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Saying “When” on DC School Vouchers
I’m not trying to be a hypocrite. I have supported D.C. school vouchers. The program has used tax dollars well in transferring impoverished students to private schools with higher standards than D.C. public schools. But it has reached a dead end. Congress should fund the 1,713 current voucher recipients until they graduate from high school but stop new enrollments and find a more promising use of the money.
That exasperation you hear is from my friend and former boss, the brilliant Washington Post editorial writer who has been eviscerating Democrats in Congress for trying to kill D.C. vouchers. We don’t identify the authors of our unsigned editorials, but her in-your-face style is unmistakable and her arguments morally unassailable.
My problems with what is formally known as the D.C. Opportunity Scholarship Program are political and cultural, not moral. The program provides up to $7,500 a year for private-school tuition for poor children at an annual cost of about $12 million. Vouchers help such kids, but not enough of them. The vouchers are too at odds with the general public view of education. They don’t have much of a future.
Reading Test Dummies
E.D. Hirsch
In his recent education speech, President Obama asked the states to raise their standards and develop “assessments that don’t simply measure whether students can fill in a bubble on a test.” With the No Child Left Behind law up for reauthorization this year, the onus is now on lawmakers and educators to find a way to maintain accountability while mitigating the current tendency to reduce schooling to a joyless grind of practice exams and empty instruction in “reading strategies.”
Before we throw away bubble tests, though, we should institute a relatively simple change that would lessen the worst effects of the test-prep culture and improve education in the bargain.
These much maligned, fill-in-the-bubble reading tests are technically among the most reliable and valid tests available. The problem is that the reading passages used in these tests are random. They are not aligned with explicit grade-by-grade content standards. Children are asked to read and then answer multiple-choice questions about such topics as taking a hike in the Appalachians even though they’ve never left the sidewalks of New York, nor studied the Appalachians in school.
Teachers can’t prepare for the content of the tests and so they substitute practice exams and countless hours of instruction in comprehension strategies like “finding the main idea.” Yet despite this intensive test preparation, reading scores have paradoxically stagnated or declined in the later grades.
This is because the schools have imagined that reading is merely a “skill” that can be transferred from one passage to another, and that reading scores can be raised by having young students endlessly practice strategies on trivial stories. Tragic amounts of time have been wasted that could have been devoted to enhancing knowledge and vocabulary, which would actually raise reading comprehension scores.
A Summary of the Wisconsin DPI Superintendent Candidate Event
WisPolitics: Evers, Fernandez question each other in We The People debate
3/20/2009
By Greg Bump
WisPolitics
Tony Evers questioned opponent Rose Fernandez’s qualifications for the state’s top education spot Friday night, while Fernandez countered by trying to portray him as a crony of Wisconsin’s largest teacher’s union.
The two, vying for the post of superintendent of Public Instruction, laid out competing visions in a We The People debate.
Evers, the deputy superintendent at DPI, touted his 34 years of experience in education while contrasting his resume with the credentials of Fernandez, who is a nurse by trade and has never worked in a public school.
Fernandez, a virtual school advocate, countered by continually trying to lay problems with the state’s educational system at the feet of Evers, who has held the No. 2 post at the agency for eight years.
Given the opportunity to question each other, Evers pointed out Fernandez represented virtual schools and has zero experience in the administration of public schools. He asked how parents with children in public schools can trust her to invest in their education rather than funneling money toward special interests.
“My own special interest is the boys and girls growing up in the state of Wisconsin,” Fernandez shot back.
Fernandez then stressed Evers’ endorsement by the Wisconsin Education Association Council and the “hundreds of thousands of dollars” the union has spent to support his campaign. She asked him to list three reforms he has supported that WEAC opposed.
Evers answered that the union was unhappy with a settlement DPI reached on allowing virtual schools — in which districts allow students to take courses on-line — to continue. He also said he has been a strong advocate of charter schools — which operate without some of the regulations of other public schools — something the union has opposed.
“I started charter schools. I know what charter schools are about,” Evers said. “I don’t need a lecture about charter schools.”
Evers also stressed his support from school boards, child advocates, parents and others.
“That’s why you have to have a broad coalition,” Evers said. “This isn’t about this overwhelming group of people driving policy at the state level. That just isn’t fact.”
Fernandez ripped DPI for not doing enough to help the struggling Milwaukee Public School system address issues like dropout rates and the achievement gap for minority students.
Evers countered that he has worked on the issue with educators in Milwaukee, but there are also socioeconomic factors that are hampering achievement.
“Laying this issue on my lap is irrational,” Evers said.
Fernandez also brought up a piece of Evers’ campaign lit that referred to voucher schools in Milwaukee as “a privatization scheme.”
“Some of the schools have been scheming, and those schools we have drummed out of the program,” Evers replied.
Evers warned that Fernandez would run DPI through the prism of the “special interest” of choice schools.
Both candidates agreed that a merit pay system for educators could have benefit, but they disagreed on the details. Fernandez indicated that she would base her merit pay system more on classroom outcomes, while Evers stressed that rewards for training were equally important.
They differed more prominently on the qualified economic offer, which Gov. Jim Doyle has proposed eliminating in his 2009-11 budget plan. Fernandez wants to retain it, saying that without the control on teacher compensation, property taxes could rise sharply.
“Children may become the enemy of the taxpayer,” she said.
Evers said he has bargained on both sides of the table, and he opposes the QEO because it hurts the state’s ability to stay competitive in teacher pay.
Evers embraced the coming federal stimulus cash, which will pump $800 million into state schools as “a historic event” that acknowledges “educators are the lever that can turn our economy around.” He said he would appoint a trustee to oversee the allocation of the funds in Milwaukee schools to ensure the money is getting to the classrooms.
In contrast, Fernandez said she looked upon the federal stimulus with caution in that it is one-time funding that won’t be there in the future
And while Evers touted the state’s ACT and SAT scores as being among the highest in the nation, Fernandez said those tests are only administered to college-bound students and aren’t indicative of the academic struggles in districts like Milwaukee.
We the People/Wisconsin is a multi-media that includes the Wisconsin State Journal, Wisconsin Public Television, Wisconsin Public Radio, WISC-TV, WisPolitics.com and Wood Communications Group.
Just Say No….to Smarties? Faux Smoking Has Parents Fuming
Summit Middle School in Frisco, Colo., is a tobacco-free campus. Students who smoke cigarettes are suspended.
But when a lunchtime crew of sixth-graders last fall started “smoking” Smarties, the tart, chalky candy discs wrapped in cellophane, lunchroom monitors and the school nurse were flummoxed.
The children didn’t light the candy. They crushed it into a fine powder in its wrapper, tore off one end, poured the powder into their mouths and blew out fine Smarties dust, mimicking a smoker’s exhale.
“It was freaky,” says Corinne McGrew, a nurse for Summit School District. “My biggest concern was that they would aspirate the wrapper or a whole Smarties and it would be a choking hazard.”
The fad at Summit Middle School died down after a few days and some harsh words from the lunchroom staff. But at other schools and across the Internet, “smoking Smarties,” as the activity has been labeled, is gaining popularity. Some children have even taken to snorting it, all to the horror of parents, teachers and the 60-year-old company that manufactures the candy.
To improve education, improve teacher training
Last week, President Barack Obama challenged parents, school leaders and teacher unions to raise their expectations for our children’s educational achievement, warning that we cannot maintain our global economic competitiveness otherwise. So Obama has increased the federal government’s financial commitment to education and strongly recommended both an increase in the number of charter schools and merit pay for teachers whose students show progress.
But these two initiatives are stopgaps. The real need is to improve the quality of all our teachers. And that goal starts with the colleges of education that prepare new teachers to enter the classroom.
What we need most is a total revamping of teacher-preparation programs. Until this occurs, we’ll continue to have second-rate schools no matter how much money we spend.
And now is the time to act. In addition to a president who’s identified education as a top priority, we have Secretary of Education Arne Duncan, who led one of our country’s largest school districts and has a reputation for getting things done; teacher unions that support higher standards for new teachers; and, perhaps most importantly, a $5 billion pot of stimulus funds at Duncan’s disposal for educational improvement initiatives.
Madison School Superintendent Dan Nerad on Poverty and Enrollment: “For every one student that comes into the MMSD, three leave it”
Kristin Czubkowski, via Jackie Woodruff:
All of the speakers were good, but I will admit I really enjoyed listening to Madison Metropolitan School District Superintendent Dan Nerad talk on the issue of poverty in our schools.
“Oftentimes, the statement is used as follows: Our children are our future. In reality, we are theirs.”
Nerad made one more point I found interesting, which was his explanation for why for every one student that comes into the MMSD, two to three students leave it. While MMSD has been well-recognized for having great schools and students, many of the schools have high concentrations of poverty (17 of 32 elementary schools have more than 50 percent of students on free or reduced lunch programs), which Nerad said can lead to perception issues about how MMSD uses its resources.
“From my perspective, it’s a huge issue that we must face as a community — for every one child coming in, two to three come out right now. I worry that a lot of it is based on this increasing poverty density that we have in our school district … Oftentimes that’s based on a perception of quality, and it’s based on a perception based on that oftentimes that we have more kids in need, that we have more kids with more resource needs, and oftentimes people feel that their own children’s needs may not be met in that equation.”
Recent open enrollment data.
The Immigrant Paradox
The first generation comes to America and struggles, but their children do better and the third generation does even better. That’s how it’s supposed to work. But scholars are trying to understand the “immigrant paradox,” reports Education Week. The Americanized children of immigrants often do worse in school than the foreign-born generation, despite fewer English problems. American-born children have more health problems and are more likely to abuse alcohol and drugs and act violently.
Duncan: Schools must improve to get stimulus money
Education Secretary Arne Duncan says schools must make drastic changes to get money from a special $5 billion fund in the economic stimulus bill.
“We’re going to reward those states and those districts that are willing to challenge the status quo and get dramatically better,” Duncan said Monday at the White House.
Those who keep doing the same old thing, however, won’t be eligible for the money, he said.
Schools will be getting tens of billions more dollars through regular channels. On top of that, Duncan will have an unprecedented $5 billion to award for lasting reforms.
To get an award, schools and states must show they have been spending their money wisely. They are supposed to find innovative ways to close the achievement gap between black and Latino children who lag behind their white counterparts in more affluent schools.
Specifically, states are supposed to:
- Improve teacher quality and get good teachers into high-poverty schools;
- Set up sophisticated data systems to track student learning;
- Boost the quality of academic standards and tests;
- Intervene to help struggling schools.
It will be interesting to see how real this is.
Congress vs. Washington DC Kids
Congressional Democrats succeeded this week in crippling a school choice program operating in the nation’s capital. For the last five years, the D.C. Opportunity Scholarships have made private schooling affordable to 1,700 poor children. Rather than reauthorizing the program for another five-year term, Democrats have all but ensured it will die after next year.
House Appropriations Committee Chairman David R. Obey, Wisconsin Democrat, has asked D.C. Public Schools Chancellor Michelle Rhee to prepare for the return of voucher students to the city’s broken public schools.
Sen. Ted Kennedy’s office claims the senator opposed the voucher program from the start because it “takes funds from very needy public schools to send students to unaccountable private schools.” (The House Budget Committee holds hearings today on the U.S. Education Department budget).
But just how needy are D.C. public schools? To find out, I added up all the K-12-related expenditures in the current D.C. budget, excluding preschool, higher-education and charter school items. The total comes to $1.29 billion. Divide that by the official enrollment count of 48,646 students, and it yields a total per-pupil spending figure of $26,555.
MPS’ Parental Enticement Program Spent Freely, Widely But, oh, the questionable expenditures. Now some are banned.
Tax dollars intended to help parents improve their children’s academic achievement have for years routinely been spent by Milwaukee public schools on everything from roller skating to bowling to water-park field trips, an investigation by Wisconsin Interest has found.
Thousands of dollars were also spent on fast food, DJs, prizes, gift certificates and other goodies and giveaways. One school spent $556 in parental-involvement money to buy 250 pumpkins. Another spent $686 for a Milwaukee Bucks “Family Night.”
Even when a clear academic purpose is evident, there are often questions about excess. Two schools, according to invoice descriptions, spent more than $17,000 to rent hotel and banquet-hall space for student recognition ceremonies.
Research, as well as common sense, has long shown that having engaged and informed parents is one of the most important ways to increase a child’s success in school – and in life. Recognizing that, the federal government has funneled “parental involvement” tax dollars to many school districts across the country.
This year alone, schools run by MPS will receive $38.2 million from the federal government’s Title I program. Like other large districts, MPS must set aside at least 1% for parental-involvement initiatives. The district goes further and sets aside 2% – which would amount to about $764,000 in the 2008-2009 school year.
Middleton-Cross Plains schools ask voters for funds to ease overcrowding
No time is really a good time to ask taxpayers to vote on three expensive school referendums, but in the current economic climate, Ellen Lindgren hopes Middleton and Cross Plains voters choose hope over fear.
“Some people think that it’s bad timing,” said Lindgren, president of the Middleton-Cross Plains Area School Board. “But unfortunately we didn’t have a say on when the economy tanks.”
The Middleton-Cross Plains Area School Board voted in November to ask taxpayers for extra spending to ease overcrowding in Middleton elementary and middle schools.
“We are out of space, and we have a need to provide for basic classrooms for students,” said Middleton-Cross Plains Area School District Superintendent Don Johnson.
Johnson said the district’s elementary schools are about 350 students over capacity, and the middle schools are struggling with about 150 more children than they can fit in the space.
The district will also ask voters on April 7 for funds to beef up security and to purchase instructional materials, including textbooks and computers.
‘No Picnic for Me Either’
The problem is that as our ability to get data has improved, the education establishment’s ability to evade the consequences of data has improved, too. Most districts don’t use data to reward good teachers. States have watered down their proficiency standards so parents think their own schools are much better than they are.
As Education Secretary Arne Duncan told me, “We’ve seen a race to the bottom. States are lying to children. They are lying to parents. They’re ignoring failure, and that’s unacceptable. We have to be fierce.”
Cutting Back On the Kum Ba Yah
Last summer, Lisa Bailey put down a $650 deposit each to send two of her children this year to Camp Saginaw in Oxford, Pa. She and her husband, Doug, planned to pay the $12,100 total in camp fees out of the bonus and stock options they expected from his job as finance director at a pharmaceutical company.
Then, about six weeks ago, Ms. Bailey, a 41-year-old communications worker for a Philadelphia cancer center, withdrew her deposit. “Options aren’t worth what they were, and bonuses are lower,” she says. “We are just trying to get by paying for what we have to.” The family has applied to the camp for financial assistance but hasn’t heard back.
For many families, camp is an annual tradition that teaches kids independence, keeps them busy during slow summer months and gives parents some alone-time in the house. But in this year of recession, some parents are still on the fence about whether they can afford the expense. Other families are seeking discounts and cheaper alternatives — or even skipping camp altogether.
Nine Mouths to Feed
Travis Henry was rattling off his children’s ages, which range from 3 to 11. He paused and took a breath before finishing.
This was no simple task. Henry, 30, a former N.F.L. running back who played for three teams from 2001 to 2007, has nine children — each by a different mother, some born as closely as a few months apart.
Reports of Henry’s prolific procreating, generated by child-support disputes, have highlighted how futile the N.F.L.’s attempts can be at educating its players about making wise choices. The disputes have even eclipsed the attention he received after he was indicted on charges of cocaine trafficking.
“They’ve got my blood; I’ve got to deal with it,” Henry said of fiscal responsibilities to his children. He spoke by telephone from his Denver residence, where he was under house arrest until recently for the drug matter.
Henry had just returned from Atlanta, where a judge showed little sympathy for his predicament during a hearing and declined to lower monthly payments from $3,000 for a 4-year-old son.
Miracle at St. Marcus
Henry Tyson shows how urban education can succeed in the right setting.
“I never wanted to be involved in helping the poor. My mother was born in Africa and was always very sympathetic toward the poor and people of other races. But the whole inner-city thing came about during my senior year at Northwestern,” says the superintendent of Milwaukee’s St. Marcus School.
“I was majoring in Russian, so in the summer of my junior year, I went to Russia. I absolutely hated it – just hated it. So when I got back to school, I realized I had a problem figuring out what to do next,” he remembers.
About that time, he was having a discussion with a black friend, “and she basically told me I didn’t have a clue what it was like in the inner city. She challenged me to do an ‘Urban Plunge,’ which is a program where you spend a week in an inner-city neighborhood.
“We were in the Austin neighborhood, on the West Side of Chicago. It was a defining moment for me,” he says. “I was so struck by the inequity and therefore the injustice of it all. I couldn’t believe that people lived – and children were growing up! – in such an environment, such abject poverty.”
“I knew after that week that I wanted to work with the urban poor. I felt a deep tug, like this was what I was meant to do. In my view, it was like a spiritual calling.”
MPS’ Parental Enticement Program Spent Freely, Widely
Tax dollars intended to help parents improve their children’s academic achievement have for years routinely been spent by Milwaukee public schools on everything from roller skating to bowling to water-park field trips, an investigation by Wisconsin Interest has found.
Thousands of dollars were also spent on fast food, DJs, prizes, gift certificates and other goodies and giveaways. One school spent $556 in parental-involvement money to buy 250 pumpkins. Another spent $686 for a Milwaukee Bucks “Family Night.”
Even when a clear academic purpose is evident, there are often questions about excess. Two schools, according to invoice descriptions, spent more than $17,000 to rent hotel and banquet-hall space for student recognition ceremonies.
Research, as well as common sense, has long shown that having engaged and informed parents is one of the most important ways to increase a child’s success in school – and in life. Recognizing that, the federal government has funneled “parental involvement” tax dollars to many school districts across the country.
This year alone, schools run by MPS will receive $38.2 million from the federal government’s Title I program. Like other large districts, MPS must set aside at least 1% for parental-involvement initiatives. The district goes further and sets aside 2% – which would amount to about $764,000 in the 2008-2009 school year.
A cruel school move
We wrote last week about Democratic efforts to strip 1,900 low-income Washington children of $7,500 “opportunity scholarships” to attend private schools.
It’s an experiment in school vouchers, an experiment with little potential downside. But it’s an experiment that was launched in 2004 by a Republican-controlled Congress. Today it’s on the verge of extinction because the Democratic-controlled Congress wants to do the bidding of public-school teachers unions. The unions see vouchers that let poor kids go to private schools as aiding the enemy.
Language passed by the House as part of a massive $410 billion spending bill would effectively doom the federally funded program. The 1,900 kids would have to leave their schools and re-enter public schools in Washington, which has some of the worst schools in the nation.
The measure, by the way, is referred to as “the Durbin language” for sponsoring Sen. Dick Durbin of Illinois.
Obama and the Schools
Wall Street Journal Editorial:
Education Secretary Arne Duncan said last week that poor children receiving federally financed vouchers to attend private schools in Washington, D.C., shouldn’t be forced out of those schools. Bully for Mr. Duncan. But the voice that matters most is President Obama’s, and so far he’s been shouting at zero decibels.
His silence is an all-clear for Democrats in Congress who have put language in the omnibus spending bill that would effectively end the program after next year. Should they succeed, 1,700 mostly black and Hispanic students who use the vouchers would return to the notoriously violent and underperforming D.C. public school system, which spends more money per pupil than almost any city in the nation yet graduates only about half of its students.
The D.C. voucher program has more than four applicants for every available slot. Parental satisfaction is sky high. And independent evaluations — another is scheduled for release later this month — show that children in the program perform better academically than their peers who do not receive vouchers. This is the kind of school reform that the federal government should encourage and expand.
Immersion from an early age is the best way to teach English
The Hong Kong education system has become far too complex and exam-oriented with regard to teaching English. For example, the Education Bureau’s websites are so difficult to understand and navigate that many public schools are hiring native-English-speaking consultants to break down new senior secondary curriculum guides and assessment modules.
This is all being done in the name of the HKCEE, an acronym that strikes fear into many a secondary student. This is a dysfunctional system. English needs to be taught as a means to communicate, not as an end product used to pass exams. The bureau is neglecting the core, instinctive method of learning a language.
The driving forces behind learning a language remain the same whether it is the mother tongue or a secondary one. They include: the need to understand others and to communicate effectively, and the desire to express ones ideas and opinions. It is hard-wired into our brains from birth to strive to master communication, in any form or language. There is what we call “intrinsic motivation”. Our children are born with an innate desire to hear and be heard. They seek to mimic, emulate and ultimately understand others. This is not theory, it is fact.
There is a language explosion between the ages of two and six. The average child’s vocabulary expands from about 50 words at the age of 18 months to an average of more than 10,000 words by the age of six. Children are not concerned at this age with what language it is, as long as it allows them to communicate their thoughts, emotions and ideas.
If fluent English is the goal for local students, then the whole language and education system in Hong Kong needs to be overhauled and simplified to allow for this crucial period in children’s linguistic development. Teaching children in one language and then switching to another simply to prepare for exams ignores the underlying principles of why and how children learn a language. It favours only those who have been immersed in that second language from an early age.
On Education Spending Facts, not faith Obama pours money into discredited programs
President Obama’s massive education initiative detailed in his proposed budget aims at the right challenge – lifting our schools and narrowing achievement gaps. But huge chunks of his eye-popping $131 billion package, now before Congress, would go for stale federal programs that have long failed to elevate students’ learning curves.
Mr. Obama promised a sharp break from President Bush, who often bent scientific findings to advance his favored dogma. Instead, “it’s about ensuring that facts and evidence are never twisted or obscured by politics or ideology,” Obama promised at his inauguration.
Few question the president’s plea to improve the quality of our schools and colleges, racheting-up our economy’s competitiveness. This requires not just retooling auto factories or investing in solar power, but enriching the nation’s human capital as well.
To boost school quality Obama declared that he would only fund programs that lift pupil performance. “In this budget,” he declared before the Congress, “we will end education programs that don’t work.” Music to the ears of the empirically minded.
But hard-headed scholars are scratching those craniums over Obama’s desire to spend billions more on disparate federal programs that have delivered little for children or teachers over the past decade.
Take Washington’s biggest schools effort: the $14 billion compensatory education program, known as Title I, supporting classroom aides and reading tutors for children falling behind. A 1999 federal evaluation showed tepid results at best, largely because local programs fail to alter core classroom practices or sprout innovative ways of engaging weaker students.
Bruce Fuller, professor of education and public policy at the UC Berkeley, is author of “Standardized Childhood.”
Throwing billions at schools won’t fix them
The American Recovery and Reinvestment Act, President Obama’s stimulus package, could serve as a historic investment in our children’s future, an initiative that could very well change the course of our nation.
It is an opportunity that cannot be squandered.
However, there is good reason for concern that the funds made available for education under the act will not result in the change we need.
Over the past eight years, educational progress in the United States has been modest at best. According to a national study by the Gates Foundation (“The Silent Epidemic,” 2006), dropout rates in many of our nation’s largest cities are 50 percent or higher.
Similarly, large numbers of students lack proficiency in reading and math in many school districts across the country, and many who graduate and go on to college are largely unprepared for the rigors of college-level course work.
Seven years after the adoption of the No Child Left Behind law, it is clear we are still leaving many children behind.
Tinkering with existing policy is unlikely to produce different results. The Obama administration needs a bold new strategy for reforming our public education system if it hopes that our schools are going to play a more significant role in moving the nation forward. However, so far, and certainly it is still is early in the term of this administration, no new vision or strategy for reforming the nation’s schools has been articulated.
There is justifiable reason to be concerned that by calling for funds from the stimulus package to be spent quickly on “shovel-ready” projects in order to produce the jobs that are so desperately needed, the administration will not have the time to develop a thoughtful strategy that can guide the reform of the nation’s public schools.
Pedro Noguera is a professor at New York University and director of the Metropolitan Center for Urban Education. He is editor of “Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools” and author of “The Trouble With Black Boys: And Other Reflections on Race, Equity and the Future of Public Education.”
Charters Offer More Choices in Harlem, but Stir Concern for Public Schools
The high-achieving sixth graders huddled near the gym bleachers to mull their options: African drumming at the Future Leaders Institute, debate team at Democracy Prep or piano at New Heights Academy.
The sixth graders, seven of them, said they were bored with the intellectual pace at Middle School 322 in Washington Heights, so their teachers brought them to the Harlem Education Fair on Saturday to hunt for a new school for the fall.
“I need to be challenged more,” said Shirley Reyes, 11, who was checking out the mix of public charter schools and private schools making their pitches. “These schools give you a better opportunity, they give you better test grades.”
The bustle inside the gym at City College of New York at 138th Street in Harlem — organizers said the fair drew about 5,000 people — reflected just how significantly Harlem’s educational landscape has changed over the past decade.
Charter schools, which are publicly financed but have latitude in how they operate, are now a major force in the community, with 24 of them serving 6,000 children (across the city, there are about 24,000 students enrolled in 78 charter schools). The neighborhood includes about 70 traditional public schools, 14 Catholic schools and 16 other private schools.
Schools Crunch Calculus on Stimulus
Schools struggling with some of their worst budget crises in generations are taking stock of President Obama’s stimulus package — hoping the money will restore funding for things like textbooks, teacher salaries and tuition.
The $100 billion in funding dedicated to education touches programs for almost every age group, from early-childhood programs to financial aid for college students. While the money, part of the $787 billion stimulus package, may not result in a full turnaround, districts say, it will help stop some of the bleeding.
Michael Klein
“It’s going to mean a softer landing for us,” says Jack O’Connell, state superintendent of public instruction in California. That state is facing an $11.6 billion cutback in public-education funding, affecting the remainder of this school year as well as next. In some cases, Mr. O’Connell says, “instead of a superintendent having to decide between textbooks or a math teacher, we’ll be able to do both. Or, it will mean a longer bus ride for kids, instead of eliminating transportation.”
When addressing education in the stimulus package, the president last week told a joint session of Congress, “We have provided the resources necessary to prevent painful cuts and teacher layoffs that would set back our children’s progress.”
On Public vs. Private School
An annual rite is well under way, as families around the country receive their private-school renewal contracts or acceptance letters. In conventional years, grumbling over tuition aside, their outgoing mail would include signed forms and a registration fee.
This year’s hand-wringing over tuition might be dismissed as the latest hardship for the patrician class, which, like everyone else, can simply educate its young in the public system. But of the more than three million families with at least one child in private school, according to the 2005 census, almost two million of them have a household income of less than $100,000. According to a Department of Education survey, in 2003-4, the median annual tuition of nonsectarian schools was $8,200; for Catholic schools, $3,000.
So for every family that pays $30,000 and up to attend elite schools in Manhattan, thousands more will pay tuitions closer to $2,700 — next year’s cost for St. Agnes Catholic School in Roeland Park, Kan.
To many parents who step outside the public system, an independent or parochial school is not a luxury but a near necessity, the school itself a marker of educational values, religious identity, social standing or class aspirations. Whether tuition payments to the country’s 29,000 private schools are made easily or with sacrifice, many parents see the writing of those checks as a bedrock definition of doing the best by their children.
Leader Selection: Disturbing Evidence That Looks Trump Performance
Who would you choose to sail your boat? Who would you vote for? Who do you want for your boss?
The little test above is from a study summarized in the always wonderful BPS Digest, my vote for the best place in the world to find translations of academic research. It is from a forthcoming study in Science. As BPS reports:
“John Antonakis and Olaf Dalgas presented photos of pairs of competing candidates in the 2002 French parliamentary elections to hundreds of Swiss undergrads, who had no idea who the politicians were. The students were asked to indicate which candidate in each pair was the most competent, and for about 70 per cent of the pairs, the candidate rated as looking most competent was the candidate who had actually won the election. The startling implication is that the real-life voters must also have based their choice of candidate on looks, at least in part.”
Then, the researchers asked kids and adults the “who would you choose as the captain” question and “For the pair of candidates shown above, 77 per cent children who rated this pair, and 67 per cent of adults, chose Laurent Henart, on the right (the real-life winning candidate), rather than Jean-Jacques Denis on the left.”
How To Be A Genius
Forbes – Scott Berkun
Have you got what it takes to be seen as a genius? Do you really want to?
Geniuses don’t exist in the present. Think of the people you’ve met: Would you call any of them a genius in the Mozart, Einstein, Shakespeare sense of the word? Even the MacArthur Foundation’s “genius” grants don’t call their winners geniuses.
We throw the g-word around where it’s safe: in reference to dead people. Since there’s no one alive who witnessed Wolfgang Amadeus Mozart pee in his kindergarten pants or saw young Pablo Picasso eating crayons, we can call them geniuses in safety, as their humanity has been stripped from our memory.
Even if you believe geniuses exist, there’s little consensus on what being a genius means. Some experts say genius is the capacity for greatness. Others believe it’s that you’ve accomplished great things.
Forget this pointless debate. Chasing definitions never provides what we want: a better understanding of how to appreciate, and possibly become, interesting creative people.
Be obsessed with work
Show me a genius and I’ll show you a workaholic. Van Gogh produced 2,000 works of art between 1880 and 1890 (or 1,100 paintings and 900 sketches). That’s four works of art a week for a decade. He didn’t even get started until age 25.
Da Vinci’s journals represent one clear fact: Work was the center of his life. He had neither a spouse nor children. Picasso was a machine, churning out 12,000 works of art. He said, “Give me a museum and I’ll fill it” and made good on that boast. Shakespeare wrote more than 40 plays, plus dozens of sonnets, poems and, of course, grocery lists.
These are people who sacrificed many ordinary pleasures for their work.
The list of lazy geniuses is short. There are burnouts, suicides and unproductive years in retreat–but none could be called slackers.
Have emotional or other serious problems
For all their brilliance, most geniuses did not live well-adjusted lives. Picasso, Van Gogh, Edison, Einstein and Nietzsche (and most major modern philosophers) were often miserable. Many never married or married often, abandoned children and fought depression.
Newton and Tesla spent years in isolation by choice and had enough personality disorders to warrant cabinets full of pharmaceuticals today. Michelangelo and da Vinci quit jobs and fled cities to escape debts.
Kafka and Proust were both hypochondriacs, spending years in bed or in hospitals for medical conditions, some of which were psychological. Voltaire, Thoreau and Socrates all lived in exile or poverty, and these conditions contributed to the works they’re famous for.
Happily positive emotions can work as fuel, too. John Coltrane, C.S. Lewis and Einstein had deeply held, and mostly positive, spiritual beliefs that fueled their work.
But the real lesson is that all emotions, positive or negative, provide fuel for work and geniuses are better at converting their emotions into work than more ordinary people.
Don’t strive for fame in your own lifetime
Most people we now consider geniuses received little publicity in their lifetimes compared with the accolades heaped on them after their deaths. Kafka and Van Gogh died young, poor and with little fame.
Desiring fame in the present may spoil the talents you have. This explains why many young stars have one amazing work but never rise to the same brilliance later: They’ve lost their own opinions. Perhaps it’s best to ignore opinions except from a trusted few and concentrate on the problems you wish to solve.
To focus on learning and creating seems wise. Leave it to the world after you’re gone to decide if you were a genius or not. As long as you’re free to create in ways that satisfy your passions and a handful of fans, you’re doing better than most, including many of the people we call geniuses.
Waunakee School District may break off Spanish as a separate class
Heather Lawnicki — Señora Lawnickci to her students — sweeps into her fourth-grade classroom at Heritage Elementary and immediately leads students in singing “Buenas tardes,” a popular Spanish tune that gets the children primed to think and speak in Spanish.
The clock is ticking and there’s no time to waste: Lawnicki has just 30 minutes to cover lessons in both Spanish and social studies — on this day “los indios” of Wisconsin, the Indians.
While Lawnicki, who is fluent in both Spanish and Portuguese, delivers most of the instruction in Spanish, she often needs to repeat her questions in English. The children, who appear to have a general grasp of the language, sometimes answer in kind until Lawnicki prompts them to respond in Spanish.
Texting: Good for kids after all?
study of 88 British kids, aged between 10 and 12, has discovered that those who regularly text have better reading skills despite the use of txt abbreviations.
The increasing use of abbreviations, phonetic spellings and the dropping of vowels is a constant source of irritation to the Daily Mail-reading crowd, who happily quote anecdotal evidence of declining standards. This promoted researchers at Coventry University to take a more scientific approach, and their findings seem to suggest that texting aids literacy rather than damaging it.
The study, published by the British Psychological Society, got 88 children to compose text messages in response to a range of scenarios, then compared the frequency with each child used textisms with tests of their “reading, vocabulary, and phonological awareness”. The results indicated that the increased exposure to print, in any form, led to greater literacy with those using most text’isms being more literate.
Driver’s Ed: When Kids Start Asking for the Keys
Driving is the ultimate mixed blessing.
Cars permit us to zip around most American cities in a way no public transit system ever could. We rely on them to go to work. To do our shopping. To see friends.
But owning a car is also expensive. For most of us, a decent chunk of the money we earn goes to pay for our wheels. Once we start driving, we begin to lock ourselves into a more expensive lifestyle that requires us to earn more money.
These same forces are at play when our kids start driving. It’s a big step toward making them into full-fledged adults early — for better and for worse.
Two of my three children have hit the driving age with very different outcomes. Now, my youngest child is 17, and he’s eager to grab the wheel.
My views on driving were shaped growing up in the 1960s and early 1970s in Southern California. Only a handful of kids at my high school had their own cars. The rest of us walked or rode our bikes to school, or maybe we got a lift with someone when we were seniors.
Still, most of my friends got their license when they were 16 years old. Many of them already knew how to drive years before they got a license. Not me.
The classroom menagerie
How could anyone not love Laurent Cantet’s The Class ( Entre les murs )? Last year’s Golden Palm winner is the best film about schoolteaching I have seen: a wise, funny cry of helplessness before the tsunami of anarchy that can be school-age adolescence. Adapted from a novel based on his own teaching experiences by François Bégaudeau, it was co-written by Bégaudeau and Cantet. Bégaudeau himself stars as the hapless teacher in a mixed-race school of low attention and high combustibility.
This isn’t the high-school hokum messianic with hope that we get from Hollywood. Don’t expect To Monsieur With Love . These are real people – both the grown-ups and the kids – who spar like dedicated enemies. And they are played by real teachers and schoolchildren, who workshopped the script with the star and director.
At the outset a defensive cynicism arms both sides. A new teacher is introduced by an older to the pupils’ names, on a roster sheet: “Nice. Not nice. Not at all nice.” (“Nice” doesn’t quite get the measure of gentil , with its connotations of decency). The students, in turn, use a class on the subjunctive to try to break down Sir’s resistance. “It’s medieval” . . . “Only snobs use the imperfect subjunctive” . . . “It’s bourgeois”. The free-form fracas finally releases the fatally intended non-sequitur: “People say you like men.”
Students Stand When Called Upon, and When Not
From the hallway, Abby Brown’s sixth-grade classroom in a little school here about an hour northeast of Minneapolis has the look of the usual one, with an American flag up front and children’s colorful artwork decorating the walls.
But inside, an experiment is going on that makes it among the more unorthodox public school classrooms in the country, and pupils are being studied as much as they are studying. Unlike children almost everywhere, those in Ms. Brown’s class do not have to sit and be still. Quite the contrary, they may stand and fidget all class long if they want.
And they do.
On one recent morning, while 11-year-old Nick Raboin had his eye on his math problems, Ms. Brown was noticing that he preferred to shift his weight from one foot to the other as he figured out his fractions. She also knew that his classmate Roxy Cotter liked to stand more than sit. And Brett Leick is inclined to lean on a high stool and swing his right foot under a desk that is near chest level. Helps with concentration, he and Ms. Brown say.
Home from Home
It was my son’s decision to board at Eton, even though he already had a scholarship to a prestigious day school,” said Mr Bali, an engineer with his own consultancy firm.
“Our misgivings were emotional rather than academic. We are a close family. We see him every weekend. Pastoral care is an important issue when choosing a boarding school.
“In some schools pastoral care amounts to pampering, which might appeal to mothers but I think it should be balanced. Boys must learn to stand on their own two feet.”
Mr Bali’s son eventually managed to convince him that he should go to Eton but the caring father said parents had to be very careful about which boarding school they picked.
Academic standards had to be on a par with top day schools for boarding to be good value.
He was speaking in the wake of a report that found parents considered boarding schools in Britain to be good value for money despite steep fee rises in recent years.
The first-ever National Parent Survey carried out by Britain’s Boarding Schools Association (BSA) found that almost three quarters of parents who chose boarding education for their children said it was worth it.
But the Good Schools Guide warned that although parents were broadly in favour of boarding, fee levels were now approaching the psychological £10,000 (HK$111,000) a term mark and schools would have to work harder to justify the cost.
Environmentally focused boarding school faces new challenge
http://www.jsonline.com/news/education/40064302.html:
Dramatic changes to a 7-year-old environmentally focused North Woods boarding school have alumni up in arms and parents frantic about finding new schools for their children.
Administrators for Conserve School in Land O’Lakes announced in January they were laying off about half the school’s 60-member staff as they begin transitioning to a “semester school” model, where students from other high schools attend for half their junior year.
The blame for the drastic alteration was placed on market conditions that have challenged the future of the young school’s $180 million endowment.
But parents, pointing out that the amount of the endowment puts the 145-student school on a per-pupil par with the likes of prestigious Northeast boarding schools Phillips Exeter Academy and Groton School, question the motives of the Chicago steel executives charged with running Conserve.
“My gut tells me, along with a number of other people, is what they are trying to do is they don’t want to run a school,” said Bill Meier, who has a sophomore son enrolled at Conserve. “It’s a pain in the rear to them.”
Meier and other parents have requested Conserve School trustees and administrators meet with them and a mediator to find a way to continue running it as one of only three boarding schools in the state.
Their efforts might be too late.
Conserve Headmaster Stefan Anderson said the school was not likely to stick with the four-year college preparatory academy model. The school already has contacted 80 other schools about the possibility of taking freshmen and sophomores who cannot stay during Conserve’s transition year, he said.
Beautiful Minds
There is a disconnect between high school and university that often catches out those unprepared for academic rigour. Not any more. Not if you are smart. Hong Kong University of Science and Technology is inviting top high-school students worldwide to spend three weeks on its campus for a crash course interspersed with liberal doses of fun.
Its Talented Youth Summer Program aims to give students a foretaste of university life, cultivating essential university habits such as academic absorption and reflection, as well as insight into what makes the city tick.
“Programs for gifted children are rare in Hong Kong (administrative region, China), so we wanted to launch a pilot scheme since we have the right resources,” said Helen Wong Hom- fong, the program’s associate director. “We welcome students from all disciplines as long as they are willing to be challenged academically.”
The university will, of course, be going all out to make a suitable impression on the bright young minds by relying on its traditional strengths, with Wong saying the program’s main focus will be on the roles of science and technology throughout the history of civilization as they have always been the driving force.
“The curriculum consists of one core course on the main theme and one elective course, in addition to city tours and a talent show,” she said.
Class Size in New York City Schools Rises, but the Impact Is Debated
In many circles, class size is considered as fundamental to education as the three R’s, with numbers watched so carefully that even a tiny increase can provoke outrage among parents, teachers and political leaders. Alarms went off in New York and California last week, as officials on both coasts warned that yawning budget gaps could soon mean more children in each classroom.
But while state legislatures for decades have passed laws — and provided millions of dollars — to cap the size of classes, some academic researchers and education leaders say that small reductions in the number of students in a room often have little effect on their performance.
At recent legislative hearings on whether to renew mayoral control of the New York City schools, lawmakers and parents alike have asked, again and again, why Mayor Michael R. Bloomberg and Chancellor Joel I. Klein have not done more to reduce class size. On Tuesday, the Education Department issued a report that found the average number of children per class increased in nearly every grade this school year.
“If you’re going to spend an extra dollar, personally, I would always rather spend it on the people that deliver the service,” Mr. Bloomberg said when asked about the report on Thursday, calling class size “an interesting number.”
Bethel Lutheran Church looks at opening a downtown school
Developer Randy Alexander has been a member of Bethel Lutheran Church [Map] downtown for eight years. He grew up with a strong faith-based culture and says having a moral compass is critical for raising children.
“And where better to do that than in a Christian school?” he asked.
That’s a big part of why Alexander is part of a church committee to study the market feasibility of a kindergarten through fifth-grade school at the downtown church, 312 Wisconsin Ave. [Map] It’s familiar territory for Alexander, whose Alexander Co. specializes in urban infill projects. It recently developed the Capitol West condominiums downtown and is building the Novation Campus business park in Fitchburg.
If Bethel decides to go ahead and start a school, it would become one of about 30 private elementary schools in the Madison area, most of them religiously affiliated.
Matthew Kussow, executive director of the Wisconsin Council of Religious and Independent Schools, said the dismal economy is an obstacle for anyone looking to start a school now. Overall, state private school enrollment for the 2008-09 school year saw a slight decline, he said.
“We are sort of bracing ourselves for a steeper decline for 2009-2010 as the full effects of this economy are being felt,” Kussow said, adding that he won’t know specifically until the spring how many kids are re-enrolling in non-public schools. There are about 900 of them in the state, and they historically enroll about 10 percent of the total student body.
But Kussow also said that in general, private religious schools have a built-in following. So if Bethel identifies a need and believes it can get enough kids to start the school, in the long run, a church school is usually very successful, he said.
More choices are a good thing.
Judy Kujoth: Dual-language middle school needs flexibility of a charter
Judy Kujoth, via a kind reader’s email:
In the spring of 2010, nearly 50 children will comprise the first graduating class of the Nuestro Mundo Community School on Madison’s East Side.
I am the proud parent of a daughter who will be among them.
My husband and I have spent the past five years marveling as she has acquired a second language, conquered challenging curricula and embraced friends from a variety of races and ethnicities. We eagerly anticipate the years to come as her love for languages and diversity continue to blossom.
But like many other parents, we are very worried about what the next stage of her academic journey will look like.
Nuestro Mundo is a charter school that has applied innovative teaching practices within a dual-language immersion framework. It is in its fifth year of offering elementary school students a dual-immersion curriculum in Spanish and English.
Kindergartners enter Nuestro Mundo as either native Spanish or native English speakers. By fifth grade, the goal is for all students to be proficient in both languages and at least on par, academically, with their peers at other schools. The skills they have cultivated need to continue being nurtured.
Unfortunately, charter schools and the Madison School District have mostly been “oil & water”. A few years ago, a group of parents & citizens tried to start an arts oriented charter – The Studio School. Read more here.
Every organization has its challenges and charters are certainly not perfect. However, it is more likely that Madison will see K-12 innovation with a diffused governance model, than if we continue the current very top down approach and move toward one size fits all curriculum. It will be interesting to see what the recent open enrollment numbers look like for Madison. Finally, a Chicago teacher on “magnet schools“.
Two Teachers, 16,000 Students, One Simple Rule
Jay Mathews is a bit of a journalistic oddball. Most reporters see the education beat as a stepping stone to bigger things, but much to his credit Mathews, who writes for The Washington Post, returned to covering schools after an international reporting career. He is best known for his book on Jaime Escalante, who taught low-income children in East Los Angeles to excel in AP calculus and was featured in the film “Stand and Deliver.” Now Mathews is back to profile two young teachers — Mike Feinberg and Dave Levin — who founded the wildly successful Knowledge Is Power Program (KIPP), a chain of 66 charter schools now educating 16,000 low-income students in 19 states and the District of Columbia.
While I have some quarrels with the book’s implicit and explicit public-policy conclusions, “Work Hard. Be Nice” provides a fast-paced, engrossing and heartening story of two phenomenally dedicated teachers who demonstrate that low-income students, if given the right environment, can thrive academically. In 52 short and easily digestible chapters, Mathews traces the story of two Ivy League graduates who began teaching in Houston in 1992 as part of the Teach for America program. Both struggle at first but come under the tutelage of an experienced educator, Harriett Ball, who employs chants and songs and tough love to reach students whom lesser teachers might give up on. Levin and Feinberg care deeply: They encourage students to call them in the evening for help with homework, visit student homes to get parents on their side and dig into their own pockets to buy alarm clocks to help students get to school on time. In Mathews’s telling, it’s hard not to love these guys.
Waukesha parents warned about illicit photos on students’ cell phones
Police and school officials are urging parents to check for naked photos on their children’s cell phones after a 14-year-old girl learned that her nude photo ended up in the hands of hundreds of area high school students.
The Waukesha West High School [Map] student sent the photo to her boyfriend, but when the couple broke up, he forwarded it to other students using his cell phone, Waukesha police Capt. Mark Stigler said Tuesday. Police have talked to the core group responsible and may recommend felony possession of child pornography charges, he said. Police have recovered computers belonging to the teens to investigate whether they also sent the photos over the Internet.
“We know it’s a hard stance, but how else do we deal with this?” Stigler said. “Kids are being immature and doing foolish things.”
An automated phone message from the Waukesha School District went to parents Monday and Tuesday asking them to talk to their children and check the phones for illicit photos.
Police want parents to delete any inappropriate photos because the magnitude of the potential proliferation of photos is too large to investigate, Stigler said.
Related: Textual Misconduct What to do about teens and their dumb naked photos of themselves.
Free book on Free Range kids
John Mark sez, “Some past Boing Boing posts have talked about how children’s lives in the UK and North America have become more and more stifled by overprotective adults in the last few decades. This 2007 book by Tim Gill, now free in its entirety online, show how many of these efforts are largely misdirected, and even counterproductive. Focusing on the UK, but also touching on other countries, the book includes accounts and data to show how resources are wasted on dubious and costly playground modifications and ‘stranger danger’ paranoia, when we could instead foster safer and more mature kids by focusing more on independence, social support, and traffic safety.”
No Fear joins the increasingly vigorous debate about the role and nature of childhood in the UK. Over the past 30 years activities that previous generations of children enjoyed without a second thought have been relabelled as troubling or dangerous, and the adults who permit them branded as irresponsible. No Fear argues that childhood is being undermined by the growth of risk aversion and its intrusion into every aspect of children’s lives. This restricts children’s play, limits their freedom of movement, corrodes their relationships with adults and constrains their exploration of physical, social and virtual worlds.
Boosting Schools’ Value Without Spending a Dime
As happens in every recession, Washington area school systems are cutting back. It’s depressing. Here’s an antidote: Harness the creativity of educators, parents and students to improve our schools without more spending. Some teachers I trust helped me come up with these seven ideas.
1. Replace elementary school homework with free reading. Throw away the expensive take-home textbooks, the boring worksheets and the fiendish make-a-log-cabin-out-of-Tootsie-Rolls projects. One of the clearest (and most ignored) findings of educational research is that elementary students who do lots of homework don’t learn more than students who do none. Eliminating traditional homework for this age group will save paper, reduce textbook losses and sweeten home life. Students should be asked instead to read something, maybe with their parents — at least 10 minutes a night for first-graders, 20 minutes for second-graders and so on. Teachers can ask a few kids each day what they learned from their reading to discourage shirkers.
2. Unleash charter schools. I know, I know. Many good people find this suggestion as welcome as a call from a collection agency. They think charter schools, public schools that make their own rules, are draining money from school systems, but the opposite seems to be true. In most states, charters receive fewer tax dollars per child than regular public schools. Yet they often attract creative principals and teachers who do more with less. School finance experts don’t all agree, but I am convinced that charters are a bargain. So let’s have more. That won’t save money in the District, one of the few places that pay as much for charters as regular schools, but Maryland and Virginia would find more charters a boon if they dropped their suburban, aren’t-we-great notions and listened to what imaginative educators in a few little charter schools could teach them.
3. Have teachers call or e-mail parents — once a day would be fine — with praise for their children. Some great classroom teachers make a habit of contacting parents when kids do something well. Jason Kamras, 2005 national teacher of the year and now a leading D.C. schools executive, used to punch up the parent’s number on his cellphone while standing next to a student’s desk. It doesn’t take long. It doesn’t cost much. But it nurtures bonds among teachers, students and parents that can lead to wonderful things.
Mayoral control of schools not a cure-all, report says
Turning over control of a school system to a mayor is no cure-all for problems, and it is “messy, difficult work” to make such changes, according to an analysis of other cities being released today by the Greater Milwaukee Foundation.
The report and a forum set for Monday night to discuss it amount to firing the starting gun on a crucial debate over whether the mayor or some new body should take over Milwaukee Public Schools, or whether the MPS School Board should be revamped.
Mayor Tom Barrett is signaling that he is more serious than at any point since he was elected in 2004 about the possibility of putting the school system under his control.
“It’s time we do have a conversation about what’s best for the children of this community,” he said.
Barrett did not give a direct answer on whether he wants control of MPS but said, “We have to have significant change in the fiscal management of the district if it’s going to survive.”
He said he did not want to take over MPS in the absence of other steps to deal with problems that threaten the school system. They include an estimated $2.4 billion in commitments to pay benefits to current and future retirees. Progress on such issues almost surely would take broad, innovative agreements between city, state and union leadership.
To what extent has governance reform in large, urban public school districts resulted in better student performance, greater accountability, and more educational innovation? When a school district is governed by a mayor, do the district’s fortunes improve?
The answers to these questions, unfortunately, are not clear cut. Large urban districts that have experienced governance reform have often seen several iterations of reform over the course of several years and mixed results. Still, despite the complexity of their reform efforts over the past decade, comparable school districts have much to teach policymakers and educators in Milwaukee. The Public Policy Forum researched several comparable districts and came up with these key findings:
Court Rules Autism Not Caused by Childhood Vaccines
Thousands of parents who claimed that childhood vaccines had caused their children to develop autism are wrong and not entitled to federal compensation, a special court ruled today in three decisions with far-reaching implications for a bitterly fought medical controversy.
The long-awaited decision on three test cases is a severe blow to a grass-roots movement that has argued — predominantly through books, magazines and the Internet — that children’s shots have been responsible for the surge in autism diagnoses in the United States in recent decades. The vast majority of the scientific establishment, backed by federal health agencies, has strenuously argued there is no link between vaccines and autism, and warned that scaring parents away from vaccinating their youngsters places children at risk for a host of serious childhood diseases.
US Education Secretary Duncan’s Speech to the American Council on Education
I grew up on the South Side of Chicago working and living with young children of color.
These kids were threatened every day. They lacked role models to protect them and guide them to a safe place where learning was valued and rewarded.
Barack and Michelle Obama can be those role models on a national scale–and that’s just one reason I am hopeful.
I am also hopeful because the leadership in Congress is so committed to education. They are very passionate about the issue–and they recognize its importance to our future.
I am hopeful because of the incredible progress in school districts, colleges and universities all across the country–developing new learning models–new educational approaches–and bringing new energy and ideas to the field of education.
From Teach for America to the KIPP charter schools to instructional innovations at colleges and universities, we have proven strategies ready to go to scale.
February 1994: Now They Call it 21st Century Skills
Charles J. Sykes:
“Dumbing Down Our Kids–What’s Really Wrong With Outcome Based Education”
Charles J. Sykes, Wisconsin Interest, reprinted in Network News & Views 2/94, pp. 9-18
Joan Wittig is not an expert, nor is she an activist. She just didn’t understand why her children weren’t learning to write, spell, or read very well. She didn’t understand why they kept coming home with sloppy papers filled with spelling mistakes and bad grammar and why teachers never corrected them or demanded better work. Nor could she fathom why her child’s fourth-grade teacher would write, “I love your story, especially the spelling,” on a story jammed with misspelled words. (It began: “Once a pona time I visited a tropical rian forist.”)
While Wittig did not have a degree in education, she did have some college-level credits in education and a “background of training others to perform accurately and competently in my numerous job positions, beginning in my high school years.” That experience was enough for her to sense something was wrong. She was not easily brushed off by assurances that her children were being taught “whole language skills.” For two years, she agonized before transferring her children from New Berlin’s public schools to private schools.
After only a semester at the private schools, her children were writing and reading at a markedly higher level. Their papers were neatly written, grammatical, and their spelling was systematically corrected.
Earlier this year, she decided to take her story to her local school board.
Madison School District Seeks Community Volunteers for Strategic Planning Teams
The Madison School District is inviting members of the community to join them in putting into action five priorities for the future identified in a major planning bash last month.
The “strategic priorities” were developed by a planning committee — 60 strong — that met for a marathon 22 hours over several days in January. See a school district article about the process here.
The process was open and inclusive with more than token representation by people of color, committee member Annette Miller on Monday told members of Communities United, a Madison coalition committed to promoting social justice. “I didn’t feel like I was the African-American representing the whole African-American community,” Miller said.
The process may have been close to the ground, but the priorities developed by the committee smack of “educationalese” (and writing by committee) in the draft report released Monday to Communities United.
As roughly translated into plain English, they are: eliminate the achievement gap between students of color and white students; evaluate programs and personnel, then prioritize and allocate resources equitably; recruit and retain staff members who reflect the cultural composition of the student body; “revolutionize” Madison education with rigorous, culturally relevant and accelerated learning opportunities; provide a safe, welcoming learning environment for all children by building ties to the community, confronting fears about diversity, and being accountable to all.
School segregation at highest level in decades
The legal segregation of U.S. public schools was supposedly halted in 1954 by the landmark Brown v. Board of Education Supreme Court decision. But according to a January report released by the Civil Rights Project, school segregation is now at the highest level in four decades.
The study, titled “Reviving the Goal of an Integrated Society: A 21st Century Challenge,” [960K PDF] concludes that the election of the first African American president does not indicate that the United States has become a “post-racial” society. Rather, it argues against the notion that things are progressing in the right direction, especially in light of the harsh reality of race relations in public education.
The 1954 Supreme Court decision concluded that Southern segregation was “inherently unequal” and did “irreversible” harm to Black students. In an education system segregated by race, poverty and language, most Black and Latino students do not receive opportunities equal to their white counterparts. The U.S. Department of Education states, “Poverty poses a serious challenge to children’s access to quality learning opportunities and their potential to succeed in school.”
Institutionalized racism has effectively replaced the Jim Crow laws of the post-Reconstruction period as the basis for continued segregation. Although there have been significant reforms, mostly won during the Civil Rights movement, these victories have been eroded by reactionary court decisions and racist political leadership from elected officials.
Rochester’s $100K Calculus Teacher: 5 Students…..
But while this generation of baby-boom teachers has witnessed remarkable transformations in their lifetime — in women’s rights, in civil rights — the waves of education reforms aimed at remaking our urban schools that they have been dispatched to implement have repeatedly fallen short.
Ms. Huff has taught both basic math and calculus at East High, a failing school under the federal No Child Left Behind law, considered by many here to be the city’s most troubled. As I walked in the front door one frigid day last month, ambulance attendants were rolling out a young man on a gurney and wearing a neck brace.
MS. HUFF’S eighth period has just five calculus students — normally not enough to justify a class — but the administration keeps it going so these children have a shot at competing with top students elsewhere. No sooner had they sat down and finished their daily warm-up quiz, than there was a loud clanging. “A pull,” Ms. Huff said. “Let’s go.” Someone had yanked the fire alarm. Ms. Huff led her students through halls that were chaotic. Several times when she tried to quiet students from other classes, they swore at her.
For 15 minutes she and her calculus students — none of them with coats — stood in a parking lot battered by a fierce wind off Lake Ontario. Everywhere, kids could be seen leaving school for the day, but all the calculus students returned, took their seats, and just as Ms. Huff started teaching, there was another false alarm and they had to march out again.
More on the Splurge: Federal Spending Largess Could Leave Wisconsin Budget Worse Off
The giant economic stimulus bill working its way through Congress should deliver enough money to Wisconsin to keep the state from taking such draconian measures to close its $5.7 billion budget shortfall as furloughing prisoners, knocking poor children off Medicaid rolls and slashing school aids.
But the federal largesse — up to $4 billion or more for Wisconsin alone — carries the potential of leaving the state budget worse off in the future if the economy doesn’t recover and lawmakers don’t do a better job than they have in the past of making sure the state lives within its means.
“In two years this money won’t be there,” Sen. Mike Ellis, R-Neenah, said of the stimulus. “The programs will be there, the costs will be there, but the money will be gone.”
“(It’s as if) your uncle died and left you a few bucks,” Ellis said. “And did you take your wife out for a beer and a burger? No. . .You’ve spent the inheritance, and therein lies the problem.”
Jason Stein on Wisconsin’s lack of prudent budgeting:
Instead, they’ve pushed today’s bills off until tomorrow, creating some of the shakiest budgets in the nation and jeopardizing future commitments to safe roads, good schools and aid to the poor, according to a Wisconsin State Journal review of past budget practices.
“We’ve met the enemy and it’s us,” said Mark Bugher, a former Administration secretary who helped write state budgets when Republican Tommy Thompson was governor. “On both sides of the spectrum … politicians have just demonstrated a lack of ability to face the public and say, ‘We’re not going to be able to afford this.’ ”
Showing such leadership now is more difficult than it has been in decades. The recession has struck tens of thousands of families, leaving many workers without jobs or health coverage, and pinching businesses and local governments. Aging roads, dams and bridges require massive investments. The global economy calls for better schools and smarter graduates. The demand to hold the line on taxes is high.
In Black History Month, One-Room School Opens to Offer Lessons
A 19th-century school that served Prince William County’s African American population opens for public tours today in honor of Black History Month.
The Lucasville School, at 10516 Godwin Dr. in the Manassas area, will be open every weekend this month from noon to 4 p.m. The one-room school was the only one in the county solely for African Americans, said Robert Orrison, a historic site manager for the county. A few one-room schools that served whites remain, but most have been converted into homes.
“We opened the school up last February,” Orrison said. “It’s a great place to learn about segregated schools and how education was done in the 19th and early 20th century.”
Built in 1885, the Lucasville School served children in grades one through six until 1926, Orrison said. About 20 to 25 students of different ages would pack into the building each year to learn from a single instructor. The school was filled with benches, not desks, Orrison said, and blackboards were made of pieces of plywood painted black, unlike at white schools, where students had blackboard slates.
Do You Want An Internship? It’ll Cost You
Faced with a dismal market for college summer internships, a growing number of anxious parents are pitching in to help — by buying their kids a foot in the door.
Some are paying for-profit companies to place their college students in internships that are mostly unpaid. Others are hiring marketing consultants to create direct-mail campaigns promoting their children’s workplace potential. Still other parents are buying internships outright in online charity auctions.
Even as the economy slows, internship-placement programs are seeing demand rise by 15% to 25% over a year ago. Critics of the programs say they deepen the divide between the haves and have-nots by giving students from more affluent families an advantage. But parents say the fees are a small price for giving their children a toehold in a treacherous job market. And operators of the programs claim they actually broaden access to internships by opening them to students who lack personal or political connections to big employers.
The whole idea of paying cash so your kid can work is sometimes jarring at first to parents accustomed to finding jobs the old-fashioned way — by pounding the pavement. Susan and Raymond Sommer of tiny St. Libory, Ill., were dismayed when their daughter Megan, then a junior at a Kentucky university, asked them to spend $8,000 so she could get an unpaid sports-marketing internship last summer in New York City. Paying to work “was something people don’t do around here,” says Ms. Sommer, a retired concrete-company office worker; her husband, a retired electrical superintendent, objected that if “you work for a company, you should be getting paid.”
Obama Should Acknowledge His Catholic School Roots
Of the many parallels between Barack Obama and John F. Kennedy, one has eluded all coverage: Both attended Catholic school as children. In fact, while JFK may have been the Irish Catholic from Boston, he spent less time at the Canterbury School in Connecticut than did young Barry (as he was then called) at St. Francis of Assisi in Indonesia.
At a time when America’s 6,165 Catholic elementary and 1,213 secondary schools are celebrating Catholic Schools Week, President Obama’s first-hand experience here opens the door to a provocative opportunity. In his inaugural address, the president rightly scored a U.S. school system that “fail[s] too many” of our young people. How refreshing it would be if he followed up by giving voice to a corollary truth: For tens of thousands of inner-city families, the local parochial school is often the only lifeline of hope.
“When an inner-city public school does what most Catholic schools do every day, it makes the headlines,” says Patrick J. McCloskey, author of a new book called “The Street Stops Here,” about the year he spent at Rice High — an Irish Christian Brothers school in Harlem. “President Obama has a chance to rise above the ideological divide simply by giving credit where credit is due, by focusing on results, and the reason for those results.”
Schools debate: Is cursive writing worth teaching?
Are the flowing curves and fancy loops of cursive writing disappearing from elementary school classrooms?
Some fear classic penmanship has been left behind as preparation for state assessment tests dominates class time. Others blame the rise of the Internet, combined with a push to ensure that children are technologically literate, for rendering delicate handwriting an art of yesteryear.
“With all the other subjects we must teach, we just don’t have the time to spend a lot of effort on cursive,” said Carl Brown, principal of Manatee Elementary in Viera, Fla.
That’s a big change from years past. Brown recalled that he had to attend a summertime handwriting camp in Brevard County, Fla., about 25 years ago because of his illegible scrawl.
Success, Learned and Taught
Joyce Roche CEO of Girls, Inc.:
I WAS born in Iberville, La. My mom moved to New Orleans after my dad died in an accident. I have seven sisters and three brothers; all but one brother are still living. At the time we moved, I was the baby of the family. My mom had two other children after she remarried.
When I was growing up, segregation was real. When we rode the bus, there was something we called the screen. African-Americans, or Negroes as we were called then, were expected to sit behind a piece of wood. Since where we lived had movie theaters and grocery stores, it was only when we traveled to Canal Street to department stores that segregation was most noticeable.
One of my older sisters moved in with my Aunt Rose, my mother’s sister, who was married but had no children of her own. Soon I lived there almost permanently, too. She made sure I was doing well in everything at school. As a black female, I expected to be a nurse, a teacher or a social worker. I had an English teacher in high school who made me feel like an A student, even though I was a strong B student. She became the person I could see myself being.
Challenging Assumptions About Online Predators
Are your kids safe online? A recent report about this sensitive subject is stirring up controversy.
The study, released by Harvard University’s Berkman Center for Internet & Society, finds that it’s far more likely that children will be bullied by their peers than approached by an adult predator online.
The 278-page document cites studies showing that sexual solicitation of minors by adults via the Web appears to be on the decline. “The image presented by the media of an older male deceiving and preying on a young child does not paint an accurate picture,” reads one of document’s conclusions. “The risks minors face online are complex and multifaceted and are in most cases not significantly different than those they face offline.”
In other words, children are about as savvy online as they are offline, said Ernie Allen, president of the Alexandria-based National Center for Missing and Exploited Children, which contributed to the report.
“The vast majority of kids in this country have heard the messages about the risks online and are basically dealing with them as a nuisance, as a fact of life, and aren’t particularly vulnerable,” he said. “This report should not be read as saying there are not adults out there doing this.”
Wisconsin Governor Doyle Plans to Keep K-12 Funding Flat in the 2009-2011 Budget
“Not getting cut is the new increase in this budget,” Doyle said in a speech at the State Education Convention in the Milwaukee Hilton Hotel.
The annual event is sponsored by the Wisconsin Association of School Boards, the Wisconsin Association of School District Administrators and the Wisconsin Association of School Business Officials.
In his speech, Doyle called education his No. 1 priority. But, he said, with increasing unemployment and a looming budget deficit, it would be a challenge to even maintain funding.
“We cannot allow our children to be the ones who pay the cost for this recession,” Doyle said. “The decisions we make today have consequences that last decades and decades to come.”
Doyle did not give details of his budget plans.
If the state keeps its revenue cap system for schools, a level that increases each year to reflect inflation, the effect of flat state funding could mean massive property tax increases by local school boards, which may turn to that source of money instead.
Related:
- K-12 School Tax & Spending Climate
- Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding
Making Room for Miss Manners Is a Parenting Basic
For years, I took care of a very rude child. When he was 3, I called him rambunctious — and I talked to his mother about “setting limits.” At 4, I called him “demanding.” At 5, he was still screaming at his mother if she didn’t do what he wanted, he still swatted me whenever I tried to examine him, and his mother asked me worriedly if I thought he was ready for kindergarten.
I could go on (he didn’t have an easy time in school), but it would sound like a Victorian tale: The Rude Boy. I never used the word “rude” or even “manners” when I spoke to his mother. I don’t describe my patients as rude or polite in the medical record. But I do pass judgment, and so does every pediatrician I know.
It’s always popular — and easy — to bewail the deterioration of manners; there is an often quoted (and often disputed) story about Socrates’ complaining that the young Athenians have “bad manners, contempt for authority.” Sure, certain social rubrics have broken down or blurred, and sure, electronic communication seems to have given adults as well as children new ways to be rude. But the age-old parental job remains.
And that job is to start with a being who has no thought for the feelings of others, no code of behavior beyond its own needs and comforts — and, guided by love and duty, to do your best to transform that being into what your grandmother (or Socrates) might call a mensch. To use a term that has fallen out of favor, your assignment is to “civilize” the object of your affections.
Persistence: TIMSS Questionnaire
Malcolm Gladwell, Outliers
New York: Little, Brown, 2008, pp. 247-249:
Every four years, an international group of educators administers a comprehensive mathematics and science test to elementary and junior high students around the world. It’s the TIMSS (the same test you read about earlier, in the discussion of fourth graders born near the beginning of a school cutoff date and those born near the end of the date), and the point of the TIMSS is to compare the educational achievement of one country with another’s.
When students sit down to take the TIMSS exam, they also have to fill out a questionnaire. It asks them all kinds of things, such as what their parents’ level of education is, and what their views about math are, and what their friends are like. It’s not a trivial exercise. It’s about 120 questions long. In fact, it’s so tedious and demanding that many students leave as many as ten or twenty questions blank.
Now, here’s the interesting part. As it turns out, the average number of items answered on that questionnaire varies from country to country. It is possible, in fact, to rank all the participating countries according to how many items their students answer on the questionnaire. Now, what do you think happens if you compare the questionnaire rankings with the math ranking on the TIMSS? They are exactly the same. In other words, countries whose students are willing to concentrate and sit still long enough and focus on answering every single question in an endless questionnaire are the same countries whose students do the best job of solving math problems.
The person who discovered this fact is an educational researcher at the University of Pennsylvania named Erling Boe, and he stumbled across it by accident. “It came out of the blue,” he says. Boe hasn’t even been able to publish his findings in a scientific journal, because, he says, it’s just a bit too weird. Remember, he’s not saying that the ability to finish the questionnaire and the ability to excel on the math test are related. He’s saying that they are the same: If you compare the two rankings, they are identical.
Think about this another way. Imagine that every year, there was a Math Olympics in some fabulous city in the world. And every country in the world sent its own team of one thousand eighth graders. Boe’s point is that we could predict precisely the order in which every country would finish in the Math Olympics without asking a single math question. All we would have to do is give them some task measuring how hard they were willing to work. In fact, we wouldn’t even have to give them a task. We should be able to predict which countries are best at math simply by looking at which national cultures place the highest emphasis on effort and hard work.
So, which places are at the top of both lists? The answer shouldn’t surprise you: Singapore, South Korea, China (Taiwan), Hong Kong, and Japan. What those five have in common, of course, is that they are all cultures shaped by the tradition of wet-rice agriculture and meaningful work. They are the kinds of places where, for hundreds of years, penniless peasants, slaving away in the rice paddies three thousand hours a year, said things to one another like “No man who can rise before dawn three hundred sixty days a year fails to make his family rich.” *
* note: There is actually a significant scientific literature measuring Asian “persistence.” In a typical study, Priscilla Blinco gave large groups of Japanese and American first graders a very difficult puzzle and measured how long they worked at it before they gave up. The American children lasted, on average, 9.47 minutes The Japanese children lasted 13.93 minutes, roughly 40 percent longer.
School Leaving Age: Extending compulsory education is no panacea for idle youth
WORKLESS children were “idling in the streets” and “tumbling about in the gutters”, wrote one observer in 1861 of the supposedly baleful effects of a reduction in the use of child labour. Such concerns eventually led to schooling being made mandatory for under-tens in 1880. The minimum school-leaving age has been raised five times since then and now stands at 16; but panic about feral youths menacing upright citizens and misspending the best years of their lives has not gone away.
Today’s equivalent of the Victorian street urchin is the “NEET”–a youth “not in education, employment or training”. And the same remedy is being prescribed: by 2013 all teenagers will have to continue in education or training until age 17, and by 2015 until 18. Now there are political rumours that the education-leaving age could be raised sooner, perhaps as early as this autumn. Bringing the measure forward is said to be among the proposals being prepared for the “jobs summit” Gordon Brown has grandly announced.
During downturns young people tend to have more difficulty finding, and staying in, work than older ones. So a policy that would keep them off the jobless register has obvious appeal for the government. Youngsters who have studied for longer may, moreover, be better placed for an eventual upturn, whenever that might be. And, unlike other measures on Mr Brown’s wish-list, this one is achievable by ministerial edict.
Charter Schools Can Close the Education Gap
It is not acceptable for minority students to be four grade levels behind.
Dear President-elect Barack Obama,
In the afterglow of your election, Americans today run the risk of forgetting that the nation still faces one last great civil-rights battle: closing the insidious achievement gap between minority and white students. Public education is supposed to be the great equalizer in America. Yet today the average 12th-grade black or Hispanic student has the reading, writing and math skills of an eighth-grade white student.
That appalling four-year gap is even worse in high-poverty high schools, which often are dropout factories. In Detroit, just 34% of black males manage to graduate. In the nation’s capital — home to one of the worst public-school systems in America — only 9% of ninth-grade students go on to graduate and finish college within five years. Can this really be the shameful civil-rights legacy that we bequeath to poor black and Hispanic children in today’s global economy?
This achievement gap cannot be narrowed by a series of half-steps from the usual suspects. As you observed when naming Chicago superintendent Arne Duncan to be the next secretary of education, “We have talked our education problems to death in Washington.” Genuine school reform, you stated during the campaign, “will require leaders in Washington who are willing to learn from students and teachers . . . about what actually works.”
We, too, believe that true education reform can only be brought about by a bipartisan coalition that challenges the entrenched education establishment. And we second your belief that school reformers must demonstrate an unflagging commitment to “what works” to dramatically boost academic achievement — rather than clinging to reforms that we “wish would work.”
Educators Resist Even Good Ideas From Outsiders
With two massive parental revolts nearing victory in Fairfax County, and mothers and fathers elsewhere in the area plotting similar insurgencies, it is time to disclose a great truth about even the best educators I know: As much as they deny it, they really don’t like outsiders messing with the way they do their jobs.
I don’t like that either. Do you? We know what we are doing. Most other folks don’t. We are polite to outsiders, but only to mollify them so we can hang up and get back to work.
The problem is that schools, unlike most institutions, are handling parents’ most precious possessions, their children. That aggravates the emotional side of the discussion. It makes it more likely that smart educators are going to write off parents as interfering idiots, even if they actually have a good idea and data to prove it.
I was a school parent for 30 years. The last kid graduated from college in 2007, but a grandchild has just appeared. That sound you hear is California teachers muttering at the thought of me at their door, brimming with helpful suggestions. I know how this works. The school people smile and nod, but nothing happens. Sure, some parent ideas are daft. But important queries are also shrugged off.
In Minnesota, Charter Schools for Immigrants
Fartun Warsame, a Somali immigrant, thought she was being a good mother when she transferred her five boys to a top elementary school in an affluent Minneapolis suburb. Besides its academic advantages, the school was close to her job as an ultrasound technician, so if the teachers called, she could get there right away.
“Immediately they changed,” Ms. Warsame said of her sons. “They wanted to wear shorts. They’d say, ‘Buy me this.’ I said, ‘Where did you guys get this idea you can control me?’ ”
Her sons informed her that this was the way things were in America. But not in this Somali mother’s house. She soon moved them back to the city, to the International Elementary School, a charter school of about 560 pupils in downtown Minneapolis founded by leaders of the city’s large East African community. The extra commuting time was worth the return to the old order: five well-behaved sons, and one all-powerful mother.
Charter schools, which are publicly financed but independently run, were conceived as a way to improve academic performance. But for immigrant families, they have also become havens where their children are shielded from the American youth culture that pervades large district schools.
The curriculum at the Twin Cities International Elementary School, and at its partner middle school and high school, is similar to that of other public schools with high academic goals. But at Twin Cities International the girls say they can freely wear head scarves without being teased, the lunchroom serves food that meets the dietary requirements of Muslims, and in every classroom there are East African teaching assistants who understand the needs of students who may have spent years in refugee camps. Twin Cities International students are from Ethiopia, Kenya, Somalia and Sudan, with a small population from the Middle East.
The diversity of Minneapolis charter schools is one reason my niece and her family remain in the city, rather than retreating to the burbs.
Pumping Up High School Grades Not a Panacea for Va. Parents’ Anxiety
W hy are some parents in Fairfax and Loudoun counties up in arms about whether an A in a high school course means the student averaged a 90 or a 94?
The controversy coming to the Fairfax School Board this month is about one thing: anxiety over college admission. That emotionally fraught issue has blurred the vision of many parents, who have come to believe that if only schools would artificially pump up their little sweeties’ grades, their just-slightly-less-than-perfect children just might get into colleges that otherwise would give them the big dis.
Fairfax uses a six-point grading system in which you need a 94 to get an A. Loudoun’s scoring grid is similar. But in many parts of the country, an A represents a numerical grade of 90 or more.
Parent groups in the two Virginia counties contend that college admissions officers cannot comprehend these distinctions and therefore put applicants from these two strong school systems at a competitive disadvantage.
Study: Risky behavior prominent on teen MySpace profiles
More than half of adolescent MySpace users mention risky behaviors such as sex, violence or substance use on their personal Web profiles.
That’s according to the findings of Megan Moreno, assistant professor of pediatrics at the University of Wisconsin-Madison School of Medicine and Public Health, and other researchers who analyzed 500 MySpace profiles in 46 states to determine how young people use the Internet as a means of presenting themselves to their peers.
The study, along with a companion study on how to reduce such postings, is published in the January issue of Archives of Pediatric & Adolescent Medicine. Moreno was co-leader of the study while a research fellow at Seattle Children’s Hospital.
According to Moreno, 37 percent of profiles mentioned alcohol use, 24 percent mentioned sex, 14 percent mentioned or implied they were involved in acts of violence, and 13 percent mentioned tobacco use. In a number of cases, the profilers claimed to have engaged in several of these activities.
HomeSchooling Grows in the United States
The ranks of America’s home-schooled children have continued a steady climb over the past five years, and new research suggests broader reasons for the appeal.
The number of home-schooled kids hit 1.5 million in 2007, up 74% from when the Department of Education’s National Center for Education Statistics started keeping track in 1999, and up 36% since 2003. The percentage of the school-age population that was home-schooled increased from 2.2% in 2003 to 2.9% in 2007. “There’s no reason to believe it would not keep going up,” says Gail Mulligan, a statistician at the center.
Traditionally, the biggest motivations for parents to teach their children at home have been moral or religious reasons, and that remains a top pick when parents are asked to explain their choice.
The 2003 survey gave parents six reasons to pick as their motivation. (They could choose more than one.) The 2007 survey added a seventh: an interest in a “non-traditional approach,” a reference to parents dubbed “unschoolers,” who regard standard curriculum methods and standardized testing as counterproductive to a quality education.
“We wanted to identify the parents who are part of the ‘unschooling’ movement,” Mulligan says. The “unschooling” group is viewed by educators as a subset of home-schoolers, who generally follow standard curriculum and grading systems. “Unschoolers” create their own systems.
The Worst Jobs in History
The history we are taught usually features the lives and times of the great and the good, of the haves but not the have-nots. However, the monarchs, aristocrats and magnates could not have existed without the battalions of minions who performed the tasks that were beneath their masters and mistresses.
In this website, we take you on a journey through 2,000 years of British history and the worst jobs of each era, as seen in both Channel 4 Worst Jobs series. Tony Robinson has devised a quiz to see how suited you would be to certain jobs, and we have an extract from his book on the worst children’s jobs. The skills agency learndirect has provided information on offbeat careers, and we show you how to take your interest further.
Obama Pledges Schools Upgrade in Stimulus (“Splurge”) Plan
Barack Obama probably cannot fix every leaky roof and busted boiler in the nation’s schools. But educators say his sweeping school modernization program – if he spends enough – could jump-start student achievement.
More kids than ever are crammed into aging, run-down schools that need an estimated $255 billion in repairs, renovations or construction. While the president-elect is likely to ask Congress for only a fraction of that, education experts say it still could make a big difference.
“The need is definitely out there,” said Robert Canavan, chairman of the Rebuild America’s Schools coalition, which includes both teachers’ unions and large education groups. “A federal investment of that magnitude would really have a significant impact.”
Educators argue that spiffy classrooms help children learn and also remove health risks. But they warn that Obama’s school spending plan won’t stimulate the economy if it requires matching funds from state and local governments whose tax revenues have been slashed by the recession.
And they caution that throwing huge sums of money at programs that haven’t proven effective, such as the federal “E-Rate” program that gives technology discounts to schools, won’t help student achievement or the economy.
Going to School Online: Georgia Virtual Academy
When Janet Webber’s three youngest children head to school, they don’t meet up with the yellow buses rolling through their Cumming subdivision.
Instead Roni, the seventh-grader, spreads books across the kitchen table and logs onto the computer. Webber leads her other two children — a first- and third-grader — upstairs, to a sunny room with two desks, a laptop computer and bookcases filled with textbooks.
The three kids spend the next five hours or so completing lessons designed by the Georgia Virtual Academy. The online charter school started in 2007 and has quietly become one of the largest public schools in the state. It teaches about 4,400 elementary and middle school students from 163 of the state’s 180 school districts.
Internet-based schools have popped up across the country in the past few years because of improved technology and changing education laws. As of January, there were 173 virtual charter schools teaching about 92,000 students in 18 states, according to the North American Council for Online Learning.
Nationally, little research has been done on the effectiveness of such online schools. They’re just too new.
But Roni, 12, has no doubts about her school.
“I do everything else on the computer, so why not go to school that way?” she said.
For the Webber children, the computer is their classroom.
Is Recess Necessary?
I often spout opinions on matters about which I know nothing, so I understand when my favorite peer group — the American people — does the same. The latest example is a survey of 1,000 U.S. adults [931K PDF] by the Robert Wood Johnson Foundation, which specializes in public health projects, and Sports4Kids, a national nonprofit organization that supports safe and healthy playtime in low-income elementary schools.
According to the survey’s press release, “seven out of 10 Americans disagree with schools’ policies of eliminating or reducing recess time for budgetary, safety or academic reasons.” I realize most people don’t know how poisonous recess can be for urban schools with severe academic needs, but I was surprised to see the news release fail to acknowledge this. It even suggests, without qualification, that “in low-income communities” recess time “offers one of our best chances to help children develop into healthy, active adults who know how to work together and resolve conflicts.”
Few Americans have an opportunity to experience what teaching in urban schools is like. The people I know who have done so have developed a well-reasoned antipathy for the typical half-hour, go-out-and-play-but-don’t-kill-anybody recess. In my forthcoming book, “Work Hard. Be Nice,” about the Knowledge Is Power Program, I describe the classroom and playground chaos KIPP co-founders Mike Feinberg and Dave Levin encountered before starting their first KIPP fifth grade in a Houston public elementary school, the beginning of their successful program:
Local, Fresh Lunches Would be a Tasty Change
My friend gave a guest presentation at a local high school last week and was invited to stay for lunch. “Horrible,” was her description of the meal. “I appreciated the generous invitation, and I’m sure the lunch ladies worked hard, but it was awful. Pizza, totally tasteless chicken sandwiches and fried food — that’s what we offer our children at school.”
Any parent who has peered into their school cafeteria’s garbage can to see what children throw out knows my friend is right. But it’s not for lack of caring on the part of school nutritionists. The amount of funding they receive for school meals is ridiculously low and not been updated for years. Fruits and vegetables are reimbursed at 10 cents a day, and the state school meal reimbursement rates haven’t changed since 1981.
But panels of legislators, medical experts, school dieticians, educators, agency staff and others have been working this year to change the situation. They are motivated largely by the high and increasing rates of overweight and obese adults in Wisconsin.
Obesity’s significance for health is clear. Being obese or overweight increases one’s risk of chronic diseases like hypertension, Type 2 diabetes, coronary heart disease and osteoarthritis. Our state’s annual obesity-related medical costs were estimated in 2004 to be $1.5 billion.
Some advice for the Detroit Public Schools
Now that Connie Calloway has been ousted as superintendent by the Detroit school board that hired her less than two years ago, a group of prominent local citizens is offering the DPS board some unsolicited advice about finding a good successor.
It won’t be easy, given the mess the district is in and especially given the board’s reputation as an employer and the state’s impending appointment of a powerful financial manager to get the DPS books in order. Here’s the text of a letter the group sent Tuesday to DPS Board President Carla Scott. The names of the signers are at the bottom.
Dear Honorable Carla D Scott, M.D.:
We are united in a fervent belief that a dynamic public education system is both imperative and possible here in Detroit. Because of that belief and our commitment to public education, we have conducted extensive research, both individually and collectively, to identify the dynamics that have enabled other urban districts to achieve turnarounds in the education they provide their students.
Clearly, a cornerstone of any successful school district, large or small, is aneffective superintendent who is focused on improving achievement scores, graduation rates and other critical indicators of performance.
Our kids need all of us working together to fix a broken system. Including these criteria in your selection process can help assure that we are working together with the single focus of improving the education that our children receive.
Fast food + nearby schools = fat kids
Youth who study just a short walk from a fast-food outlet eat fewer fruit and vegetables, drink more soda and are more likely to be obese than students at other schools, according to research published Tuesday.
The study, which involved more than 500,000 adolescents at middle schools and high schools in California, lends new fuel to a growing backlash against the fast-food industry as studies suggest they contribute to the rising obesity epidemic in the United States.
“We’ve basically discovered that kids who are going to a school that is near a fast-food restaurant have a higher chance of being overweight and obese than kids who are at a school that is not near a fast-food restaurant,” said Brennan Davis of Azusa Pacific University in California, whose study appears in the American Journal of Public Health.
U.S. youth obesity rates have tripled since 1980, although they leveled off this decade. The government says 32 percent of U.S. children are overweight and 16 percent are obese.
2005-2007 US County Property Tax Comparison
Tax Foundation:
- Median real estate taxes paid as a percentage of median household income . Dane County, WI ranks 64th.
- Property tax as a percentage of home value Dane County, WI ranks 133.
- Median real estate taxes paid: Dane County, WI ranks 46.
Interestingly, while local property taxes have remained relatively flat, taxpayers have supported a large increase in State of Wisconsin taxes spent on K-12 public school districts. Of course these funds largely come from the same wallets that support property taxes.
Related:
- Educating children is not the same as directly funding school systesm
- Wisconsin state budget outlook.
- Dave Blaska notes that WEAC spent over $2.1M on five key legislative elections this year.
On Nashville School Demographics
Her father, Tim Clo, was asked if he would send her to a public school in East Nashville, a working-class neighborhood that over the past decade has attracted legions of young professionals and their families.
The oddity was that East Nashville parents and neighbors seemed as interested in Kenya’s education as her parents, Clo said. Parents were adamant that Clo should send his daughter to Lockeland Design Center elementary school.
“It was word of mouth more than anything,” Clo said, as he waited for Kenya, now 5, outside the school. “We had these conversations in parks, by the pool, with people asking where we were going to go for kindergarten. In general, at first, what we heard was that public schools were not that good. We thought about private school.”
For years, many white parents like Clo would choose private schools over Metro public schools for their children.
Lockeland enrollment figures show that parents of white students have bucked that trend.
The student population is 60 percent white and 35 percent African-American, with the rest divided between Asians and Hispanics. The removal of two pre-kindergarten classes, which were predominantly black, helped boost the numbers.
Home Schooling Goes Mainstream
“I never really told anybody about my music at school, only my really close friends,” Cheyenne Kimball told People Magazine in 2006. “Then [school officials] actually aired the show around the whole entire school, and that caused a lot of problems. I was a straight-A student and all of a sudden I didn’t want to go to school anymore because of the things people were saying. That’s why I’m homeschooled now.” Cheyenne, winner of NBC’s America’s Most Talented Kid at age 12, recording artist, and star of her own MTV show, is just one of many high-profile Americans whose educational choice is home schooling. Movie stars Will Smith and Jada Pinkett Smith, married in 1997, home school their two children along with Will’s nephew. Why? “For flexibility,” Pinkett Smith told an Essence reporter, “so they can stay with us when we travel, and also because the school system in this country–public and private–is designed for the industrial age. We’re in a technological age. We don’t want our kids to memorize. We want them to learn.” While home schooling may have particular appeal to celebrities, over the last decade families of all kinds have embraced the practice for widely varying reasons: no longer is home schooling exclusive to Christian fundamentalism and the countercultural Left. Along with growing acceptance of home schooling nationally has come increasing diversification of who home schools and of what home schooling actually means.
Though parents and tutors have been teaching children in the home for centuries, in the late 1960s and 1970s there emerged for the first time in the United States a political movement that adopted this practice as a radical, countercultural critique of the public education system. Conservatives who felt the public schools had sold out to secularism and progressivism joined with progressives who felt the public schools were bastions of conservative conformity to challenge the notion that all children should attend them. By the early 1990s they had won the right to home school in every state. Some home-school advocacy groups have attempted to secure a federal law or Supreme Court ruling that would establish uniform national guidelines grounded in First or Fourteenth Amendment rights, but to date such efforts have failed (to the great relief of home-school advocacy groups that oppose this strategy). Home schooling thus falls under state law, and these laws vary widely. A complex matrix of specific statutory language and judicial interpretations emerged out of the maelstrom of political activism over the issue that started in the late 1970s. In Indiana and Michigan, for example, there are virtually no restrictions on home schoolers and very little accountability to government. Home-schooling parents are not even required to register. In Pennsylvania and New York, state agencies oversee and regulate home schooling in a number of ways, from curricular requirements to parental qualifications to mandatory home visits by certified personnel to obligatory standardized testing.
A Doomed Crusade for More Diverse Schools
Dick Hubert’s one-man campaign to desegregate, however slightly, the Blind Brook school district thudded to its inevitable close at 10:55 p.m. Monday, at the end of a long school board meeting.
The auditorium where the meeting took place was virtually empty. The board members, so animated earlier about the cost of glue sticks and the intricacies of earth science curriculum, seemed to make a point of looking as uninterested as possible as he read his statement.
“At this point, there is nothing more for me to add to this dialogue,” Mr. Hubert concluded. “The United States will be a majority nonwhite country in the adult lifetime of the children in your care. The only question is: How well will you have prepared them for being citizen leaders in this society?”
The board members barely looked up. He left the building and walked out into the cold rain.
Mr. Hubert, a 70-year-old retired television journalist who runs a small video production company, may not have made the most adroit case for his argument that Blind Brook, which is wealthy and 93 percent white, should make it a priority to merge some services and build links with its neighboring school district in Port Chester, which is largely poor and working class and 80 percent minorities.
Obama’s Education Choice:
Wall Street Journal Editorial:
Barack Obama has chosen Chicago schools chief Arne Duncan to be his Secretary of Education. As scarred veterans of the school-reform wars, we applaud the choice with great caution.
We’ve long said there is no more urgent domestic issue than the collapsed state of inner-city education. Going back to the Clinton Presidency, we have argued on behalf of vouchers that would let parents of students in the poorest public schools have the same shot at a sound education as do more affluent children, such as those of Mr. Obama. The opposition from public teachers’ unions to this or almost any significant reform is legendary. Thus, we listened closely when Senator Obama said nearly nothing during the campaign that would offend the unions, mostly urging more spending on preschool and after-school programs.
We now read that Mr. Duncan is an ardent proponent of public charter schools, though probably not of vouchers for private schools. Chester E. Finn Jr., the president of the Thomas B. Fordham Institute and a frequent contributor to this page on school reform, likes Mr. Duncan. “He’s a proven and committed and inventive education reformer,” Mr. Finn wrote yesterday on the Institute’s blog, “not tethered to the public-school establishment and its infinite interest groups.”
College Students Using ADHD Drugs to Study for Exams
It’s final exam week for thousands of UW students on campus.
For years, some students have quietly taken drugs like Ritalin and Adderall to help them focus and prepare for exams.
The drugs are widely prescribed by physicians to help school children focus longer and perform better in school.
College students told WISC-TV it’s no secret that students use the medicines and get them illegally
An opinion article in Nature Magazine on Sunday suggested there is a responsible way for the “healthy to use the drugs without an ADHD diagnosis” – but many medical doctors disagree.
UW student Jonathan Roffee has been studying all weekend.
“Ten to twelve hours a day, takes a toll after a while,” said Roffee.
Science or Garbage?
If we want our children to be scientifically literate and get good jobs in the future, why are we spending precious hours in school teaching them to be garbage collectors?
That’s the question that occurred to me after reading about the second-graders in West Virginia who fought for the right to keep recycling trash even after it became so uneconomical that public officials tried to stop the program. As my colleague Kate Galbraith reports, their teacher was proud of them for all the time they spent campaigning to keep the recycling program alive.
My colleague Andy Revkin suggests that the West Virginia students might be learning something useful about the interplay of economics and ecology, but I fear they and their teacher have missed the lesson. The reason that public officials cut back the program, as Matt Richtel and Kate reported, is the market for recyclables has collapsed because the supply vastly exceeds the demand. This could be a valuable learning experience for the students about markets and about the long-term tendency of prices of natural resources to fall while the cost of people’s time rises.
In Praise of Facts or avoiding “Fact Free” education
The British government’s latest crack at reforming schools is yet another step towards contentless learning
“NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life.” How horrible for the pupils at Professor Gradgrind’s school; Charles Dickens pulled out all the grim stops in describing it. No one today really thinks that school, especially in the early years, should consist of nothing but dreary rote learning.
But children do love learning real things–why trees have leaves, how two minuses make a plus, the number of wives’ heads Henry VIII removed. Only if they begin to build up a core of knowledge can they develop the habits of mental discipline that must last them a lifetime. You cannot look up on Google something you do not know exists; and the ability to hold facts in your head is a prerequisite for many careers–the law, say, or engineering. It is not enough in primary school to learn about learning; children need to learn actual stuff.
So it is a particular disappointment that the interim version of the biggest review of British primary schooling in decades nudges the country a little further down its path toward factfree education (see article). The existing curriculum is not without its faults: repeatedly re-engineered since it was set in place 20 years ago, it is now cluttered and prescriptive. And Sir Jim Rose, once Britain’s chief inspector of primary schools, was dealt some marked cards for his review: computer skills had to be ranked alongside literacy and numeracy (though employers complain not that young job-seekers are clueless online but that they are illiterate); room had to be made to teach a modern foreign language (thank heavens); and a gaggle of personal-development goals (learning not to set fire to your friends or trash the classroom) were to be emphasised.
Painful Choices as College Bills Wallop Families
The day after Thanksgiving, Glen O’Brien had bad news for his two children, who were visiting from college. With his electronics business pummeled by weak demand, he told them he couldn’t afford to keep paying their bills at New York University.
“We were both completely in shock,” recalls his daughter Caitlin, a junior majoring in Spanish. She was looking forward to spending her spring semester abroad in Chile. Instead, she is planning to move back to California, get a job and take cheaper courses at a state college. She hopes to return to NYU next fall. The school costs about $50,000 a year for tuition, room and board, and fees.
As the economy shrinks, joblessness expands and small-business owners lose income, many students and their parents are struggling to make payments for the second half of the academic year, which are typically due this month or in January. Midyear applications for financial aid, typically rare, are up at a number of colleges, as families who believed they wouldn’t need help earlier in the year are now feeling squeezed. Michigan State University, where students have been hit hard by the woes of the auto industry, last month set up a $500,000 fund for families hurt by the economy’s slide.
Gangs in Dane County? Yes, they’re everywhere, detective says
Gangs are everywhere in Dane County, from the largest Madison high schools to the smallest rural hamlets.
In the latest of a series of informational meetings led by a Dane County detective who monitors local gang activity, Sun Prairie parents were told their help is needed.
Detective Joel Wagner estimated that 3 to 4 percent of Dane County youths are involved in a gang. Recruiting begins in the fourth grade, he said; gang members can be of any race and socioeconomic status, but are primarily kids who have fallen away from school and family and are looking for a group to belong to.
“The best thing is prevention,” Wagner said. “We need to get back to eyes and ears.”
“Know your children’s friends. Know them well,” he said. “Know your children’s friends’ parents. Know them better.”
Wednesday night’s meeting at Sun Prairie High School stretched more than two hours and included disturbing video of gang fights and other violence from Dane County and across the nation as well as online photos of gang members who identify themselves as being from Sun Prairie and other Dane County communities.
Particularly disturbing was video — not from Dane County — of a gang initiation in which a teen’s head was smashed into a cement curb and into a florescent light tube. In another video, a teen was beaten in a bathroom as part of an initiation.
Related:
- Gangs & School Violence Forum Audio & Video.
- Educating the Community on Gangs in Madison
- Art Rainwater’s Memo on School Violence
- Madison police calls near local high schools: 1996-2006
Bill Gates: Invest in Charters
Bill Gates was all over DC yesterday, talking about charter schools at every stop. He told the President-elect that investing in charters is a great example of how to think long-term while trying to rescue the economy, and repeated that thought in chatting with Wolf Blitzer at CNN. Then he stopped by George Washington U to talk to an invited audience about poverty, recession, and education – and delivered some remarkably forceful endorsements of charter schools and the charter model itself. Full text of this important speech here.
Here’s his central economic-strategy point. Note how he prioritizes charters:
“In a crisis, there is always a risk that you take your eyes off the future – and you sacrifice long-term investments for near-term gains…But I want us to have a bigger goal than getting the economy growing again. I want us to expand the number of people who are contributing to the economy and benefiting from it. The young woman who needs help paying for college, the young man whose charter school needs government support, the children whose parents need AIDS drugs, the poor family trying to farm in Ghana–if we don’t make these people part of our investments, when the economy comes back, they won’t be coming back with it.”
It’s 3 p.m. – do you know where your kids are?
As a child, 9:59 p.m. was a crucial time for me.
The local television news was about to begin. My dad was asleep in his easy chair in the living room. If he woke up, the first words he’d say would be “up to bed,” and then I’d never know what happened in the world outside my Iowa farm. To delay the inevitable I crept over to the TV set (we didn’t have remotes back then) and turned the volume down so the news program’s theme song wouldn’t disturb him.
Standing inches from the television, I heard this public service announcement every night: “It’s 10 p.m.: Do you know where your children are?”
I didn’t understand that. Where else would I be, but home? Even as a teenager I was in my room most nights giving my parents little reason to wonder or worry about my location. They had it too easy.
Many parents today aren’t so lucky.
More moms and dads are working outside the home and their jobs demand more hours than ever before. They’d love to be home when their kids finish school in the afternoon or during winter and summer breaks from school, but many can’t be there.
Continue reading here.
The “Secret to Raising Smart Kids”
Hint: Don’t tell your kids that they are. More than three decades of research shows that a focus on effort–not on intelligence or ability–is key to success in school and in life.
A brilliant student, Jonathan sailed through grade school. He completed his assignments easily and routinely earned As. Jonathan puzzled over why some of his classmates struggled, and his parents told him he had a special gift. In the seventh grade, however, Jonathan suddenly lost interest in school, refusing to do homework or study for tests. As a consequence, his grades plummeted. His parents tried to boost their son’s confidence by assuring him that he was very smart. But their attempts failed to motivate Jonathan (who is a composite drawn from several children). Schoolwork, their son maintained, was boring and pointless.
Our society worships talent, and many people assume that possessing superior intelligence or ability–along with confidence in that ability–is a recipe for success. In fact, however, more than 30 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted. Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart. This belief also makes them see challenges, mistakes and even the need to exert effort as threats to their ego rather than as opportunities to improve. And it causes them to lose confidence and motivation when the work is no longer easy for them.
Praising children’s innate abilities, as Jonathan’s parents did, reinforces this mind-set, which can also prevent young athletes or people in the workforce and even marriages from living up to their potential. On the other hand, our studies show that teaching people to have a “growth mind-set,” which encourages a focus on effort rather than on intelligence or talent, helps make them into high achievers in school and in life.
Milwaukee Special Education Lawsuit
When Kina King goes through the classwork her children bring home from school, she has a hard time telling which belongs to 5-year-old Danielle and which belongs to 16-year-old Jamie.
That’s because Jamie, a freshman at Wisconsin Career Academy in Milwaukee, reads at the level of a second-grader. Her writing, with its d’s and b’s reversed and halting attempts at self-expression, is at a third-grade level.
King said she repeatedly had asked Milwaukee Public Schools to evaluate whether Jamie had special needs since the girl was 5. But it wasn’t until Jamie failed first grade for the third time that the district determined that she suffers from cognitive delays and needs additional support.
The question of what MPS should do to compensate the students it has failed to place in special education in a timely manner is at the heart of the third phase in an ongoing class-action suit about how MPS serves special education students. Jamie Stokes is the lead plaintiff in that suit and testified during a weeklong trial that wrapped up in November.
“If they gave her the help she would have been better, not doing coloring books her sister in kindergarten is doing,” King said.
Murdoch: “Schools a Moral Scandal”
Rupert Murdoch has used his fourth Boyer Lecture to slam Australian schooling. No punches pulled here. “Our public education systems are a disgrace” was almost his opening sentence. And the reason is clear : “despite spending more and more money, our children seem to be learning less and less.”
A residual affection for the land of his birth is probably the main driving force of his critique. His country is going down the gurgler. It is a realistic assessment of the situation we are in. India and China especially are poised to wipe us out. Finland irks. Singapore and Korea also graduate students who both know more and think better than Aussie grads. Intellectual sophistication in Australia is an increasingly rare and obviously endangered phenomenon. Football commands the Aussie imagination. Those who study think of learning as work, from which escape must be regularly programmed in order to maintain sanity.
Explanations for poor results abound. The teaching staffs of our schools manifest a huge compassion for instance, for the children who have a low SES (Socio-Economic Status) rating, and stress that these children don’t/can’t learn because they don’t have space at home to do their homework. Murdoch is properly scathing about this and about all the other various excuses offered to explain why so many children are learning so little:”a whole industry of pedagogues (is) devoted to explaining why some schools and some students are failing. Some say classrooms are too large. Others complain that not enough public funding is devoted to this or that program. Still others will tell you that the students who come from certain backgrounds just can’t learn.”
While George Bush may be reasonably classified as a major disaster, someone seems to have provided him with a memorable, useful and highly pertinent assessment. (The US Dept of Ed has been a good deal more useful to humanity than its Dept Of Defence).His words were resonant. He said we should overthrow “the tyranny of low expectations”.(I have written more extensively on this dereliction of professional duty in a paper that can be read at http://review100childrenturn10.blogspot.com)
Murdoch is of the same view, that all our students need us to have high expectations of them, and”the real answer is to start pursuing success”.
Why can’t Johnny adapt?
Physician & Author Gabor Mate, via a kind reader’s email:
Among the major challenges we face, as a society, is the widespread lack of resilience of many young people. Resilience is the capacity to overcome adversity, to let go of what doesn’t work, to adapt and to mature. Growing evidence of its absence among the young is as ominous for our future as the threat of climate change or financial crisis.
A disturbing measure is the increasing number of children diagnosed with mental-health conditions characterized by rigid and self-harming attitudes and behaviours, such as bipolar disorder, attention deficit hyperactivity disorder, eating disorders and “conduct” disorders. Hundreds of thousands of American children under 12 are being prescribed heavy-duty antipsychotic medications to control behaviours deemed unacceptable and unmanageable.
Canadian statistics are less dire but typically follow that trend. University of British Columbia psychologists have warned that today’s children between 6 and 12 “will be the first generation to have poorer health status as adults than their parents, if measures are not taken now to address their developmental needs.” Their report was presented in Winnipeg at last week’s National Dialogue on Resilience in Youth. The conference itself was a marker of the alarm among those concerned with the well-being of youth – educators, business people, people in government.
Beyond mental pathology, many young people exhibit difficulties adapting, as indicated by burgeoning drug use, aggression, bullying and violence. These tendencies all manifest alienation and frustration – that is, an inability to deal creatively and powerfully with life’s inevitable setbacks. The less resilient we are, the more prone we become to addictions and aggressive behaviours, including self-harm. We also become more attached to objects. A young Ottawa man was recently killed when he refused to surrender his iPod to a knife-wielding assailant. “I’d rather be stabbed than give up my iPod,” a 17-year-old woman told The Globe.
Private Schools Say They’re Thriving in Downturn
Winnie Hu & Alison Leigh Cowan:
Private schools across New York City say they are thriving this fall, with record numbers of applicants and no significant decline in donations. Yet almost daily, even brand-name schools are finding that they have to reassure jittery parents about shrinking endowments and dispel rumors that requests for financial aid are pouring in, and that economically squeezed families are pulling their children out and enrolling them in public schools.
Trinity’s interim head of school, Suellyn P. Scull, issued a letter taking issue with recent news reports that 45 families had given notice that they were leaving. Trinity, among the most competitive schools in the city, received 698 applications for the 60 kindergarten spots in this year’s class.
The school is not yet releasing admission numbers for next year’s class, but Ms. Scull wrote, “This year’s admissions season has been perhaps busier than usual, and to date we have had no reports of families planning to leave us.”
But the shrinking economy is taking a toll on investment returns at Trinity, whose endowment has fallen to $40 million from $50 million in July, and at other private schools, affecting what they can spend on programs and activities. “There’s no way of escaping it,” said Lawrence Buttenwieser, a former trustee at Dalton. “If it happens at Harvard, it will happen to everybody.”
An Interview with Will Fitzhugh: About Academic Excellence and Writing
Michael F. Shaughnessy:
1) Will, you recently gave a talk in Madison, Wisconsin. What exactly did you speak about?
WF: A group of professors, teachers, business people, lawyers and community people invited me to speak at the University of Wisconsin in Madison about the work of The Concord Review since 1987, and about the problems of college readiness and academic writing for high school students.
The Boston Public Schools just reported that 67% of the graduating class of 2000 who had gone on to higher education had failed to earn a certificate, an associate’s degree or a bachelor’s degree by 2008. Also, the Strong American Schools program just reported that more than a million of our high school graduates are in remedial education in college each year.
I recommend their report: Diploma to Nowhere, which came out last summer. While many foundations, such as Gates, and others, have focused on getting our students into college, too little attention has been paid to how few are ready for college work and how many drop out without any degree.
2) “We believe that the pursuit of academic excellence in secondary schools should be given the same attention as the pursuit of excellence in sports and other extracurricular activities.” This is a quote from The Concord Review. Now, I am asking you to hypothesize here–why do you think high schools across America seem to be preoccupied with sports and not academics?
WF: In Madison I also had a chance to speak about the huge imbalance in our attention to scholars and athletes at the high school level. I had recently seen a nationally televised high school football game in which, at breaks in the action, an athlete would come to the sidelines, and announce, to the national audience, which college he had decided to “sign” with. This is a far cry from what happens for high school scholars. High school coaches get a lot of attention for their best athletes, but if the coach also happens to be a history teacher, he or she will hear nothing from a college in the way of interest in his or her most outstanding history student.
When Kareem Abdul Jabbar was a very tall high school senior at Power Memorial Academy in New York, he not only heard from the head coaches at 60 college basketball programs, he also got a personal letter from Jackie Robinson of baseball fame and from Ralph Bunche at the United Nations, urging him to go to UCLA, which he did. That same year, in the U.S., the top ten high school history students heard from no one, and it has been that way every year since.
The lobby of every public high school is full of trophies for sports, and there is usually nothing about academic achievement. For some odd reason, attention to exemplary work in academics is seen as elitist, while heaps of attention to athletic achievement is not seen in the same way. Strange…The Boston Globe has 150 pages on year on high school athletes and no pages on high school academic achievement. Do we somehow believe that our society needs good athletes far more than it needs good students, and that is why we are so reluctant to celebrate fine academic work?
An Interview with Kathleen Chamberlain: New IEP’s in N.Y.
Kathleen Chamberlain is the president of East End Special Education Parents, a not for profit parent advocacy group. She is mother of a child with a disability and formed EESEP with other local parents whose children were also not getting the special education services they felt they were entitled to. In addition to advocating for children with disabilities, she owns her own financial services firm. She lives with her husband, and daughter on Eastern Long Island in New York.
1) First of all, you are President of EESEP. What exactly is EESEP and what are you trying to do?
East End Special Education Parents is a not for profit parent advocacy group.Our main goal is to teach parents how to advocate for their children with disabilities and we have been very effective doing so.So effective in fact that our members are routinely trashed at local Board of Education meetings and in the local papers by school district administrations because knowledge is power and the school districts have it and sped parents don’t and they want to keep it that way.It’s our goal to make sure that doesn’t happen.
Study: Math teachers a chapter ahead of students
Math can be hard enough, but imagine the difficulty when a teacher is just one chapter ahead of the students. It happens, and it happens more often to poor and minority students. Those children are about twice as likely to have math teachers who don’t know their subject, according to a report by the Education Trust, a children’s advocacy group.
Studies show the connection between teachers’ knowledge and student achievement is particularly strong in math.
“Individual teachers matter a tremendous amount in how much students learn,” said Ross Wiener, who oversees policy issues at the organization.
The report looked at teachers with neither an academic major nor certification in the subjects they teach.
Among the findings, which were based on Education Department data:
_In high-poverty schools, two in five math classes have teachers without a college major or certification in math.
_In schools with a greater share of African-American and Latino children, nearly one in three math classes is taught by such a teacher.
Math is important because it is considered a “gateway” course, one that leads to greater success in college and the workplace. Kids who finish Algebra II in high school are more likely to get bachelor’s degrees. And people with bachelor’s degrees earn substantially more than those with high school diplomas.
Change Our Public Schools Need
Can Barack Obama bring change to American education? The answer is: Yes he can. The question, however, is whether he actually will. Our president-elect has the potential to be an extraordinary leader, and that’s why I’ve supported him since the beginning of his campaign. But on public education, he and the Democrats are faced with a dilemma that has boxed in the party for decades.
Democrats are fervent supporters of public education, and the party genuinely wants to help disadvantaged kids stuck in bad schools. But it resists bold action. It is immobilized. Impotent. The explanation lies in its longstanding alliance with the teachers’ unions — which, with more than three million members, tons of money and legions of activists, are among the most powerful groups in American politics. The Democrats benefit enormously from all this firepower, and they know what they need to do to keep it. They need to stay inside the box.
And they have done just that. Democrats favor educational “change” — as long as it doesn’t affect anyone’s job, reallocate resources, or otherwise threaten the occupational interests of the adults running the system. Most changes of real consequence are therefore off the table. The party specializes instead in proposals that involve spending more money and hiring more teachers — such as reductions in class size, across-the-board raises and huge new programs like universal preschool. These efforts probably have some benefits for kids. But they come at an exorbitant price, both in dollars and opportunities foregone, and purposely ignore the fundamentals that need to be addressed.
What should the Democrats be doing? Above all, they should be guided by a single overarching principle: Do what is best for children. As for specifics, here are a few that deserve priority.
Anything but Knowledge
“Why Johnny’s Teacher Can’t Teach” (1998)
from The Burden of Bad Ideas
Heather Mac Donald
Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.
Critical Thinking
The Pioneer Institute [April 2006]
A Review of E.D. Hirsch’s The Knowledge Deficit (Houghton Mifflin, 2006)
by Will Fitzhugh, The Concord Review
E.D. Hirsch, Jr., who published Cultural Literacy in 1987, arguing that there was knowledge which every student ought to have, has now published another book, The Knowledge Deficit, (Houghton Mifflin, 2006) suggesting that the bankruptcy of the “transfer of thinking skills” position has lead to preventing most U.S. schoolchildren, and especially the disadvantaged ones who really depend on the schools to teach them, from acquiring the ability to read well.
Not too long after the beginning of the twentieth century, the U.S. mental measurement community convinced itself, and many others, that the cognitive skills acquired in the study of Latin in school did not “transfer” to other important tasks, one of which at the time was teaching students “worthy home membership.”
As a result, not only was the study of the Latin language abandoned for many students, but at the same time the “baby”–of Caesar, Cicero, Horace, Tacitus, Virgil and others–was thrown out with the “bathwater.” In losing the language, we also lost Roman history, law, poetry, and prose.
In place of this classical knowledge which had been thought essential for two thousand years, the mental measurement community offered “thinking skills,” which they claimed could be applied to any content.
Professor Hirsch reaches back beyond the mental measurement folks to Thomas Jefferson, for someone who shares his view of the value of the knowledge in books:
“In our pre-romantic days, books were seen as key to education. In a 1786 letter to his nephew, aged fifteen, Jefferson recommended that he read books (in the original languages and in this order) by the following authors: [history] Herodotus, Thucydides, Xenophon, Anabasis, Arian, Quintus Curtius, Diodorus Siculus, and Justin. On morality, Jefferson recommended books by Epictetus, Plato, Cicero, Antoninus, Seneca, and Xenophon’s Memorabilia, and in poetry Virgil, Terence, Horace, Anacreon, Theocritus, Homer, Euripides, Sophocles, Milton, Shakespeare, Ossian, Pope and Swift. Jefferson’s plan of book learning was modest compared to the Puritan education of the seventeenth century as advocated by John Milton.” (p. 9)
Gifted and challenged: When enlightening has to strike twice
Sarah Lemagie
Tyler Lehmann could read “Harry Potter” books before he started first grade, yet an anxiety disorder left him unable to speak to his teacher and all but one of his classmates in Woodbury. Simon Fink attends a school for gifted students in St. Paul, but Asperger’s syndrome can make it hard for him to interact with peers and focus on lessons.
School can be tough for kids with challenges ranging from emotional disorders to ADHD or dyslexia. For gifted students, too, it’s not always a cakewalk, between boredom and the sense of isolation that can result from being a “brainiac.”
Then there are students such as Tyler and Simon, who fall into both categories.
Raising children with learning barriers is a task in itself, “but when they’re bright and gifted and have a high IQ, it’s even more frustrating, because the teachers just don’t understand how to work with these kids,” said Bloomington parent Chelle Woolley, whose 17-year-old son, Matt, was in fifth grade when he tested out for both giftedness and attention deficit disorder.
A growing awareness of so-called “twice-exceptional” or “2X” students, many of whom qualify for both gifted and special education services, is prompting some researchers to take a closer look at their needs. This fall, educators at the University of St. Thomas and four metro-area school districts are using a $490,000 federal grant to launch a five-year project aimed at developing better ways to teach 2X children, helping schools identify them and training teachers to work with them.
Obama’s Education Transition Team
Darling-Hammond, a teacher-friendly educator, has been tapped by President-elect Barack Obama to head his transition team on education policy.
Her name appears on some – not all – of the guessing-game lists put out by education observers speculating about who Obama will pick to head the huge U.S. Department of Education. And she is the subject of an online petition begun by a teacher in Hawaii that’s attracted thousands of people – many of them teachers – urging the president-elect to choose her.
“I have no idea who it will be,” says Darling-Hammond, switching the topic to what she described as an education agenda “more bold and ambitious than anything we’ve seen since the Elementary and Secondary Education Act in 1965 … and the Education for All Handicapped Children Act” a decade later.
At this point, it’s still all about big money and big concepts: $10 billion to develop preschool programs for all children; $8 billion to narrow the achievement gap in elementary and secondary schools; $11 billion to send more students to college.
Public School Parents, Unite!
Now that we’ve made history by electing our first African-American president, what has changed? On first blush, not much, especially when it comes to our schools. Indeed, as the spiraling United States economy takes precedence, education is moving to the back burner, though sadly it was never really on the front burner during the campaign. Meanwhile Washington high society is swooning as chatty lifestyle stories document the courtship of Barack Obama’s daughters by a bevy of exclusive private schools. Am I the only one who is outraged here?
Again, I feel compelled to point out, one last time: Sarah Palin was taken tirelessly to the mat for every detail of her personal life — her mothering skills, hunting proclivities, reading habits (such as they were), the wacky names of her children, her pricey outfits and even the height of her heels. By contrast, the Obama family’s move from toney Chicago private school (chosen before presidential security was an issue) to toney Washington private school draws little national commentary. Why? Because for the ruling American political and professional class, not to mention the news media, sending one’s child to public school is unthinkable; and has nothing to do with public education policy. (Love that Teach for America, though! And universal preschool — it’s great! Computers! Innovation! Stimulation! Richard Branson! Aspen Technology Conference! Blah, blah blah.)
Meanwhile, as the fall days darken earlier, in my own Los Angeles Unified school district, citizens here have just passed a $7 billion construction bond — not because we need more new schools (we’ve already approved $20 billion via four previous bond issues), but because a consulting firm deduced that $7 billion was the size of a blank check most likely to be approved by voters.
Much more on Sandra Tsing Loh.
Classic
Washington DC Schools’ Chancellor Michelle Rhee Proposes Parent Academy, Better Security
Revamped security and discipline policies, more specialized schools, a “Parent Academy” to help District parents take charge of their children’s education and the possibility of more school closures are part of the long-term vision proposed by Chancellor Michelle A. Rhee in a new document.
The 79-page “action plan,” which Rhee will present to the D.C. Council tomorrow, pulls together a broad variety of ideas that have been only hinted at publicly, including a possible end to out-of-school suspensions and an increase in the number of “theme” schools, focusing on high technology, language immersion, or gifted and talented students.
Other goals in the draft document — the need for new and better-paid teachers, higher test scores, closing the achievement gap between white and minority students — are ones she has frequently articulated. Taken together, they provide the most detailed picture of Rhee’s aspirations for the 120-school system, which is affected by declining enrollment and poor academic performance.
Head of Teachers’ Union Offers to Talk on Tenure and Merit Pay
Randi Weingarten, president of the American Federation of Teachers, said Monday that given the economic crisis, her union would be willing to discuss new approaches to issues like teacher tenure and merit pay.
“Faced with declining tax revenues, state and local governments are cutting” education budgets nationwide, Ms. Weingarten said in a speech to education policy makers in Washington.
“In the spirit of this extraordinary moment, and as a pledge of shared responsibility, I’ll take the first step,” she said. “With the exception of vouchers, which siphon scarce resources from public schools, no issue should be off the table, provided it is good for children and fair to teachers.”
It is unclear how much practical effect Ms. Weingarten’s speech will have on the stance her 1.4-million-member union and its locals take in negotiations with school districts or in lobbying state legislatures.
