for the cheerleading squad. Gabby missed her parents’ church, where she and the other kids sang and danced to a live band. She spent a lot of time in her room reading; Harry Potter books were her favorite. Sometimes her well-meaning foster mother would knock on the door and ask awkward questions about the circumstances that had led Gabby to live with her. “Do you want to talk about what happened?” she’d ask.

Gabby never did. It wasn’t that she was aloof. The truth was, she couldn’t recall any of the details. Strangely enough, the entire ordeal was a big blank in her mind.

It shouldn’t have been. Gabby, along with a nephew and two nieces—all of them between the ages of four and eight—had made a series of accusations that rocked their community. They’d claimed that Gabby’s parents, Jimmy and Sheila, as well as five other local adults, had committed a series of depraved, almost incomprehensible sex crimes. The defendants, the children testified, had set up a “sex kindergarten” in a trailer outside Tyler. Then the adults had put the children on a stage at a swingers club in nearby Mineola, where the kids were drugged and forced to dance and have sex with one another.

Alan Borsuk:

But look at other aspects of all this.

Mental health for students, running the spectrum from more routine problems to the extremes of the Florida shooter, have been getting more attention recently than in previous years. The bad news is that the overall problem appears to have grown. The good news is that more help might be in the offing. Shouldn’t that be an urgent goal?

There were many indications that the Florida shooter was unhinged, dangerous and open about wanting to shoot up a school. There were specific calls to authorities about him. They brought no helpful response. Wouldn’t improving the effectiveness of systems for dealing with people such as him be a good investment, better than putting more guns into schools?

How about more effort to stabilize the lives of the many children who live in very troubled circumstances? Moving all the time, unsure where food or shelter is coming from, shifting from one family setting to another or lacking stable adult connections. The Florida shooter (yes, I’m intentionally not using his name) fit some of that description.

At the risk of alienating just about everybody, permit me to say a few words about our general culture. What do kids take in every day? They learn from the world around them, starting from the earliest days after birth and never stopping. How do people around them talk to each other? What’s life like at home? What are they seeing on television, on all their different screens, in the recreation activities they choose, in the social interactions around them?

If it’s rude, crude, violent and more, what surprise is it that some kids lean in those directions?

Related Satire – “Proud of Our Nation”, via “Anonymous”:

I am very proud of you all and our great nation that understands so well the need for GUNS in our American life! We have now learned to accept a ritual after each mass killing that goes from shock to prayers to outrage to intense introspection/national soul searching to debate in Congress to forgetting until the next incident. Whether the victims are grade schoolers, high schoolers, adult concert or movie goers and or minority gang members in places like Chicago i.e. irrespective of demographics or geography …from ‘sea to shining sea’, the format is now fortunately securely in place. Nor does it matter whether the victims are Congress members or gang members or the 60% of suicide victims who used a firearm…No matter, we patriots ARE secure!

And does the media ever profit from the killings along with ourselves from all of the increased viewers. When fellow Americans hear that overall crime rates in the USA are indeed down, we convince them that it is because of our guns. Instead of GUN regulations, we are fortunate that often more guns are accepted after each of these killings. Look at the attempts now to get guns into the hands of 10 year old hunters in WI, and access to every churchgoer in certain Southern states…perhaps in the future to all school teachers as well. After Vegas and Texas, the House Judiciary Committee then passed another gun owners rights bill to allow owners with state issued concealed weapons to carry them to any state that allows such weapons. We are sailing, brothers with now some 265 million guns in our nation, half of all of the civilian guns in the entire world….and growing. Well done, brothers & sisters!

Even with some 80% of the public wanting gun controls, our increasing bribes to Congressmen, even some Democrats ..over $50 million to Senators and last year alone the $31 million to Trumps campaign, has sure paid off! No worry about stopping our gun flow. Senator Richard Burr for example said after Las Vegas that “ tragic violence has absolutely no place in America”. Yet no worry. He has already received $6.986 million from us at NRA. Uh, huh! And the Supreme Court after a recent killing turned away two appeals from firearm advocates on banning assault weapons (And even if some day, real comprehensive gun control laws were passed, it would take our great country some 20 years to really see an impact on mass killings. No fear, brothers. By then another GOP administration would be in place to reverse any such legislation.)

True, we have convinced these Congressmen that we Americans are indeed a unique species of Homo sapiens. That even if nations like Canada and & Japan with so little gun violence have as many real mental health , domestic violence, suicide, isolated troubled youth and wealthy middle class crazies as we in America, our good propaganda (& $$) has convinced them that only in America do our people need weapons essentially available to all for protection AND to express publicly their illnesses and anger… And thank God, our DC leaders have committed their loyalty, not to their constituents, but first to us at NRA and our contributions!

And even a surprise to us faithful, assault weapons like AR-15s , and it appears even bump stocks, much less 100 round clips to turn them into full automatics, continue to be allowed and are circulating rapidly. We are looking now at some diversification for the future as we study the Second Amendment. Though many scholars believe it references only state militias, our good Supreme Court is convinced that any ordinary citizen has the ‘right to bear arms’. Why then would this not allow hand grenades & bazookas in our hands? Some day perhaps even nuclear devices in each home to protect ourselves?

It is indeed good times for us. Despite heavy human costs, we Americans are uniquely the most free in the world with our rightful many and growing number of ‘arms’. And we at NRA are highly profitable, and my annual compensation of $4 million as well as yours will continue to grow and grow! God bless America!

Karen Rivedal:

More than 150 people — most of them parents, many of them worried and frustrated — filled the cafeteria at La Follette High School Tuesday night to share their concerns about school safety, security, students fighting and the student behavior code with Madison School District Superintendent Jen Cheatham and Principal Sean Storch.

“It’s not being addressed quickly enough,” said Scott Schmidt, to loud applause, about increasing trouble at the school, noting many La Follette parents like him have children who were now worried about coming to class because of a small group of sometimes violent troublemakers causing problems for everyone else. “It’s kind of like a hurricane has hit. We need triage.”

Cheatham and Storch acknowledged the problems and promised some quick remedies, including posting more staff to supervise school exits and entrances and coming up with more alternative, project-based work to better engage the estimated 6 percent of students that Storch said were responsible for a rise in disciplinary problems.

Related: Gangs and School Violence forum audio and video.

Via a kind email:

Dear Friends.

Last night, we learned that our application to establish One City Senior Preschool as a public charter school serving children in 4 year-old and 5 year-old kindergarten was approved by the University of Wisconsin System. We are very excited! This action will enable us to offer a high quality, tuition-free education to young children living in Dane County that prepares them for school success prior to beginning first grade.

We currently offer an exciting and proven curriculum that emphasizes early reading and math literacy development, creativity, and STEM learning through play. Our program features a full-time chef, healthy meals program, field trips, Family Perks, great partnerships, and a diverse and highly qualified staff. Beginning in the summer of 2018, we will implement our new co-curricular Sports and Fitness Program for children enrolled in our school. As a year-round preschool, our program will include fun summer, fall, winter and spring sports and fitness learning and activities.

We have other exciting news to share with you this month, too. Please look out for this, along with information about our staff hiring and enrollment for 2018-19 school year.

Stay tuned!

Kaleem Caire
Founder & CEO

Beginning September 1, 2018, One City will operate two different preschools in our current facility: One City Junior Preschool for children ages 1 to 3 and One City Senior Preschool for children ages 4 and 5. We will offer two 4K classrooms and two kindergarten (5K) classrooms.

Our Senior Preschool will be tuition-free while our Junior Preschool will continue to offer scholarships to families who need assistance with paying our lower than average weekly tuition rates. Wisconsin currently does not offer per-pupil funding for public school children younger than age 4, so families must continue to pay tuition for children ages 3 and younger.

Why two schools? We were required by the Wisconsin Department of Public Instruction to create a separate school to receive state-funded tuition aid for our 4K/5K charter school.

Because we will operate two different schools, we are changing our name from “One City Early Learning Centers, Incorporated” to “One City Schools, Incorporated”. We will begin using the new name on March 1, 2018.

In the mean time, we look forward to working with the Madison Metropolitan School District, University of Wisconsin System and its campuses, Edgewood College and other partners to expand educational access and opportunities for children in our city and region.

Much more about One City Early Learning Centers, here.

Kaleem Caire

A majority of the Madison School Board rejected the proposed Madison Preparatory Academy IB charter school, and more recently the Montessori charter school.

David Brady, Ryan M. Finnigan and Sabine Hübgen:

No group is as linked to poverty in the American mind as single mothers. For decades, politicians, journalists and scholars have scrutinized the reasons poor couples fail to use contraception, have children out of wedlock and do not marry.

When the American Enterprise Institute and the Brookings Institution formed a bipartisan panel of prominent poverty scholars to write a “Consensus Plan for Reducing Poverty” in 2015, its first recommendation was to “promote a new cultural norm surrounding parenthood and marriage.”

Clint Smith:

Since the Puritans set up the first public schools in the Massachusetts Bay Colony, local school districts have largely relied on property taxes for funding. In 1973, Demetrio Rodriguez sued the state of Texas, accusing it of violating the equal-protection clause of the Fourteenth Amendment on the grounds that his children in the predominantly Mexican American West Side of San Antonio were not receiving adequate funding for their schools. The case advanced to the Supreme Court, which ultimately held that the school-funding mechanisms in Texas were constitutional. In his opinion, Justice Powell stated that the system of school funding in Texas “was not the product of purposeful discrimination against any class, but instead was a responsible attempt to arrive at practical and workable solutions to the educational problems.”

Justice Powell’s opinion, however, seems to under-appreciate the extent to which resource allocation allows students to receive any semblance of a quality education. It also reflects a fundamental misunderstanding about how systemic inequality perpetuates itself—it need not exist under the pretense of being purposeful in order to be real.

The federal government has never stepped up in a substantive way establish more equitable funding practices. Lyndon Johnson—who had, as a young man, taught fourth-, fifth-, and sixth-graders in an impoverished school for the children of Mexican immigrants in the Rio Grande—signed the Elementary and Secondary Education Act into law in 1965 as part of his War on Poverty, giving schools some federal funding to reduce the disparities between rich and poor school districts. But the federal government still contributes only 10 percent to the cost of running public schools in the United States, less than its counterparts in most other developed countries in the world. Per the National Center for Education Statistics, 93 percent of education expenditures come from state and local funding. As a result, as disparities in wealth and income continue to expand, so do the disparities in school funding. As The Atlantic’s Alana Semuels has previously pointed out, in the 2014-15 school year the schools in the wealthy Greenwich, Connecticut, spent $6,000 more per pupil as compared to the impoverished city of Bridgeport, in the same state.

Madison spends nearly $20,000 per student, far more than most K-12 taxpayer supported Districts.

Larry Kummer:

Marriage has been an institution in flux for centuries, but the rate of change accelerated after California Governor Ronald Reagan signed the revolutionary Family Law Act of 1969, retroactively abolishing the “traditional” binding contract of marriage and replacing it with no-fault divorce. The feminist revolutions which followed forced further changes in marriage. The result (not predicted by experts): a large fraction of women valued their independence more than their husbands.

A common pattern has emerged for women. Marry, have kids (with a husband helping raise them during those early difficult years), divorce after they’re in school, and collect child support. This gets the children she wants without the bother of having a husband (after some years of marriage). The resulting high divorce rate — over 50% — with roughly 80% initiated by wives, makes marriage a risky proposition for men.

The numbers tell the tale. In 2005/06 less 60% of US adolescents (11, 13, and 15 years old) lived with both birth parents, per the OCED Family Database (source). That was the lowest level among OECD nations. That number is probably lower today. The numbers are worse among the poor and some minorities.

Corey DeAngelis:

The potential benefits of increased access to private school choice programs in the United States remain a hot topic in educational policy. According to economic theory, private schooling should improve student achievement by increasing competitive pressures on educators to provide high-quality educational experiences. In addition, since children have differing interests, abilities, and learning styles, private school choice would allow for an improved match between educators and students.

To see if these market benefits materialize, I examine the effect that increased access to private schooling has on international student test scores in 52 countries around the world. Notably, this study establishes causal relationships by comparing these countries to themselves over time while controlling for any fluctuations in gross domestic product, government expenditures, population, school enrollment, life expectancy, and infant mortality. I find that a 1 percentage point increase in the private share of total primary schooling enrollment would lead to moderate increases in student math, reading, and science achievement within nations.

Steve Coll:

On March 29th, in Pontiac, Michigan, Sergio Perez appeared in a county courtroom to seek sole custody of his son and two daughters, who were between eleven and seventeen years old. The children lived with Sergio’s estranged wife, Rose, and, he told me recently, he was concerned about them. His wife had taken out a yearlong protective order against her boyfriend in 2015, but, as far as Sergio knew, they now lived together. (Rose and the boyfriend could not be reached.) Perez paid the rent on the house where his children and Rose lived, he told me, although he had fallen thousands of dollars behind on child support. (He said that he spent other money on the children directly—for example, for their clothes.) Perez ran a small contracting business near Pontiac, installing carpets. He said that he wanted “to see my daughters do well, with modern lives.” He was “never rich at all,” but he was “working fourteen, sixteen hours a day,” he told me. “I was working three customers a day.”

Rose and the three children are all United States citizens, but Perez was undocumented. He had grown up in Guadalajara, Mexico, and crossed into the United States, without authorization, when he was nineteen. During the next twenty-one years, he and his attorney, Bethany McAllister, told me, he had moved back and forth to Mexico, and he had been deported several times before. But otherwise he had never been arrested or convicted of a crime, and had received only one ticket, for driving on an expired license. Amid the anti-immigrant fever created by the Trump Administration, he feared that pressing the custody case might lead to someone informing on him to Immigration and Customs Enforcement, or ICE, in order to have him arrested and deported to Mexico. Perez decided to go to family court anyway. He said that he wanted to show his children that “no matter how hard or difficult it might be, you have to do what you have to do, no matter what.”

Oliver Burkeman:

Human beings are born too soon. Within hours of arriving in the world, a baby antelope can clamber up to a wobbly standing position; a day-old zebra foal can run from hyenas; a sea-turtle, newly hatched in the sand, knows how to find its way to the ocean. Newborn humans, on the other hand, can’t hold up their own heads without someone to help them. They can’t even burp without assistance. Place a baby human on its stomach at one day old – or even three months old, the age at which lion cubs may be starting to learn to hunt – and it’s stranded in position until you decide to turn it over, or a sabre-toothed tiger strolls into the cave to claim it. The reason for this ineptitude is well-known: our huge brains, which make us the cleverest mammals on the planet, wouldn’t fit through the birth canal if they developed more fully in the womb. (Recently, cognitive scientists have speculated that babies may actually be getting more useless as evolution proceeds; if natural selection favours ever bigger brains, you’d expect humans to be born with more and more developing left to do.)

This is why humans have “parenting”: there is a uniquely enormous gap between the human infant and the mature animal. That gap must be bridged, and it’s difficult to resist the conclusion that there must be many specific things adults need to get right in order to bridge it. This, in turn, is why there are parenting advice manuals – hundreds and hundreds of them, serving as an index of the changing ways we have worried about how we might mess up our children.

ParentsRightsinEd :

You entrust your child to the care of your district teachers and leaders each and every time they step into the halls of the school. Teaching is not an easy profession, but can be extremely rewarding; educators supporting the efforts of parents and guardians by teaching children skills and knowledge that will hopefully help them have a healthy and happy life.

But growing up can be difficult. It can be confusing. Children are impressionable and vulnerable. We all know this and that is why we expect adults to protect them.

Sarah Kliff:

A child born in the United States has a 70 percent greater chance of dying before adulthood than kids born into other wealthy, democratic countries, a new study has found.

The research, published in the journal Health Affairs on Monday, shows that the United States lags far behind peer countries on child health outcomes. It estimates that, since 1961, America’s poor performance accounts for more than 600,000 excess child deaths — deaths that wouldn’t have happened if these kids were born into other wealthy countries.

“In all the wealthy, democratic countries we studied children are dying less often then they were 50 years ago,” Ashish Thakrar, the study’s lead author, said. “But we found that children are dying more often in the United States than in any similar country.”

Ni Dandan:

When Li Mengyuan walked out of the labor arbitration office on a Monday in October, the 32-year-old didn’t feel like a winner — even though the dispute with her former employer over maternity benefits had been decided in her favor.

Now with a 1-year-old in tow, Li belongs to a group that Chinese companies are increasingly reluctant to employ: new moms. “I have to look for another job, and potential employers might be concerned about my new mother status, and whether I’m considering a second child,” Li told Sixth Tone.

In the past two decades, China has strengthened its employment protections for new mothers, prohibiting companies from terminating contracts or reducing salaries of employees who take time off to get married or have children. Employers are also required to provide a maternity allowance that varies based on salary, as well as 98 days of maternity leave — in accordance with International Labor Organization (ILO) standards — though most local governments stipulate 128 days of leave.

Sarah Kliff:

A child born in the United States has a 70 percent greater chance of dying before adulthood than kids born into other wealthy, democratic countries, a new study has found.

The research, published in the journal Health Affairs on Monday, shows that the United States lags far behind peer countries on child health outcomes. It estimates that, since 1961, America’s poor performance accounts for more than 600,000 excess child deaths — deaths that wouldn’t have happened if these kids were born into other wealthy countries.

“In all the wealthy, democratic countries we studied children are dying less often then they were 50 years ago,” Ashish Thakrar, the study’s lead author, said. “But we found that children are dying more often in the United States than in any similar country.”

Rod Dreher:

There’s another paradox in your analysis: that the more liberalism liberates us as individuals, the more dependent it makes us on the state. What do you mean?

The political philosopher Bertrand de Jouvenel once wrote that “state of nature” scenarios were obviously the imaginings of “childless men who had forgotten their own childhood.” He meant that the imaginary version of our true “nature” as radically individuated selves is in fact no-where to be found as our “natural” condition. We are first and foremost by nature relational creatures. And yet, we see a different reality now coming into being, not as the result of our “natural” condition, but through the efforts of a massive architecture that has been erected to make possible human lives increasingly lived in disconnection from permanent relations and absent constitutive cultural forms of membership and belonging.

The state becomes the main creator and supporter of this condition. A range of policies – economic, social and political – have as their aim the realization of this creature once only imagined in the state of nature, but now increasingly the default human of modern political and social world. The best representation of this phenomenon is probably found in the Obama campaign ad, “The Life of Julia,” which portrays the lifespan of a woman, from childhood to old age, whose complete independence was the result of a slew of government programs. She has no apparent relationships with other human beings (she seems to have a child for a brief span, but that nameless little person is taken away on a yellow school bus and never reappears), and the point of the ad is that her complete freedom is the result of the total lack of reliance upon any other particular human being.

The result of this liberation from particular people, as Tocqueville predicted, would be a growing reliance upon the state. This reliance, in fact, at first seems less oppressive than the bonds of more traditional societies, because we are freed from particular obligations. People expect not to take care of their elderly parents, and so we support health care that includes long-term elderly care that allows us the liberty not to assume the duty that had been the expectation of children in every civilization before ours. And the more the various constitutive institutions are weakened, the more the state becomes the only remedy for our various needs.

Thus, the irony: individualism and statism are not opposites, but grow together in tandem. In our daily partisan politics, we have tended to pit individualism against statism – Ayn Rand against Karl Marx – with conservatives claiming to be individualists and progressives claiming to support an expansive state. But what we have witnessed is the simultaneous growth of both the state and the rise of individualism, not as opposites, but as necessary partners. The world has never seen a more individualistic society nor a more encompassing state. The state has empowered itself by claiming to empower the individual. The practical effect is to leave the populace disempowered amid our liberty, along with a felt sense of inability to control or influence the state, the economy, and much of our own fates.

Kristen Brown:

In Saudi Arabia, if you’re planning to tie the knot, there’s a step you must go through that doesn’t happen anywhere else: You have to get a test for genetic disease. Hereditary blood diseases like sickle cell and beta thalassemia are prevalent in this part of the world, where marriage between cousins is common. A new awareness campaign around genetic disorders aims to reduce the spread of these illnesses.

Saudi Arabia made premarital screening and genetic risk assessment mandatory over a decade ago, hoping that if a couple found out they were at high risk of passing on a hereditary disease to their offspring, they would reevaluate their match. Thousands of couples have called off marriages after finding they were “genetically incompatible.” But just knowing their test results, it turns out, has not been enough. Many couples at risk of passing on genetic diseases go ahead and get married, with the expectation that they will have children.

Claudia Rowe:

A longtime advocate for public education has taken the reins of the state’s charter-school association, weathering vigorous opposition and bitter legal challenges — all in his first seven months on the job.

After a long career advocating for traditional public education, Patrick D’Amelio recently stepped up to lead the Washington State Charter Schools Association, which aims to spread the word about this locally untested model.

Charters are public schools funded with state dollars but operated here by private nonprofits, and the longest-running in Washington has been open only since 2015.

D’Amelio’s association bills itself as dedicated to “systemically underserved students.” But nationally, charters have a spotty record on that score.

Education Lab caught up with D’Amelio over the holiday break to ask why things would be any different here, and who’s enrolling their children in charters, despite continuing challenges to their legality and the fact that Seattle’s school board vigorously opposes their presence.

Jean Twenge:

Kevin and I sit down at two desks just outside his third period class at a high school in northern San Diego. He is 17 years old and Asian American, with spiky black hair, fashionable glasses, and a wan smile. He is the oldest of three children, with his parents expecting another child in a few months. Until recently, the family lived in an apartment, where the noise from his younger siblings was deafening. Perhaps as a result, he is unusually empathetic for a teenage boy. “Been doing this all day?” he asks as I take a drink of water before beginning our interview.

Kevin is not the most organized student: He initially neglects to have his dad sign the back of the permission slip, and when I talk to the class later, he forgets his question by the time I call on him. But when I ask him what makes his generation different, he doesn’t hesitate: “I feel like we don’t party as much. People stay in more often. My generation lost interest in socializing in person—they don’t have physical get-togethers, they just text together, and they can just stay at home.”

Erin Richards:

In 2015-’16, Wisconsin was home to just over a million school-aged children. About 860,000 attended public schools. About 123,000 attended private schools: about 90,000 who paid tuition, and about 33,000 who used vouchers. About 20,000 children were home-schooled.

Vouchers are taxpayer-funded tuition subsidies that help children attend private schools, the vast majority of which are religious. In Wisconsin, the annual voucher payments will rise to about $7,500 per K-8 pupil and around $8,000 per high school student this fall.

To qualify for a voucher in the statewide program, students have to come from families earning no more than 185% of the federal poverty level, or about $45,000 for a family of four or about $52,000 if the parents are married. The income limit for the Racine and Milwaukee programs is 300% of the federal poverty level.
Vouchers are different than charter schools, which are fully public schools that are privately operated, often by nonprofits. Charter schools receive freedom from some state rules and school district oversight in exchange for demonstrating higher-than-average student achievement, the terms of which are outlined in their charters, or contracts.

“School choice” refers to vouchers and charters and other options parents can choose outside their assigned neighborhood school. But vouchers are the most controversial because they usually support religious schools that don’t have to follow all the same rules as public schools. Private schools that accept vouchers are not legally obligated to serve all children with special needs, and they do not have to disclose all the same data as public schools.

Voucher schools spend substantially less per student than traditional taxpayer funded school districts.

Locally, Madison spends nearly $20,000 per student annually, despite tolerating long term, disastrous reading results

Michael Savage:

Ministers are being urged to fine schools that are informally excluding poorly performing pupils, amid mounting evidence that some institutions are attempting to game the exam system.

Hundreds of cases of children being removed from schools on tenuous and potentially illegal grounds have been reported to a charity offering legal advice to parents. Experts blame the rise of so-called “off-rolling” on schools that are under pressure to improve performance.

Children with special educational needs and disabilities (Send) are thought to be the most affected by the informal methods designed to move them out of a school without recording their departure as an official exclusion. With pressure mounting on the Department for Education to act, Anne Longfield, the children’s commissioner for England, said some schools were “abandoning their responsibility” to give a decent education to their children. She told the Observer it was “increasingly clear that some schools are gaming the system by taking children they think won’t get good results off their rolls before they sit their exams. Any school that does this is abandoning their responsibility to children, passing the buck to others who are often ill-equipped and don’t have the support they need to provide a good education. As a result, very vulnerable children are falling through the gaps in the education system, increasing the chances they will then go on to lead difficult adult lives.

Howard Blume:

Leilany Medina, 11, loves books so much that she’d like to become a librarian. But even she sometimes forgets to return books on time, especially if she hasn’t quite finished. And she’s racked up some late fines.

But local libraries are providing a way out for such book lovers, and creating new lures for other children, who haven’t caught the reading bug, by doing away with late fees, automatically signing up students for library cards through their schools and allowing them to “read away” their fines and fees.

The most recent move was a vote last week by Los Angeles County supervisors to end late fees for patrons under 21 at county-run libraries, effective immediately. That did not help Leilany because officials offered no amnesty for past fines.

So on Thursday, Leilany went to the East Los Angeles Library, a county facility, to read off $4 in late fees. Students can eliminate debt at a rate of $5 an hour under a program that took effect in June.

“You tell them you’ll read and they’ll sign you in and you start,” said Leilany, a fifth-grader at Morris K. Hamasaki Elementary in East L.A. “When your head starts losing the book you can stop reading and they tell you how much money they took away.”

She’s especially fond of fairy tales and Megan McDonald’s “Judy Moody” series, about a third-grader with many notable emotional states.

Laura Battle:

u see, I have this skipping rope, and I just wave it around, and I let my imagination go free,” says Alma Deutscher, trying to explain the inexplicable. “Before this I would pick up sticks and wave them around, and some sticks were better than others but this was the best.”

She brings a purple plastic skipping rope out from under the table, and strokes the silver tinsel tassels at either end. It’s the sort of toy favoured by children in playgrounds everywhere but for Deutscher this rope is also a tool — a kind of divining rod — that aids and inspires a quite astonishing flow of creativity. As well as being a talented pianist and violinist, this little girl has already composed two concertos, a symphonic piece and a full-length opera — and she is 12 years old.

We are seated in a corner of Café Rouge in Dorking, just south of London, a week before she flies out to San José to begin rehearsals for the US premiere of Cinderella, the opera she started composing at the age of eight.

Philissa Cramer:

Who should succeed Carmen Fariña as New York City schools chief? Eva Moskowitz, the charter school CEO who runs a small-district-sized network within the city, has some ideas.

Less than a day after news broke that Fariña would step down in early 2018, Moskowitz distributed a list of 14 people she sees as a strong fit to run the nation’s largest school system. They include Malika Anderson, the former leader of Tennessee’s state-run Achievement School District; Denver schools chief Tom Boasberg; and Indianapolis superintendent Lewis Ferebee.

She also gives a nod to Andres Alonso, who worked with Fariña in New York City more than a decade ago before running Baltimore’s schools and was rumored to be on de Blasio’s shortlist four years ago.

“I should note that not all all of the leaders highlighted below are charter school supporters,” Moskowitz wrote in a note accompanying the list, underlining those words. “Mayor de Blasio and I have had profound disagreements about how best to educate our children since I was the City Council’s Education Chair and he was a fellow City Councilman, but we share the deep belief that we need the best possible person leading our schools.”

The list underscores how present Moskowitz aims to be in the city’s education politics, even as she has said she is not currently considering a run for mayor. It also puts Mayor Bill de Blasio in potentially a difficult position: Some of the people on the list have New York City connections or good relationships with people on all sides of education debates, but Moskowitz’s imprimatur could work against them.

David Dayen:

The Beginning of a Backlash

“I think you do enormous good … but your power sometimes scares me,” said Republican Senator John Kennedy of Louisiana in October to the general counsels of Facebook, Google, and Twitter at the first major congressional hearing on Big Tech in years. The topic was Russian interference with the 2016 presidential election, but the testimony illuminated the platforms’ domination of large parts of American life, without any interest in managing that control. Malign actors could so easily penetrate platform defenses because there weren’t any. Facebook has five million advertisers at any one time; it couldn’t possibly vet them if it tried.

Furthermore, tech firms have no incentive to interfere with the source of so much revenue. That’s why ProPublica could list discriminatory rental housing ads excluding races and ethnicities in 2016, and then again in 2017, after Facebook claimed to fix the problem. That’s why Google is purging videos and disabling comments on YouTube’s predatory, sexualized user content aimed at children, but not always removing the predators’ accounts. Allowing the narrowest possible targeting and the maximum possible targets has built the most lucrative ad mechanism in history, and it generates big bucks, even if the bill is paid in rubles.

The hearings were important more for their explanatory power than for the technicalities of election integrity. “The end of the story is not Russia hacking the election, but that gross harm exists,” says Marshall Steinbaum, research director at the Roosevelt Institute. It filled out the picture on these platforms, whose operations we understand as much as the proverbial blind man feeling around an elephant. “We need to make sure that the public fully understands the scope of the problem we face, and how it could be dramatically worse, given the speed at which these companies are growing,” says Lina Khan, legal policy director at the Open Markets Institute.

We don’t know how our data is handled. We don’t know how algorithms nudge us into certain apps or products. We don’t even have a confirmed figure of Amazon Prime memberships (recent estimates range between 52 million and 85 million households). There are nearly 270 million fake and duplicate accounts on Facebook, a number they quietly updated only in November.

Platforms like Google have invested heavily in the academic research establishment. The search giant has funded around 100 public research papers since 2009, with up to $400,000 in seed money for each, according to data from The Wall Street Journal. Most of the research papers failed to disclose Google’s funding; Google even gives notes on the studies before they get published. This academic payola tilts the debate about how these businesses work, and in whose interest.

Rachel Cohen:

Let’s talk a little about “human capital.” What does that mean?

Malcolm Harris: Generally speaking, human capital is the skills, abilities, talents, accomplishments, and resumes that go with you when you work. It refers to the relationship between workers and owners. What some people get wrong is thinking that we own our human capital, and that we can sell it. That’s not true. We don’t own ours, and nobody is legally allowed to own human capital—[i.e. slaves]—anymore.

You say that kids today take fewer risks, and it’s partly a result of parents adopting a “risk elimination” approach to childrearing.

Through various means, we’re forcing or compelling kids to take fewer risks. Children are living increasingly conservative lives, especially compared to the immediately preceding generations. And some people talk about it like millennials are wusses, scaredy-cats, we need our mommies—stuff like that—but that’s all irrelevant because children do not raise themselves or define the world in which they come to be. In other words, we have to look for the sources of that risk-averse behavior with practices elsewhere.

Wenxin Fan and Natasha Khan:

Schoolchildren in a bucolic region in western China famed for steam trains and jasmine flowers thought little of it when police interrupted classes and asked all the boys to spit into small plastic boxes.

They weren’t told why, according to the accounts of several children involved. From kindergartens through high schools, hundreds of male students were ordered to give enough saliva so that a filter paper inside each box turned from pink to white. The change indicated that the sample was sufficient for forensic scientists to extract the boys’ DNA, or unique genetic fingerprint. It would also identify biological traits common to blood relatives of each child.

The police in Qianwei County say their plan worked. They hoped the operation would offer clues to the unsolved murder of two shopkeepers nine years before, and soon they celebrated the murderer’s capture in state media.

An added bonus: The police collected a lot more names they could add to the world’s biggest DNA database, an essential part of China’s high-tech security blanket being unfurled across the country as Beijing seeks to better monitor its 1.4 billion citizens.

Nationwide, police have a goal of almost doubling China’s current DNA trove to 100 million records by 2020, according to a Wall Street Journal examination of documents from police departments across China. To get there, they need to gather almost as many records each year as are in the entire national database the U.S. has built over two decades.

Stephane Kasriel:

I contemplate the future of work on a daily basis in both my professional and personal life. As a father of four children from four to 14 years old, and as a citizen of the world, I care about our future.

As CEO of freelancing website Upwork, I am witnessing firsthand not only the immense changes within our industry, but also the speed at which they are occurring. At the World Economic Forum, where I co-chair the Council on the Future of Work, Gender and Education, we have heated discussions on the future impact of artificial intelligence on work and our responsibilities to help manage the change. We see that as the workforce evolves, we must finally break free from the industrial-era habits of the past to ensure a more productive and equitable future.

Drawing on both on my experiences during 2017, and insightful books I’ve read, here are my four predictions for the future of work:

1. AI and robotics will create more jobs, not mass unemployment — as long as we responsibly guide innovation

Michael J. Petrilli :

Regular readers know that I’m somewhat obsessed with the topic of screen time. Maybe it was my Catholic upbringing, or the years our kids spent in a Waldorf pre-school, but I can’t help feeling a little guilty about letting my boys watch stupid Disney TV shows or play mindless video games when I could be engaging them in healthier pursuits. I stand in awe at my friends who have gone years—years—without allowing their children to watch a drop of television. It’s nothing but board games and arts-and-crafts at their homes. Incredible!

I don’t have that kind of discipline. And, as I’ve argued before, I’m not even sure a mass-media ban is what’s best for children. Everything in moderation, right?

So let me admit that the Petrilli family will be enjoying some screen time this winter vacation. Here are some great things you can watch with your kids that allow everyone to relax and will keep everybody learning to boot.

Lucy Kellaway:

My favourite party of the season — almost my only party — was with my fellow middle-aged teaching novices, who have spent the past four months in assorted London secondary schools. Everyone looked a bit different. Thinner. Tougher. But also, I fancied, a bit younger. Given how tired we all were, this might seem surprising. Possibly, being surrounded by the young (the teachers) and the even younger (the pupils) rubs off on one. More likely, this is proof of what all the studies say: that learning new things later in life is not only the best way of fending off Alzheimer’s, but it also keeps us young.

“It’s been an incredible journey,” one of them said, as he drank his warm prosecco from a plastic cup. Then he gave me a defiant look: he knows how I feel about the “J” word. Starting again as a trainee teacher is lots of things. It is tiring. Exciting. Humiliating. Exhilarating. Rejuvenating. Relentless. It is fabulous to have made it through to the Christmas holiday. But it isn’t a journey.

Alas, no one in my new world appears to agree with me. There seem to be even more spurious journeys in schools than in business — education itself is now supposed to be one. I listened to a maths professor give an otherwise impressive lecture last week which she spoiled by saying it was the job of every maths teacher to take children “on a mathematical journey”.

Chris Stewart:

Here comes a shocker, not everyone is on board.

The Wisconsin Education Association Council have slammed the program because they say it doesn’t “meet the needs of all students,” and “elected officials should provide stable funding for public schools and include educators in developing solutions instead of fragmented approaches that siphon more from public schools to fund private [programs]”

AllLivesMatter (except black gifted lives, of course) and public education funding is not for individual children, but for the people who make a living on the backs of children.

There is such a dishonest foundation to that argument. No program address the “needs of all students,” and families are wise to seek programs that work for the specific needs of their children. And, yes, the government has a compelling reason to fund the development of each child to their potential.

Having traveled to Wisconsin last week and having talked to people on the ground, I can tell you there is zero shame in the white “progressives” there. They would allow black and brown kids to perish before shifting their ideology a single notch to the right. I’ll write more on that soon.

2006 (!) Madison: “They’re all rich, white kids and they’ll do just fine” — NOT! :

Two of the most popular — and most insidious — myths about academically gifted kids is that “they’re all rich, white kids” and that, no matter what they experience in school, “they’ll do just fine.” Even in our own district, however, the hard data do not support those assertions.

When the District analyzed dropout data for the five-year period between 1995 and 1999, they identified four student profiles. Of interest for the present purpose is the group identified as high achieving. Here are the data from the MMSD Research and Evaluation Report from May, 2000:

Rebecca Mead:

One of the most celebrated educational experiments in history was performed by James Mill, the British historian, on his eldest son, John Stuart Mill, who was born outside London in 1806. John began learning Greek when he was three, and read Herodotus and other historians and philosophers before commencing Latin, at the age of seven. By the time he was twelve, he was widely read in history and had studied experimental science, mathematics, philosophy, and economics. James Mill’s pedagogical approach reflected the influence of Jeremy Bentham, the founder of utilitarian philosophy, and was intended to discover whether a child of unexceptional intellectual capacities could, through rigorous exposure, learn material that was typically acquired in adulthood, if at all. The answer, according to the research subject, was yes. “I started, I may fairly say, with a quarter of a century over my contemporaries,” J. S. Mill wrote in his 1873 “Autobiography.”

Mill’s remarkable upbringing is cited by Eva Moskowitz, the founder of the Success Academy Charter School network, in her own autobiography, “The Education of Eva Moskowitz,” which was published in September. The book recounts Moskowitz’s learning curve, from her youth in the Morningside Heights area of Manhattan—where she was brought up by leftist intellectuals and attended public school—to her time on the New York City Council, where she developed a reputation for courting controversy while chairing the Education Committee, to her founding of the Success Academy, the city’s largest charter-school network. She is now the reliable scourge of the public-education establishment in New York City and, outside its borders, a favorite of the national education-reform movement.
Success Academy began in 2006, with a single elementary school in Harlem, and now has forty-six schools, in every borough except Staten Island. The overwhelming majority of the students are black or Latino, and in most of the schools at least two-thirds of them come from poor families. More than fifteen thousand children are enrolled, from kindergarten to twelfth grade. Students hardly follow Mill’s curriculum—there is no Greek or Latin in kindergarten, or even in later grades. But the schools do well by the favored metric of twenty-first-century public education: they get consistently high scores on standardized tests administered by the State of New York. In the most recent available results, ninety-five per cent of Success Academy students achieved proficiency in math, and eighty-four per cent in English Language Arts; citywide, the respective rates were thirty-six and thirty-eight per cent. This spring, Success Academy was awarded the Broad Prize, a quarter-million-dollar grant given to charter-school organizations, particularly those serving low-income student populations, that have delivered consistently high performances on standardized tests. Moskowitz has said that, within a decade, she hopes to be running a hundred schools. This year, a Success high school, on Thirty-third Street, will produce the network’s first graduating class: seventeen students. This pioneering class originated with a cohort of seventy-three first graders.
As a charter school, Success Academy is required to admit children by lottery. But prominent critics, such as Diane Ravitch, the historian and public-education advocate, have alleged that Success Academy essentially weeds out students, by maintaining unreasonably high expectations of behavior and academic achievement. Similarly, critics claim that the program reduces class size by not accepting new students beyond fourth grade, whereas zoned public schools must accept all comers. To Moskowitz’s detractors, Success’s celebration of standardized test-taking—students attend “Slam the Exam” rallies—is a cynical capitulation to a bureaucratic mode of learning. Success Academy has attracted large donations—in the past two years, the hedge-fund manager Julian Robertson has given forty-five million dollars to the group—and Moskowitz’s opponents say that such gifts erode the principle that a quality education should be provided by the government. Last fall, Donald Trump summoned Moskowitz, who is a Democrat, shortly after he was elected President. Although she declined to be considered as his Education Secretary, she was widely criticized for agreeing to the meeting, including by members of her own staff, who noted that Trump’s racist and anti-immigrant rhetoric on the campaign trail had stoked fear in the kind of families served by Success Academy schools.

Madison has long supported non diverse K-12 governance, despite spending nearly $20,000 per student and tolerating disastrous reading results.

Ni Dandan:

Yuan Honglin’s career as one of China’s foremost homeschooling advocates began when his daughter’s kindergarten teacher said 3-year-old Xiaoyi didn’t interact much with the other children, and might need psychological care. Feeling both shocked and skeptical, Yuan decided to take his daughter out of school and teach her himself.

Afraid that being away from her peers would only exacerbate his daughter’s anxiety, Yuan organized free home-based classes that other children could join. Now, 14 years later, the classes have evolved into a small but popular school, and his daughter is an outgoing and confident 18-year-old. “The great educator Confucius proposed that we should teach according to a student’s abilities,” Yuan, who holds a Ph.D. in history, tells Sixth Tone. “But in the official education system in this country, the same teaching method is strictly replicated for all students. As a father, I should strive to offer the most suitable education for my children.”

Reuters:

The major company whose kindergarten in Beijing is under investigation over child abuse allegations, has said it is aware of more complaints by parents at some of its schools elsewhere in China.

The comments from company RYB Education on Wednesday came a day after police said they had detained a teacher suspected of using sewing needles to discipline children, though they added that some other claims of child abuse were unfounded.

The New York-listed company, which describes itself as China’s largest early childhood education service provider, said in a statement after the police report: “RYB is deeply saddened to learn about the latest findings in the follow-up report.”

“The company also understands that there have been additional parent complaints regarding other RYB-branded kindergartens and will continue to cooperate fully with the police and other authorities in this matter.”

Let Grow:

From the Policy Studies Institute work on “children’s independent mobility” in Britain comes this:

1971:

*Approximately half of children’s journeys were made on foot

*80% of 7- and 8-year-old children got to school unaccompanied by an adult

.

1990:

• 30% of children under ten years old are allowed to travel
alone to places (other than school) within walking distance

• 9% of 7- and 8-year-old children got to school
unaccompanied by an adult, whilst levels of car ownership and use were fairly similar

Why don’t we see this for what it is? A heist! We have STOLEN children’s freedom! They are transported from locked space to locked space like prisoners. And we are expected to be their jailers.

David Dagan:

Sitting in a classroom one day in September, a police officer studied a passage from James Baldwin’s 1966 essay on policing in Harlem, “A Report from Occupied Territory,” and read a few lines out loud: “Some school children overturned a fruit stand in Harlem. This would have been a mere childish prank if the children had been white … but these children were black, and the police chased them and beat them.”

An instructor, standing in the back of the room, pressed the cop for his reaction: “Tell me, does that give you any basis for our understanding of any modern circumstance?”

It was humanities hour at the city police department’s in-service training facility, and Detective Ed Gillespie was presiding, a gun on his hip and literature on his lips. Officer training is front and center in the national conversation about police reform, with advocates and progressive police departments alike promoting lessons on de-escalation, implicit bias, and the like. Gillespie thinks cops need something else, too: the humanities. In his classes, he teaches them Plato, Steinbeck, Dostoevsky, and Baldwin.

Salim Furth:

Old Town Road traces a choppy, swerving path that marks the southern edge of Trumbull, Connecticut. It is shaded by maples and oaks that frame the sensible New England homes of an affluent suburb. Across the double yellow lines of Old Town Road are similar homes in the city of Bridgeport, one of the poorest places in Connecticut.

Last July, Trumbull’s Planning and Zoning Commission approved a zoning change to allow a 202-unit apartment complex to replace a vacant office building a few blocks away from Old Town Road. Key to getting approval was that the apartment building was designed with only one- and two-bedroom units; the developer estimates that only 16 school-age children will live among the 202 new units.1 For Trumbull’s residents, eager to maintain their school district’s third-in-the-state ranking,2 a larger influx of potentially poor students might have been a deal-breaker.

According to Zillow’s estimate, the three-bedroom house at 1230 Old Town Road could sell for $287,000. Across the street in Bridgeport, a very similar home at 1257 Old Town Road is worth only $214,000. The Zillow interface helpfully informs the prospective buyer that any children living at 1230 Old Town Road have the right to attend Frenchtown Elementary School, rated 9 out of 10 by GreatSchools. Children on the south side of the street attend the Cross School, which rates a 2,3 and is part of the worst municipal school district in the state, according to the state’s own ranking.4

Madison’s non diverse K-12 governance model rejected the proposed indepedent Madison Preparatory IB Charter School. This, despite spending more than most (now nearly $20,000 per studentf) and tolerating long term, disastrous reading results.

Madison recently expanded its least diverse schools.

Nick Bilton:

Many people imagine 19th-century antebellum America as a frontier fantasia: men with handlebar mustaches sitting in dusty saloons, kicking back moonshine whiskey, as a piano player picks out tunes in the background. In reality, though, life was a little more sordid: Americans spent their time after work in fully legal heroin dens; in 1885, opium and cocaine were even given to children to help with teething. “Cocaine Toothache Drops,” which were marketed as presenting an “instantaneous cure” were sold for 15 cents a box. Today, in the midst of our opioid crisis, we hear about this past and wonder unequivocally, what the hell were they thinking?

I often wonder the same thing when I think about social media and its current domination of our society. Will a future generation look back in 10, 20, or maybe 100 years from now and wonder, mystifyingly, why a generation of humans believed in these platforms despite mounting evidence that they were tearing society apart—being used as terrorist recruitment tools, facilitating bullying, driving up anxiety, and undermining our elections—despite the obvious benefits and facilitations they provide? Indeed, some of the people who gave us these platforms are already beginning to wonder if this is the case. Last month, I wrote a piece detailing how some early Facebook employees now feel about the monster they have created. As one early Facebook employee told me, “I lay awake at night thinking about all the things we built in the early days and what we could have done to avoid the product being used this way.”

After the piece published, I expected to receive angry e-mails and text messages from current or former Facebook, Twitter, and Instagram employees. Instead, my inbox was flooded with former (and even current!) employees of these social networks, who confided that they felt the same way. Some even mentioned they had abandoned the platforms themselves. The people who reached out ranged in pay grade from engineers to C-suite executives. Some venture capitalists who once funded the companies, or their competitors, have told me that they no longer use them—or do so sparingly. After witnessing Trump’s use of social networks, Mark Suster of Upfront Ventures wrote last month that he had deleted Facebook and Twitter from his phone. “This has really had a massive improvement on every day of my life in ways I can’t describe unless you try it yourself,” he wrote. This squares with the countless journalists who have told me they have deleted their accounts, removed the apps from their phone, or simply walked away from the world of social media.

Graham Cluley:

German parents are being told to destroy smartwatches they have bought for their children after the country’s telecoms regulator put a blanket ban in place to prevent sale of the devices, amid growing privacy concerns.
Jochen Homann, president of the Federal Network Agency, told BBC News that the so-called smartwatches, typically aimed at children between the ages of five and 12 years old, are classified as spying devices:

Melia Robinson:

Max Ventilla, a Google executive who left the search giant to launch AltSchool in 2013, wooed parents with his vision to bring traditional models of elementary education into the digital age.

AltSchool has raised $175 million from Mark Zuckerberg, Peter Thiel’s Founders Fund, and others, and the startup is closing a Series C round of funding. But now some parents are bailing out of the school because they say AltSchool put its ambitions as a tech company above its responsibility to teach their children.

The startup, which launched in 2013, develops educational software and runs a network of small schools with four locations, in California and New York; two others closed their doors in the past year, and three more will close in the spring of 2018. These schools serve as testing grounds for an in-house team of technologists to work on tools for the modern classroom.

Since August, 12 parents spoke with Business Insider on the condition of anonymity, some because they worried that speaking out against AltSchool could hurt their children’s chances of being enrolled elsewhere. Six parents have withdrawn their children from AltSchool in the past year, and two others said they planned to do so as soon as they found a transfer spot at a different school. AltSchool enrolls between 30 and 100 students at each campus.

Meg Jay:

Does early hardship in life keep children from becoming successful adults? It’s an urgent question for parents and educators, who worry that children growing up in difficult circumstances will fail to reach their full potential, or worse, sink into despair and dysfunction.

Social scientists have shown that these risks are real, but they also have found a surprising pattern among those whose early lives included tough times: Many draw strength from hardship and see their struggle against it as one of the keys to their later success. A wide range of studies over the past few decades has shed light on how such people overcome life’s adversities—and how we might all cultivate resilience as well.

In 1962, the psychologist Victor Goertzel and his wife, Mildred, published a book called “Cradles of Eminence: A Provocative Study of the Childhoods of Over 400 Famous Twentieth-Century Men and Women.” They selected individuals who had had at least two biographies written about them and who had made a positive contribution to society. Their subjects ranged from Louis Armstrong, Frida Kahlo and Marie Curie to Eleanor Roosevelt, Henry Ford and John D. Rockefeller.

Bonnie Grossen:

Project Follow Through (FT) remains today the world’s largest educational experiment. It began in 1967 as part of President Johnson’s ambitious War on Poverty and continued until the summer of 1995, having cost about a billion dollars. Over the first 10 years more than 22 sponsors worked with over 180 sites at a cost of over $500 million in a massive effort to find ways to break the cycle of poverty through improved education.

The noble intent of the fledgling Department of Education (DOE) and the Office of Economic Opportunity was to break the cycle of poverty through better education. Poor academic performance was known to correlate directly with poverty. Poor education then led to less economic opportunity for those children when they became adults, thus ensuring poverty for the next generation. FT planned to evaluatewhether the poorest schools in America, both economically and academically impoverished, could be brought up to a level comparable with mainstream America. The actual achievement of the children would be used to determine success.

The architects of various theories and approaches who believed their methods could alleviate the detrimental educational effects of poverty were invited to submit applications to become sponsors of their models. Once the slate of models was selected, parent groups of the targeted schools serving children of poverty could select from among these sponsors one that their school would commit to work with over a period of several years.

The DOE-approved models were developed by academics in education with the exception of one, the Direct Instruction model, which had been developed by an expert Illinois preschool teacher with no formal training in educational methods.The models developed by the academics were similar in many ways. These similarities were particularly apparent when juxtaposed with the model developed by the expert preschool teacher from Illinois. The models developed by the academics consisted largely of general statements of democratic ideals and the philosophiesof famous figures, such as John Dewey and Jean Piaget. The expert preschool teacher’s model was a set of lesson plans that he had designed in orderto share his expertise with other teachers.

The preschool teacher, Zig Engelmann, had begun developing his model in 1963 as he taught his non-identical twinboys at home, while he was still working for an advertising agency. From the time the boys had learned to count at age 3 until a year later, Zig had taught them multi-digit multiplication, addition of fractions with like and unlike denominators, and basic algebraic concepts using only 20 minutes a day.

Many parents may have dismissed such an accomplishment as the result of having brilliant children. Zig thought differently; he thought he might be able to accomplish the same results with any child, especially children of poverty. He thought that children of poverty did not learn any differently than his very young boys, whose cognitive growth he had accelerated by providing them with carefully engineered instruction, rather than waiting for them to learn through random experience.

Madison has long tolerated disastrous reading results, despite spending more than most, now nearly $20,000 per student.

Paul Taylor:

Most of you will have taken part in the Marshmallow Challenge or a variant of it. It’s the team exercise where you get a load of spaghetti, some tape, a marshmallow, a piece of string, and 18 minutes to build the tallest freestanding structure.

Peter Skillman, who devised it, found something fascinating when he tested it on multiple participants.

Children out performed most groups – including business school students and CEOs.

When Vicky Green repeated this experiment in Bromford Lab a couple of years ago – the team that did worst were…..our Project Managers.

Alan Borsuk:

Private schools, most of them religious, using vouchers. The total for voucher students this year (28,702) is up a few hundred from a year ago and is edging toward a quarter of all the Milwaukee kids who receive a publicly-funded education. What a huge change from a generation ago, when the number was zero.

Charter schools. In total, just over 15,000 students are in charters not run as part of conventional school systems. That’s 13% of all the publicly-funded kids. That percentage has stayed about the same in recent years and charter growth has slowed.

Open enrollment into suburban public schools. Wisconsin allows parents to enroll their children in schools in districts other than the one they live in. This year, about 5,600 Milwaukee kids (a bit under 5% of the city’s school kids) are going to public schools in other districts. But open enrollment has fallen since it hit 6,900 four years ago, in large part because suburban districts have made fewer seats available. Probably another reason MPS enrollment has stabilized.

One City Early Learning Centers:

A high quality preschool education, from birth to age 5, should be available and accessible to every child in the United States of America. Please join us on Tuesday, October 31, 2017 from 11:30am to 1:00pm for lunch and an important presentation and dialogue.

We would like to get your input and feedback about two significant steps One City is taking to make high quality preschool available and accessible all children. First, we are planning a major community fundraising event for 2018 that we hope to draw 7,000 to 8,000 people to attend. One City will be the host and organizer, but we plan to dedicate funds generated from the event to support tuition scholarships and teacher training at other high quality preschools so that more children have access, and more children are better prepared for school success.

Register to Attend

Sheelah:

When David Stinson finished high school, in Grand Rapids, Michigan, in 1977, the first thing he did was get a job building houses. After a few years, though, the business slowed. Stinson was then twenty-four, with two children to support. He needed something stable. As he explained over lunch recently, that meant finding a job at one of the two companies in the area that offered secure, blue-collar work. “Either I’ll be working at General Motors or I’ll be working at Steelcase by the end of the year,” he vowed in 1984. A few months later, he got a job at Steelcase, the world’s largest manufacturer of office furniture, and he’s been working at its Grand Rapids metal plant ever since.
Stinson is now fifty-eight. He has a full, reddish face, a thick head of silver hair, and a majestic midsection. His navy polo shirt displays his job title—“Zone Leader”—and, like everyone else in the plant, he always has a pair of protective earplugs on a neon string draped around his neck. His glasses have plastic shields on the sides that give him the air of a cranky scientist.
“I don’t regret coming here,” Stinson said. We were sitting in the plant’s cafeteria, and Stinson was unwrapping an Italian sub, supplied by a deli that every Thursday offers plant workers sandwiches for four dollars instead of eight. “There’s been times I’ve thought about leaving, but it’s just getting to be a much more comfortable atmosphere around here. The technology is really helping that kind of thing, too. Instead of taking responsibility away from you, it’s a big aid. It’s definitely the wave of the future here.”

One City Early Learning, via a kind Kaleem Caire email:

A high quality preschool education, from birth to age 5, should be available and accessible to every child in the United States of America. Please join us on Tuesday, October 31, 2017 from 11:30am to 1:00pm for lunch and an important presentation and dialogue.

We would like to get your input and feedback about two significant steps One City is taking to make high quality preschool available and accessible all children. First, we are planning a major community fundraising event for 2018 that we hope to draw 7,000 to 8,000 people to attend. One City will be the host and organizer, but we plan to dedicate funds generated from the event to support tuition scholarships and teacher training at other high quality preschools so that more children have access, and more children are better prepared for school success.

Second, we will also talk with you about our plans to establish a public charter school that would provide economically disadvantaged families greater access to high quality preschool, and potentially create a pathway to educational success for children beyond kindergarten.

These two initiatives will be central to our efforts to initiate an effective and impactful preschool movement in Dane County. It’s one that we hope will positively impact children all across Wisconsin in the future, as well. We truly hope that you will join us.

Madison has long tolerated a non diverse K-12 governance structure, despite long term disastrous reading results.

Madison spends nearly $20,000 per student.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter school.

Ben Dempsey:

Massachusetts education officials have been investigating a growing number of educators for alleged misconduct — including sexual assaults, substance abuse, and criminal activities — which has resulted in the reprimand, suspension, or revocation of 371 licenses over the past five years, according to a state report released this week.

Nearly one-third of the 774 investigations launched by the Department of Elementary and Secondary Education since 2012 involved educators who potentially crossed boundaries with children or adults in areas including sex, pornography, or touching.

Robert Shrimsley:

Like middle-aged men through the ages, I have long worried about the character of the country’s youth while privately hoping my own spawn would be the exception. Sadly, events at home have now provided incontrovertible proof that this generation is veering badly off track.

Our saga began last Thursday, when the girl underwent an unpleasant tooth operation in which two molars that had failed to grow through were removed under general anaesthetic, in a procedure that involved cutting into the gums. All went well and she returned home later that day in good spirits, enjoying the attention and the copious amounts of ice cream we had bought while under the mistaken impression that this was the same as having your tonsils out.

I had taken the next day off work to look after her as the painkillers wore off and the side effects of the anaesthetic kicked in. So it was with some surprise — and indeed irritation — that I learnt she intended to go into school the next day. I know that a loving parent should have welcomed this speedy recovery. But as a concerned father I was, well, concerned. Clearly this was a sign of delirium. This was the drugs talking. Surely no child of mine would turn up her nose at the chance to miss school — on a Friday too? This is not a big exam year, so there seemed no justification for this display of diligence. But she was adamant: “I’ve already missed one day. I don’t want to have to catch up on two days’ work.”

Now, the girl has many virtues but a fanatical commitment to schoolwork has never been one of them. She will do what is expected, but keen is not a look she cultivates. She is also — how can I put this? — not one of those kids who is unknown to the school nurse. So her insistence was a surprise and, if I’m honest, a bit of a disappointment. I had always believed we had raised the spawn with strong principles and yet here she was, spurning a legitimate sick day. Where, I had to ask myself, did we go wrong?

The next morning, still only half-awake, I heard her leaving for school, abandoning me to a day of nursing duties bereft of a patient. I could, I suppose, have scrapped the day’s leave and headed into the office but the lure of a long weekend was too seductive and, anyway, I didn’t want to risk a reaction to the anaesthetic.

But the more I reflected on her action, the more it bothered me. The boy, in his A-level year, is working flat out but she, at 14, has only just reached what one might call the business end of her education. Her school, while good, is certainly no hothouse, and yet missing just two days is seen as falling impossibly far behind. Something has gone wrong when young teenagers dare not take a day to recuperate after an operation.

Increasingly, it feels that the pressure never lets up. From 14 on, they face GCSEs and then it’s straight into the lower sixth, where end-of-year exams determine university predictions and, finally, A-levels. We hear a lot of talk about entitled millennials — but all I can see in my children and their friends is the terror of the world into which they are moving, and the sense of being on a hamster wheel that never slows. They face job insecurity even if they are smart enough to know which of their possible chosen professions might still offer a viable career path in 10 years’ time. They feel an intensity of competition that I certainly never felt, hailing from a cohort in which fewer than 10 per cent went on to university.

Lauren Migaki::

The schools in Puerto Rico are facing massive challenges.

All the public schools are without electricity, and more than half don’t have water. More than 100 are still functioning as shelters.

But Puerto Rico’s secretary of education, Julia Keleher, tells us that the schools that are open are serving as connection points for communities. They’ve become a place where children and their families can eat a hot meal and get some emotional support, too.

On Wednesday, we reported on two schools that have reopened — one public and one private.

Chris Rickert::

It seemed appropriate to look at the Madison School District first, given that on Tuesday, two Madison School Board members, Anna Moffit and Nicki Vander Meulen, took to Facebook in support of Johnson’s Fitchburg grievance.

Invoking Martin Luther King Jr.’s observation that “history will have to record that the greatest tragedy of this period of social transition was not the strident clamor of the bad people, but the appalling silence of the good people,” Vander Meulen declared: “I’m done being silent.”

“I do not believe that this budget reflects the values and priorities for the community of Fitchburg and hope that it will be changed to make sure that the children come first, not last,” Moffit said. Although she told me she “would support Fitchburg establishing a consistent process for funding and evaluating non-profit partnerships.” That’s a good idea but one Johnson rejected last year.

It’s ironic to see two people who sit on the board of a school district that has consistently failed to close the minority achievement gap — and who seem in no hurry to implement any major changes that might — lecturing anyone to spend more money on services for minority youth.

It also didn’t take me more than a few minutes to find expenditures in the district’s preliminary 2017-18 operating budget that seem far less important than feeding and supervising kids at a neighborhood center located just on Fitchburg’s side of its border with Madison — which is what the Boys & Girls Club had been using the $50,000 in noncompetitive Fitchburg grant money to pay for.

For one, the district’s $390 million budget sets aside about $764,000 for employee travel, a 10 percent increase from last year.

There’s also $120,000 in one-time funds budgeted this year for upgrades to the human resources outer office at the Doyle Administration Building. Other spending from the same account includes projects that are arguably much more kid-focused — $100,000 for “all-gender restroom and locker room needs,” for example.

We have long spent far more than most government funded school districts (now nearly $20,000 per student), yet we’ve long tolerated disastrous reading results. Yet, Madison’s non diverse governance model continues unabated, aborting the proposed Madison Preparatory IB Charter school and more recently a quasi Montessori charter proposal.

Emma Thelwell

Almost two-thirds of schoolchildren would not mind if social media had never been invented, research suggests.

A survey of almost 5,000 students, mainly aged between 14 and 16, found a growing backlash against social media – with even more pupils (71%) admitting to taking digital detoxes to escape it.
Benenden, an independent girls boarding school in Kent, told BBC News that its pupils set up a three-day “phone-fast”.
Some girls found fears of being offline were replaced by feelings of relief.
Sixth former Isobel Webster, 17, said: “There’s a feeling that you have to go on Instagram, or whatever [site], to see what everyone’s doing – sometimes everyone’s talking about something and you feel like you have to look at it too”.

Meghan McArdle:

Every year, investment firm T. Rowe Price does an annual survey called “Parents, Kids and Money.” This year, the report offered some disturbing news: Parents of all boys were more likely to be saving for college than parents of all girls. This kind of antediluvian attitude is alarming in this day and age, and Forbes properly highlighted it. But buried in that survey I found other alarming factoids: More families have college savings than retirement savings, and over two-thirds of families said they prioritized saving for college over retirement.

If this describes you, it’s time to rethink your priorities. Saving for retirement is a necessity. Saving for college is something optional that you do after you make sure you’ll have food and shelter in your old age.

It seems obligatory to mention that I do not have children. Some readers who do have children will tell me that I just don’t understand, as parents do, that their kids come first — that having brought this life into the world, they are responsible for giving it the best possible start. (Or at least a start commensurate with those of your peers’ children. Keeping up with the Joneses is expensive.)

Star Tribune:

Alternatives to traditional public schools — namely open enrollment and charter programs — have taken hold in Minnesota in a big way. They’re so popular that nearly 1 in 6 of the state’s 850,000-plus school-age children opt out of their neighborhood schools.

According to a recent Star Tribune series and data analysis called “Students in Flight,” 132,000 Minnesota kids left their home school or district last year to attend either a charter or a different school program. The exodus occurred, for the most part, because parents and students were not getting what they wanted from their attendance-area public schools, and charters and open enrollment gave them the opportunity to go elsewhere.

Those choices also create challenges for the schools and districts left behind.

State education funding follows individual students, so there are financial winners and losers. Districts such as St. Paul and Minneapolis that have lost thousands of kids to charters, for example, are both dealing with multimillion-dollar deficits, in part due to declining enrollment. As the Star Tribune analysis shows, open enrollment and charters have proved especially popular with students of color. While white students represent 60 percent of all students who use open enrollment, a higher share of nonwhite students make the choice to leave.

Locally, Madison continues its none diverse K-12 world.

We have long spent far more than most government funded school districts (now nearly $20,000 per student), yet we’ve long tolerated disastrous reading results. Yet, Madison’s non diverse governance model continues unabated, aborting the proposed Madison Preparatory IB Charter school and more recently a quasi Montessori charter proposal.

Sarabeth Berman:

The village had such a large, congested school because, in surrounding villages, the schools had been closed. For two decades, the number of children in the countryside had been dropping because of the one-child policy and urban migration, so the government had shuttered empty schools and created overstuffed campuses like the one at Shao Jie. Kids travelled a long way, and lived at home only on the weekends.

Throughout China, the scene on a Friday afternoon is much the same: country roads are speckled with small children walking home, usually met by aunts or grandparents since their parents have left the countryside in search of work. For most of the children in the courtyard that evening, Shao Jie would be the only school they had ever attended and would ever know. Some doubtless succumbed to financial pressures and went to work before ninth grade. Those who remained face another obstacle: the zhongkao, a high-stakes test that determines if you are part of the lucky group that continues on to what the U.S. would call high school (the Chinese word for it translates as “upper-middle school”). Growing up in rural China, a child has just a 5% chance of going to college.

There is, of course, another side of China’s education system. The most celebrated, privileged and cutting-edge schools are in Beijing, Shanghai and other booming coastal cities. A few months after my visit to Shao Jie, Shanghai schools stunned the world in 2010 when they topped the charts on a global exam known as PISA, the Program for International Student Assessment. PISA rankings compare the performance of 15-year-olds in 65 countries in math, reading and science. In the United States, the news of Shanghai’s success was reported with a tone of anxiety – the sense that a rising generation of Chinese youth would be better equipped than their American counterparts to navigate the shoals of the global economy. In a speech about education, President Obama called the rising performance of students in other countries “our generation’s Sputnik moment.” To Americans, Shanghai suddenly sounded forbiddingly impressive: every news story seemed accompanied by a photo of diligent students, seated in neat rows, wearing crisp uniforms. Occasionally, when I returned to the US, and told people that I worked on improving education in China, they asked why I was helping America’s rival “beat us.”

Locally, Madison has Long tolerated disastrous reading results, despite spending nearly $20,000 per student.

Sally Adee:

We’re getting stupider – and our ageing population may be to blame. Since around 1975, average IQ scores seem to have been falling. Some have attributed this to the evolutionary effect of smarter women tending to have fewer children. But new evidence suggests population-wide intelligence could in fact be sinking because people now live longer, and certain types of intelligence falter with advanced age.

For about a century, average IQ scores in wealthy nations rose in a steady and predictable way – by about three points a decade. This is thought to be thanks to improvements in social conditions like public health, nutrition and education. Since this trend – called the Flynn effect – was first noticed in the 1940s, it has been seen in many countries, from the Netherlands to Japan.

But by 2004, researchers had begun to notice what appears to be a reversal in this trend, with average IQ scores going into decline. “The drop is around 7 to 10 IQ points per century,” says Michael Woodley of the Free University of Brussels in Belgium.

T. William Fair:

Once upon a time it may have been unheard of for the head of an urban league dedicated to the improvement of lives for African-American children to partner with a Republican to work on school reform. As part of one of his education reform efforts, Florida governor Jeb Bush convinced me to help him go around that state in an attempt to get school choice legislation passed. I leapt at the opportunity because I was desperately concerned about the lack of quality educational options for children in Liberty City, a neighborhood of the city of Miami where a branch of the urban league is headquartered.

But that one achievement 30 plus years ago created a path that has changed lives for the children not only for Liberty City but children across the state. That is why I am compelled to speak up with deep concern and opposition to the statements of late by the NAACP, whose leadership has begun to ignore the reality of communities like mine, and indeed the conditions of African American students all over the country.

Madison has long spent far more than most government funded school districts (now nearly $20,000 per student), yet we’ve long tolerated disastrous reading results.

Yet, Madison’s non diverse governance model continues unabated, aborting the proposed Madison Preparatory IB Charter school and more recently a quasi Montessori charter proposal.

Andrew O’Hehir:

Moskowitz is a powerful and unrepentant example of the oft-derided species “neoliberal,” signifying a belief in market-driven solutions, public-private partnerships and some degree of government downsizing and deregulation. (Most of her New York political battles have involved attempts to limit or shackle the immensely powerful teachers’ unions.) A longtime ally of former New York mayor Michael Bloomberg and supporter of Hillary Clinton — but also one who has praised President Donald Trump for his support of charter schools — Moskowitz is arguably one of the last and best of the uncloseted neoliberals. Whether or not you agree with her educational philosophy and her tactics, the case she makes is clear and strong.

No parent, as Moskowitz said in our conversation, can base their decisions on long-term questions of educational policy. They want the best possible education for their kids in the best possible schools, and Moskowitz believes she has cracked the code for doing that in some of New York’s most underprivileged neighborhoods. As I can testify (as the dad of two middle-school kids), any parent who hears Moskowitz talk about the central role poetry plays in the curriculum of Success Academy is likely to swoon a little. She insists that all children need recess every day, no matter how cold or hot it is outside or how the school day is going. She believes in art and drama and music, not as optional activities but regular classes. Her schools are rigorous but do not teach toward standardized tests, she says; her students are challenged but never abused. (To be clear, some of these claims would be contested by Moskowitz’s critics.)

Walter Williams:

That the problems of today’s black Americans are a result of a legacy of slavery, racial discrimination, and poverty has achieved an axiomatic status, thought to be self-evident and beyond question.

This is what academics and the civil rights establishment have taught. But as with so much of what’s claimed by leftists, there is little evidence to support it.

The No. 1 problem among blacks is the effects stemming from a very weak family structure.

Children from fatherless homes are likelier to drop out of high school, die by suicide, have behavioral disorders, join gangs, commit crimes, and end up in prison. They are also likelier to live in poverty-stricken households.

But is the weak black family a legacy of slavery?

In 1960, just 22 percent of black children were raised in single-parent families. Fifty years later, more than 70 percent of black children were raised in single-parent families.

Here’s my question: Was the increase in single-parent black families after 1960 a legacy of slavery, or might it be a legacy of the welfare state ushered in by the War on Poverty?

According to the 1938 Encyclopaedia of the Social Sciences, that year 11 percent of black children were born to unwed mothers. Today about 75 percent of black children are born to unwed mothers.

Is that supposed to be a delayed response to the legacy of slavery?

The bottom line is that the black family was stronger the first 100 years after slavery than during what will be the second 100 years.

Inga Kiderra:

An international team of researchers reports that when children are praised for being smart not only are they quicker to give up in the face of obstacles they are also more likely to be dishonest and cheat. Kids as young as age 3 appear to behave differently when told “You are so smart” vs “You did very well this time.”

The study, published in Psychological Science, is co-authored by Gail Heyman of the University of California San Diego, Kang Lee of the University of Toronto, and Lulu Chen and Li Zhao of Hangzhou Normal University in China.

The research builds on well-known work by Stanford’s Carol Dweck, author of “Mindset,” who has shown that praising a child’s innate ability instead of the child’s effort or a specific behavior has the unintended consequence of reducing their motivation to learn and their ability to deal with setbacks.

The present study shows there’s also a moral dimension to different kinds of praise and that it affects children at younger ages than previously known. Even the kindergarten and preschool set seem to be sensitive to subtle differences in praise.

“It’s common and natural to tell children how smart they are,” said co-author Gail Heyman, a development psychologist at UC San Diego. “Even when parents and educators know that it harms kids’ achievement motivation, it’s still easy to do. What our study shows is that the harm can go beyond motivation and extend to the moral domain. It makes a child more willing to cheat in order to do well.”

We hope that our commitments set forth here will inspire you to make a similar commitment to do the job you were each elected to do. We look forward to seeing you commit to a focus on ensuring that ALL Nashville children have the ability to attend great public schools. We look forward to the day when a public school family knows that they can make the best choice for their children without receiving the worst treatment from our elected officials.

Thank you.

1,012 Proud Nashville Public Charter School Parents

Locally, a majority of the Madison School rejected the proposed Preparatory Academy IB Charter School and more recently a non independent Montessori Proposal.

Despite spending nearly $20k per student annually, Madison has long tolerated disastrous reading results.

Marc Sternberg:

On Thursday, a million New York City children will return to school. Educators have long been concerned about a “summer slide” — the learning loss that often occurs when students are out of school for two months. It’s a serious problem. But it’s not just students who can slide backward during these months. Facing political and budgetary pressures, an entire school system can slide without strong leadership. That’s now happening in New York.

In July, two weeks after the State Legislature reauthorized mayoral control of the public school system, Mayor Bill de Blasio’s administration quietly announced a policy reversal: In the coming year, schools will once again be forced to hire teachers that no other school has wanted to hire. As a former principal of a high school in the Bronx, I find it hard to imagine receiving worse news.

The new policy concerns the approximately 800 teachers in the city’s Absent Teacher Reserve pool, a remnant of a teacher-placement system based on seniority, not what’s best for schools or children. These are teachers who, for whatever reason, have not gotten a job in any of the city’s 1,700 schools, sometimes for many years. The city is in this position because the union contract makes dismissing teachers a virtual impossibility. A result is that taxpayers spend more than $150 million a year to pay them not to teach. Given the alternative, though, it’s money well spent.

Kristin Hoppa

Burnett said this is the first time a baby has been relinquished at a Waco fire station in his tenure. He said other firefighters could not remember another infant left at a Waco fire station. But the firefighters’ focus was on the health and well-being of the child and mother.

‘One of our youngest’
“We talked with her and made sure that she didn’t need medical attention either, but she said she was fine,” Burnett said. “In our job, it is our mission to take care of the oldest citizen down to the youngest, so we knew we would definitely be taking care of one of our youngest that night.”

Waco Fire Chief Bobby Tatum said the woman told firefighters that she did not know she was pregnant before the child’s birth. She said she had other children at home and brought a diaper bag with supplies for the baby, but she believed she could not properly care for the infant.

“I’ve been told this is the first child who has been taken to a fire station under the Baby Moses law (in Waco),” Tatum said. “The mom left minimal information, but we are very grateful that she left the baby at a safe place, because you always hear about situations about a baby being left in a Dumpster or in a dangerous situation.”

When the woman left the fire station, police and emergency medical professionals were called to retrieve the child. The baby was taken to Baylor Scott & White Medical Center for medical evaluation.

The law
Texas became the first state to enact safe haven laws in 1999, allowing a parent to bring an infant 60 days old or younger to a designated safe place, including a hospital, freestanding emergency medical care facility, fire station, or emergency medical services station. Officials will take temporary custody of the child and the parent’s identity will remain confidential, Texas Department of Family and Protective Services spokesman Patrick Crimmins said.

Shannon Gilchrist

Fake addresses, leased apartments that go unused, long-distance commutes to drop kids off at school bus stops: Some parents go to great lengths to enroll their children in a desirable school district, or to keep them there once they have to move away.

Often, those are the same school districts that work hard to root out people they suspect of being outsiders.

In April, lots of Bexley residents chimed in over social media when an outraged mother posted that the Bexley school district hired a private investigator to tail her for months to see if she and her young son actually live at her mother’s house. She said she works multiple jobs and isn’t at home much.

In the Facebook post that has since been removed, she said her son had been kicked out of school with only five weeks left in the year, and that she was talking to a lawyer. Some commenters were appalled that the school would be so unwelcoming to kick out any child; some called the investigation process “creepy”; but others were dubious about her claim that she lives there and said the district had the right to do it.

Sally Weale:

Lawyers acting for families who claim their children have been illegally excluded from St Olave’s grammar school are considering launching proceedings against a number of other London schools after being contacted by parents.

The news comes as a former St Olave’s governor complained about a lack of transparency in the governance of the school and called on the headteacher and current governing body to “right the wrong” being done to pupils.

The row at St Olave’s, in the London borough of Bromley, over sixth formers being kicked out halfway through their course has prompted a number of inquiries from families who say they are facing similar situations in other selective and non-selective London schools.

Arian Campo-Flores:

For years, Misti Boackle had watched several cities break away from the Jefferson County school district that includes this Birmingham suburb, each forming what she considers superior school systems. So in 2012, she joined other residents to do the same for Gardendale.

“I felt it was the best thing for our family and our community,” said Ms. Boackle, a white mother of three children, two of whom attend Gardendale High School.

This spring, after years of battles, a court granted Gardendale a roadmap to having its own schools, though legal appeals have delayed it. Like many of the other area municipalities that have created separate school districts, Gardendale is a mostly white city while the county district is predominantly black.

The effort is one of a growing number of attempted school-district secessions—in states including California, Georgia and Wisconsin—highlighting deep divisions nationwide over race, class, and the role of desegregation orders six decades after the U.S. Supreme Court’s Brown v. Board of Education ruling. That decision declared racially separated schools unconstitutional.

Supporters of the moves say they are a way for communities to exert control over education policy and retain property-tax revenue for local benefit. Opponents say the separations can resegregate schools and exacerbate income disparities by breaking off wealthier, whiter areas.

Ram Cherry, John Friedman, Emmanuel Sara, Nicholas Turner and Danny Yagan:

We characterize intergenerational income mobility at each college in the United States using data for over 30 million college students from 1999-2013. We document four results. First, access to colleges varies greatly by parent income. For example, children whose parents are in the top 1% of the income distribution are 77 times more likely to attend an Ivy League college than those whose parents are in the bottom income quintile. Second, children from low-and high-income families have similar earnings outcomes conditional on the college they attend, indicating that low-income students are not mismatched at selective colleges. Third, rates of upward mobility – the fraction of students who come from families in the bottom income quintile and reach the top quintile – differ substantially across colleges because low-income access varies significantly across colleges with similar earnings outcomes. Rates of bottom-to-top quintile mobility are highest at certain mid-tier public universities, such as the City University of New York and California State colleges. Rates of upper-tail (bottom quintile to top 1%) mobility are highest at elite colleges, such as Ivy League universities. Fourth, the fraction of students from low-income families did not change substantially between 2000-2011 at elite private colleges, but fell sharply at colleges with the highest rates of bottom-to-top-quintile mobility. Although our descriptive analysis does not identify colleges’ causal effects on students’ outcomes, the publicly available statistics constructed here highlight colleges that deserve further study as potential engines of upward mobility.

Chris Rickert:

I’m guessing there are a lot of parents of black students in Madison who would be happy to have greater access to a Madison public school that works well for their children, rather than wait for the “best” to maybe come along some day.

Instead, while Madison has made closing the racial achievement gap a priority for decades, enthusiasm has waned in recent years for alternatives to Madison’s traditional — and for black children, failing — approach to education.

Notes and links on the Montessori charter proposal.

A majority of the Madison School Board rejected the proposed Preparatory Academy IB Charter School.

Madison spends more than most, now nearly $20,000 per student, while tolerating long term, disastrous reading results.

Bill Knight and Mark Lambie:

He is, quite simply, the tiniest of warriors.

Santos Escobar, a beautiful and engaging little boy who has yet to even reach his second birthday, recently underwent surgery at El Paso Children’s Hospital — a surgery to a skull that was fused, a skull that would not grow as the brain grew on the inside.

It is a one-in-a-million case, the doctor said. One requiring a four-hour surgery that was the first of its kind in El Paso.

Santos was born with pansynostosis, a rare condition in which the bones in his skull had fused together, keeping it from expanding to accommodate his growing brain.

The condition left Santos without the ability to walk or really even talk. And, without this surgery and a smaller procedure in April, he would never have danced, never have had that life to enjoy.

The prognosis for the beautiful little boy was simple and grim without the surgery.

Jonathan Taplin

The effects of the darker side of tech culture reach well beyond the Valley. It starts with an unwillingness to control fake news and pervasive sexism that no doubt contributes to the gender pay gap. But it will soon involve the heart of Google’s business: surveillance capitalism. The trope that “if you are not paying for it, you aren’t the customer — you’re the product” has been around for a while. But now the European Union has passed the General Data Protection Regulation, which will go into effect next May. This regulation aims to give people more control over their data, so search engines can’t follow them everywhere they roam online. It will be an arrow to the heart of Google’s business.

We have an obligation to care about the values of the people who run Google, because we’ve given Google enormous control over our lives and the lives of our children. As the former Google design ethicist Tristan Harris points out, “Without realizing the implications, a handful of tech leaders at Google and Facebook have built the most pervasive, centralized systems for steering human attention that has ever existed, while enabling skilled actors (addictive apps, bots, foreign governments) to hijack our attention for manipulative ends.”

The future implications of a couple of companies’ having such deep influence on our attention and our behavior are only beginning to be felt. The rise of artificial intelligence combined with Google’s omnipresence in our lives is an issue that is not well understood by politicians or regulators.

Will Flanders:

Unfortunately, the public schools have not responded as well to increased competition. Aided by politicians like Representative Taylor, public schools leaders have chosen to not to embrace competition but to seek protection from it, fighting the growth of better educational alternatives at every turn.

While creating an incentive to improve, school choice has not come at a cost to the public schools. If, as Representative Taylor claims, school choice is designed to “siphon” money from public schools, it’s making a mess of the job. Per pupil spending is higher today than it was before the start of the voucher program. And because the voucher amount is substantially less than the amount spend on children attending public schools, the program actually saves money which could, if the legislature desired, be further redirected to public schools. Under current law, school districts can continue to receive funding for students they no longer educate if they choose to go to a private school with a voucher, meaning that a student leaving actually increases the districts per student revenue in the short term. Representative Taylor conveniently ignores these facts.

Madison Teacher and Parent Jen Greenwald:

I have worked as a teacher in the Madison Metropolitan School District since 1997. I have raised my two biracial daughters in and out of Madison public schools. And, like many of the people who support Isthmus Montessori, I would like to see radical change in our district. A school system that truly honors children for who they are would be a much better place for all of us.

However, I disagree that Isthmus Montessori would create the change we want to see. It would provide change for the very small number of children (fewer than 1 percent of students in the district) who win the lottery to attend the charter school — but at the expense of other students in the district. It is neither logical nor equitable to provide such a small number of children with a learning environment focused on creativity, imagination and exploration while insisting on more rigidity and standardization in the regular public schools, which serve the vast majority of our students.

Madison spends far more than most, now nearly 20,000 per student.

Yet, we have long tolerated disastrous reading results, while rejecting any sort of K-12 governance choice.

A majority of the Madison school board rejected the proposed Madison Preparatory Academy IB charter school.

Velia Hawkins:

Parents, you know we’ve got all kinds of problems to worry about. But feeling judged for the kind of school we choose for our children shouldn’t be one of them.

Just last week I had an issue that sucked up my time and attention for the better part of the week.

It was the third day that week my eldest child claimed sickness so she didn’t have to go to her summer program. She is a talented actress, I should say—so good that I was doubting myself. Maybe she actually was sick? Maybe I should keep her home?

The program she is in seems like it should be perfect — academically stellar, beautiful setting. But for some reason that week she had been struggling and claiming to be sick for much of it.

By day 3 of this parenting fiasco I was enlisting help — asking the person I was meeting with at 10 am for his wisdom on the subject as the father of three. Should I make her go to school? How should we handle this?

Three-quarters of both 12th and 8th graders lack proficiency in writing, according to the most recent National Assessment of Educational Progress. And 40 percent of those who took the ACT writing exam in the high school class of 2016 lacked the reading and writing skills necessary to successfully complete a college-level English composition class, according to the company’s data… The root of the problem, educators agree, is that teachers have little training in how to teach writing and are often weak or unconfident writers themselves. – Will Fitzhugh, via a kind email: Dana Goldstein:

So far, however, six years after its rollout, the Core hasn’t led to much measurable improvement on the page. Students continue to arrive on college campuses needing remediation in basic writing skills.

The root of the problem, educators agree, is that teachers have little training in how to teach writing and are often weak or unconfident writers themselves. According to Kate Walsh, president of the National Council on Teacher Quality, a scan of course syllabuses from 2,400 teacher preparation programs turned up little evidence that the teaching of writing was being covered in a widespread or systematic way.

A separate 2016 study of nearly 500 teachers in grades three through eight across the country, conducted by Gary Troia of Michigan State University and Steve Graham of Arizona State University, found that fewer than half had taken a college class that devoted significant time to the teaching of writing, while fewer than a third had taken a class solely devoted to how children learn to write. Unsurprisingly, given their lack of preparation, only 55 percent of respondents said they enjoyed teaching the subject.

“Most teachers are great readers,” Dr. Troia said. “They’ve been successful in college, maybe even graduate school. But when you ask most teachers about their comfort with writing and their writing experiences, they don’t do very much or feel comfortable with it.”

There is virulent debate about what approach is best. So-called “process writing,” like the lesson Lyse experienced in Long Island, emphasizes activities like brainstorming, freewriting, journaling about one’s personal experiences and peer-to-peer revision. Adherents worry that focusing too much on grammar or citing sources will stifle the writerly voice and prevent children from falling in love with writing as an activity.

That ideology goes back to the 1930s, when progressive educators began to shift the writing curriculum away from penmanship and spelling and toward diary entries and personal letters as a psychologically liberating activity. Later, in the 1960s and 1970s, this movement took on the language of civil rights, with teachers striving to empower nonwhite and poor children by encouraging them to narrate their own lived experiences.

Citizen Stewart

The NAACP report finally acknowledges the education nightmare many parents and their children face in our public education system. For far too long, low-income and working-class Black families have been ill-served by a system that, from the very beginning, was never created with the interest of Black children in mind. We also agree that all public schools—traditional district and charter—should be accountable and transparent to the communities they serve.

Still, I find it ironic and troubling that a storied organization like the NAACP, which led a powerful movement to tear down barriers for Black people, is working to create new ones in education. Working to develop “model legislation” to implement a 10-year moratorium on new charter schools and place existing ones under the control of traditional school districts is ill-advised and irrational at best, and does nothing to advance the educational interest of Black children.
We don’t see the NAACP pushing traditional school districts to innovate their curriculum; or hold teachers and administrators more accountable; or increase quality; or provide more flexibility to our most vulnerable families. These are all areas charter schools are currently engaged, and despite the tenor of the report, will continue to be.

Bigbadbonds.com:

You may not realize it, but you (taxpayers) pay for every district election. So, when McFarland Unified put on a ballot measure in November 2016, it cost you money that may have otherwise gone to educate your children. The same goes for yesterday’s election. You paid for it.

You also paid for the parasites, a.k.a., the school bonds cartel. Just like the Duke brothers in Trading Places, whether the ballot measure passes or not, they take a cut of the action. Take a look at what else the district spent that went right down the drain. Measure D Info.

Of course, none of the alleged information that the district put up on its web site was actually specified in the measure. Nevertheless, the district prohibited “all sides on an equitable basis” from providing information on “a forum under the control of the governing board,” in direct violation of Education Code 7058. The whole kit and caboodle are just a gang of thieves violating every law that doesn’t suit its interests.

Wendy Berliner:

When Maryam Mirzakhani died at the tragically early age of 40 this month, the news stories talked of her as a genius. The only woman to win the Fields Medal – the mathematical equivalent of a Nobel prize – and a Stanford professor since the age of 31, this Iranian-born academic had been on a roll since she started winning gold medals at maths Olympiads in her teens.

It would be easy to assume that someone as special as Mirzakhani must have been one of those gifted children who excel from babyhood. The ones reading Harry Potter at five or admitted to Mensa not much later. The child that takes maths GCSE while still in single figures, or a rarity such as Ruth Lawrence, who was admitted to Oxford while her contemporaries were still in primary school.

Kai Strittmatter:

It is actually very simple, the professor in Beijing says. “There are two kinds of people in the world: good people and bad people. Now imagine a world in which the good ones are rewarded and the bad ones punished”. A world in which those who respect their parents, avoid jaywalking, and pay all their bills on time are rewarded for good behavior. A world where such people enjoy special privileges, where they are allowed to buy “soft sleeper” tickets on a train or get easy access to bank loans. In contrast, the poorly behaved – the ones who cheat on university admissions tests, download films illegally, or have more children than the state allows – are denied this extra comfort. It is a world in which an omnipresent, all-knowing digital mechanism knows more about you than you do. This mechanism can help you improve yourself because it can tell you, in real time, where you failed and what you can do to become a more honest and trustworthy person. And who doesn’t want a world full of fairness and harmony?

Honesty. In Shanghai, there is an app for that: it’s called “Honest Shanghai”. You just download it and register. The app uses facial recognition software to recognize you and gain access to troves of your personal data, which is drawn from different government entities. According to the Shanghai Municipal Commission of Economy and Informatization, where the data converge, the app can currently access exactly 5,198 pieces of information from a total of 97 public authorities. It knows whether you’ve paid your electricity bill, donated blood, or travelled on the subway without paying for a ticket. The software then processes the information and lets you know whether your recorded behavior is considered “good”, “bad” or “neutral”. Good Shanghaiers are currently allowed, for instance, to borrow books from the public library without paying the mandatory 100-yuan deposit.

Neil Heinen:

Baskerville is hoping to have 10,000 signees. “What they’re saying are two things,” says Baskerville, “one … from all political perspectives, we agree on these two stretch targets. And we want you, governor, gubernatorial candidates, school superintendents, to make these goals.”

Baskerville has a scorecard, something he considers crucial, which will be updated every two years. He’s hoping for citizens from every part of the state and every walk of life and, most importantly, from every political persuasion to sign on. But that’s not necessary. “The point is not to unify, it’s to get results,” he says. The results will be radical change in three areas that profoundly motivate Baskerville: “business, jobs and quality of life is one. Real social justice is two and national security is three.”

Baskerville is humble and self-deprecating. He frequently refers to his idea as a shot in the dark. It is a stretch. But short-term thinking, stubborn partisanship, a lost sense of common good and shared values have resulted in, among others things, Wisconsin falling behind economically to neighbors to the north, and educationally around the world, and thus competitively. In doing so, we are selling ourselves, our children, our state and our country short. If you agree with Baskerville, go to stretchtargets.org to join others willing to stretch a little for long-term change.

Stretch Targets

Jason Allen:

I’ve heard it all before… and hearing it now still doesn’t change the idea that racism has been exploited to block educational reform. Here’s why I say this. I’m a long time support and member of the NAACP. I believe in the mission, the legacy and those committed, on the ground workers. I am also a Charter school Leader and Board Chairman. In reading the reading comments and criticism of Randi Weingarten on the charter movement, I find it to be an example of the very thing she’s claiming the movement to be. We have to first stop suppressing innovation and options for others to find academic success. We have to also work even harder to find a healthy balance and relationship for public traditional and charter schools. We have to be intentional about how we bridge this gap. It’s like a co parenting situation. In order for the child to truly be healthy and happy is for the parents to come to a mutual understanding and respect of each other.

The notion and claim that the charter movement drives segregation and is built on racism is almost like acknowledging that Brown Vs the Board of Education didn’t happen because of the same antics happening in public schools. We use racism as a way to generate buzz and to keep people from working together. Racism is misused to perpetuate the us for them mentality instead of building trust through collaboration and change through compromise. Let’s be clear, no one has the perfect fix to education. However, we all have best practices that if connected can help repair the broken design for this educational system. That’s the impact of reform. Tactics that create a divide amongst us when we all want our children to have a quality education within an environment that provides excellent academic and cultural opportunities.