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Pennsylvania School voucher debate heats up
Supporters call them a matter of choice, a lifeline for children stuck in broken schools. Opponents deride them as unconstitutional and unworkable and warn that they will erode conditions in some of Pennsylvania’s most troubled schools.
The debate over taxpayer-paid tuition vouchers to help poor children find alternatives to attending the state’s weakest-performing public schools has emerged as a major item on the legislative agenda for the next six months — perhaps the major item after the state budget.
The voucher issue will come to the fore in the General Assembly on Feb. 16, when the chairman of the Senate Education Committee will lead a hearing on his bill to establish the Opportunity Scholarship and Educational Improvement Tax Credit Act.
Bill Gates: Vaccine-autism link ‘an absolute lie’
Microsoft founder Bill Gates sat down recently with CNN Chief Medical Correspondent Sanjay Gupta in Davos, Switzerland.
The billionaire philanthropist was attending the World Economic Forum to push his mission of eradicating polio by 2012. Gates, through his foundation, also pledged $10 billion to provide vaccinations to children around the world within a decade.
Gupta asked Gates for his thoughts about the alleged autism-vaccine connection. He also asked: Who holds ultimate accountability for the billions of dollars being spent on aid? Is a certain amount of corruption and fraud expected? Below is an excerpt of their conversation.
Dr. Sanjay Gupta: Ten billion dollars [pledged] over the next 10 years to make it “the year of the vaccines.” What does that mean exactly?
Postponing Mandatory Teacher use of Madison’s Infinite Campus System
Background information: In 2010, the Board approved a number of administrative recommendations geared toward increasing usage of the Infinite Campus System. The current timeline requires all high school teachers to use grade-level appropriate Infinite Campus teacher tools by the end of the fourth quarter of the 2010-2011 school year.
The administration has been notified by the vendor that significant changes will be made to the Infinite Campus interface in July 2011. Accordingly, if training sessions were to continue as required to meet the current deadline, those same teachers would have to be trained on a new interface only months later.
It would be more prudent to wait until the new interface is available and require full implementation of the Infinite Campus teacher tools at the high schools by the end of the second quarter of the 2011-2012 school year.
D. BOE action requested: Postpone mandatory use of Infinite Campus teacher tools at the high schools until the end of the second quarter of the 2011-2012 school year.
Much more on the Madison School District’s implementation of Infinite Campus, here.
A January, 2010 usage survey.
The system originally lifted off during the fall of 2007. I wonder how much has been spent on it without full use? This type of system can be a useful way for parents, teachers and students to communicate – if it is used…..
Carol Moseley Braun Answers: As Mayor of Chicago, How Will You Fix Education?
1. What criteria will you use in selecting the next CEO of the Chicago Public Schools?
I support hiring a superintendent for the Chicago Public Schools with a strong and proven track-record in education. Strong managerial skills and the ability to work with community leaders, parents, and teachers will also be extremely important qualities I will consider as mayor.
2. What will you do to keep the students who are in Chicago Public Schools safe?
I believe schools must be places where the community comes together. Parents, local businesses, community organizations, and local law enforcement must all play a role in providing a safe and secure space of learning for Chicago’s youth. As Senator, I was sponsor of the Midnight Basketball program, which brought local youth together with local police officers. I will provide an educational curriculum with more art, drama, and music classes to keep more students in school and engaged in activities to keep the gangs at bay. In addition, vocational training will provide students with the skills to be more competitive in the workforce and less likely to join gangs.
K-12 Tax & Spending Climate: Education & Accountability at the Pentagon
On 4 August 1822, James Madison wrote a letter to W.T. Barry about the importance of popular education and, by inference, the importance of the relationship of the First Amendment to the task of holding an elected government accountable for its actions. He concluded his opening paragraph, setting the tone for the entire letter, by saying, “A popular government without popular information, or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern ignorance, and a people who mean to be their own governors must arm themselves with the power which knowledge gives.”
Nowhere is the farce and tragedy feared by James Madison more evident than in the national debate over if, or how much, the defense budget should be cut back as part of our efforts to reduce the deficit. With the defense budget at war with Social Security, Medicare, and needed discretionary spending in education, investments in infrastructure, and elsewhere, it is a tragedy that must be undone if we are to protect our middle class way of life.
Related: A Madison Maintenance referendum audit?.
Houston School District offering free SAT testing in class
All high school juniors in the Houston Independent School District will have the chance to take the SAT college entrance exam in class for free this April.
Typically, students only can take the SAT on Saturdays or Sundays. HISD officials say the district will be only the third in the country to offer the in-class testing — which should significantly increase the number of students taking the exam.
Nearly 5,000 of HISD’s graduates in 2010 — less than half — took the SAT, according to the district. It’s likely other students took the ACT exam, which most colleges accept as well, but that number wasn’t immediately available for the Class of 2010.
Teacher Licensure in Wisconsin – Who is Protected: The Parents or the Education Establishment?
Mark Schug & Scott Niederjohn:
It has been 10 years since Wisconsin overhauled an old set of rules for state teacher licensure (PI 3 and PI 4) and replaced it with a new set called PI 34. At the time of its approval in 2000, PI 34 was warmly welcomed by state leaders and legislators from both sides of the aisle. It was praised as a way to create a new generation of Wisconsin teachers.
The purpose of this report is to assess PI 34 in an effort to learn whether it has made good on these high expectations.
The underlying issue in this assessment has to do with occupational licensure. Why is it widespread in many states including Wisconsin? There are two viewpoints. The first is that consumers don’t have enough information to make judgments regarding the purchase of services from members of certain occupations. Licensure, according to this view, serves as a means to protect consumers from fraud and malpractice.
The second argument is made by economists. It opposes the first. Prominent economists claim that licensure benefits members of various occupations more than it benefits consumers. It does so by limiting access to the occupations in question, thus reducing competition. Those seeking protection from barriers of this sort believe that the various regulations will eventually enhance their incomes. The costs to consumers include reduced competition and restricted consumer choice.
…
PI 34’s weaknesses far outweigh its strengths. The weaknesses include the following:
- PI 34 undervalues the importance of subject-matter knowledge in initial training programs for teachers and in teachers’ professional development activity.
- PI 34 imposes an overwhelming regulatory system–dwarfing, for example, the regulatory system governing licensure for medical doctors.
- PI 34 rules for licensure renewal fail to ensure that renewal will depend on demonstrated competence and professional growth. These rules create incentives for pro forma compliance, cronyism, and fraud.
- PI 34 sets up high barriers (a single, proprietary avenue) for entrance into teaching. It makes licensure conditional on completion of approved training programs requiring, normally, at least two years of full-time enrollment in education coursework. Many highly trained professionals contemplating career changes are deterred by these requirements from becoming teachers, despite demand for their services.
- PI 34 has no built-in measures for linking teacher licensure to teacher competence. Wisconsin has no evidence that any incompetent teacher has ever been denied licensure renewal.
- PI 34 enables education producers (WEAC and the DPI) to dominate the licensure system. In this system, parents and students are marginalized.
- PI 34 is particularly onerous for educators in large urban districts like Milwaukee, where producing academic gains is a challenging problem, and school principals, struggling to hire competent teachers, would benefit greatly from a flexible licensure system.
Related: An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria.
Proximity to freeways increases autism risk, study finds
Children born to mothers who live close to freeways have twice the risk of autism, researchers reported Thursday. The study, its authors say, adds to evidence suggesting that certain environmental exposures could play a role in causing the disorder in some children.
“This study isn’t saying exposure to air pollution or exposure to traffic causes autism,” said Heather Volk, lead author of the paper and a researcher at the Saban Research Institute of Children’s Hospital Los Angeles. “But it could be one of the factors that are contributing to its increase.”
‘A Rosa Parks moment for education’
Last week, 40-year-old Ohio mother Kelley Williams-Bolar was released after serving nine days in jail on a felony conviction for tampering with records. Williams-Bolar’s offense? Lying about her address so her two daughters, zoned to the lousy Akron city schools, could attend better schools in the neighboring Copley-Fairlawn district.
Williams-Bolar has become a cause célèbre in a case that crosses traditional ideological bounds. African American activists are outraged, asking: Would a white mother face the same punishment for trying to get her kids a better education? (Answer: No.)
Meanwhile, conservatives view the case as evidence of the need for broader school choice. What does it say when parents’ options are so limited that they commit felonies to avoid terrible schools? Commentator Kyle Olson and others across the political spectrum have called this “a Rosa Parks moment for education.”
‘A Rosa Parks moment for education’
Last week, 40-year-old Ohio mother Kelley Williams-Bolar was released after serving nine days in jail on a felony conviction for tampering with records. Williams-Bolar’s offense? Lying about her address so her two daughters, zoned to the lousy Akron city schools, could attend better schools in the neighboring Copley-Fairlawn district.
Williams-Bolar has become a cause célèbre in a case that crosses traditional ideological bounds. African American activists are outraged, asking: Would a white mother face the same punishment for trying to get her kids a better education? (Answer: No.)
Meanwhile, conservatives view the case as evidence of the need for broader school choice. What does it say when parents’ options are so limited that they commit felonies to avoid terrible schools? Commentator Kyle Olson and others across the political spectrum have called this “a Rosa Parks moment for education.”
Grade Inflation: The more we spend on higher education, the more we spend on higher education.
When it comes to reforming Big College, give the federal government a C+. Throughout 2010, grade grubbers in Congress, the White House, the Department of Education, and the Government Accountability Office (GAO) worked hard to investigate and regulate the booming for-profit college sector. Among other sins, they accused the schools of predatory recruiting practices, inflating grades to keep students eligible for federal aid, and charging too much for degrees that ultimately have little value in the workplace.
Given that the approximately 2,000 for-profit colleges in the U.S. rely on federal aid for a huge portion of their revenues, such scrutiny is clearly warranted. Still, the $25 billion in federal grants and loans that flows to them each year represents just a fraction of the $113.3 billion the government made available to higher education as a whole in 2009-10. And not all of the $89 billion or so that non-profit institutions collected in federal aid went toward teaching the nation’s youth such career-enhancing skills as how to deconstruct soap operas from a Marxist perspective.
The Process for Discussing Madison School District High School Alignment
This is to provide clarity, transparency and direction in improving our high school curriculum and instruction, with ongoing communication.
(As presented to the MMSD Board of Education on January 6, 2011)
The following guiding principles were discussed:
- We will be aligning to the ACT Cateer and College Readiness Standards and the Common Core Standards
- This will be a comprehensive Pre K-12 process, to build continuity across all grade levels
- We will be implementing aligned assessments, including the Educational Planning & Assessment System (EPAS)
- The high school alignment will focus on grades 9 and 10 in the four core content areas
- We will establish common understandings, knowledge and skills using Universal Designs for Learning (UDL)
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
- The Mess at West (updated)
- Laurie Frost and Lorie Raihala: Issues at West High are long-standing
Do students at selective schools really study less?
So says Philip Babcock in today’s New York Times. He claims:
Full-time college students in the 1960s studies 24 hours per week, on average, and their counterparts today study 14 hours per week. The 10-hour decline is visible for students from all demographic groups and of all cognitive abilities, in every major and at every type of college.
The claim that this is true for “every type of college” is important because he wants to conclude that schools have lowered their standards. The alternative is that there are more, low-quality schools now, or that some schools have massively lowered their standards. These are both potentially problems — and are probably real — but are not quite the same problem as all schools everywhere lowering their standards.
So it’s important to show that individual schools have lowered their standards, and that this is true for the selective schools as well as the not-selective schools. The article links to this study by Babcock. This study analyzes a series of surveys of student study habits from the 1960s to the 2000s, and thus seems to be the basis of his argument, and in fact the introduction contains almost the identical statement that I have quoted above. Nonetheless, despite these strong conclusions, the data that would support them appear to be missing.
Building Sage (Open Source Math) on Amazon EC2
A quarter or two ago my son Andy took a rather unique course at the University of Washington. In his Math 480b: Programming for the Working Mathematician course, Andy learned about a number of important topics including the Unix command line, Python programming (including classes, exceptions and decorators). In the second half of the quarter they learned about the Sage open source math system.
The course ended by teaching the students how to make a genuine contribution to Sage. They were asked to find an open bug, figure out how to fix it, fix it, and to create and submit a patch. In essence, they learned a very practical skill that is taught all too rarely in school — how to be a contributor to an open source project. This is pretty significant. Despite the presence of the word “open”, I have come to learn that many people don’t understand the actual workings of the process. Walking the students through it, and having them make an actual contribution, will ensure that they leave school with this knowledge under their belt. With any luck it will be easier for them to find jobs and they’ll be more useful and more productive once they start.
Fixing Teacher Tenure Without a Pass-Fail Grade
Education eyes were on Washington this week to see what President Obama would say about schools in his State of the Union address. But just as in 2010, if you really want to follow the action on education reform, it’s better to look toward the states. All the new governors (29), education chiefs (18 new ones elected or appointed since November) and legislators (nearly 1,600) mean things are more fluid in the states, where teacher tenure is becoming a major flash point. Florida and New Jersey are considering pretty much ending tenure altogether. And while those states may be ground zero for tenure battles, Idaho, Illinois, Indiana, Ohio and Pennsylvania are also considering significant changes.
Quick primer: When people refer to tenure for public-school teachers, what they’re really talking about is a set of rules and regulations outlining due process for teachers accused of misconduct or poor performance. The elaborate rules often make it nearly impossible to fire a teacher. Joel Klein, who recently stepped down as New York City schools chancellor, has pointed out that death-penalty cases can be resolved faster than teacher-misconduct cases. In some places, the due-process rules are part of collective-bargaining agreements, and in others they’re state law. In either case, there is a consensus among education reformers and some teachers’-union leaders that the rules need to be changed and the process streamlined. The contentious debate tends to be about how to modify what constitutes due process — as negotiators did in a landmark teachers’ contract in the District of Columbia in 2009 — rather than get rid of it altogether.
Tough-love mums train cubs for uncertain future
Ding Xinzhu considers herself a strict mother. She lays down the rules for her four-year-old daughter, Yueyue, and she says she’s the only one in the family of seven whom Yueyue “is afraid of” and obeys.
“I told her she needs to sit up straight and feed herself at the table. If she disobeys, I will spank her. She cries, but she listens to me,” Ding, a 34-year-old executive in Shanghai, said. She picked a prominent kindergarten for her daughter and chose painting and ballet as extracurricular activities. On weekends, Yueyue takes piano lessons. “I think I’m the most demanding among my circle of mothers, but I’m only trying to provide the best for my child and prepare her for the future,” Ding said.
Credentialism and elite employment
Want an elite job at the very pinnacle of 21st century capitalism? Read the rest of this post. Here’s what I said in an earlier post How the world works: (see also Creators and Rulers.)
Go to the web sites of venture capital, private equity or hedge funds, or of Goldman Sachs, and you’ll find that HYPS alums, plus a few Ivies, plus MIT and Caltech, are grossly overrepresented. (Equivalently, look at the founding teams of venture funded startups.)
Most top firms only recruit at a few schools. A kid from a non-elite UG school has very little chance of finding a job at one of these places unless they first go to grad school at, e.g., HBS, HLS, or get a PhD from a top place. (By top place I don’t mean “gee US News says Ohio State’s Aero E program is top 5!” — I mean, e.g., a math PhD from Berkeley or a PhD in computer science from MIT — the traditional top dogs in academia.)
This is just how the world works. I won’t go into detail, but it’s actually somewhat rational for elite firms to operate this way …The paper below is by a Kellogg (Northwestern) management professor, Lauren Rivera. No offense to Rivera, because she gets things mainly right, but much of (good) social science seems like little more than documenting what is obvious to any moderately perceptive person with the relevant life experience. Bad social science, on the other hand, often means completely missing things that a moderately perceptive person would have noticed! 😉
The art of good writing
In 1919, the young EB White, future New Yorker writer and author of Charlotte’s Web, took a class at Cornell University with a drill sergeant of an English professor named William Strunk Jr. Strunk assigned his self-published manual on composition entitled “The Elements of Style“, a 43-page list of rules of usage, principles of style and commonly misused words. It was a brief for brevity. “Vigorous writing is concise,” Strunk wrote. “When a sentence is made stronger, it usually becomes shorter.” Half a century later, when preparing his old professor’s manuscript for publication, White added an essay of his own underlining the argument for concision in moral terms. “Do not overwrite,” he instructed. “Rich, ornate prose is hard to digest, generally unwholesome, and sometimes nauseating.” Strunk & White, as the combined work came to be known, was issued in 1959 and went on to become a defining American statement of what constituted good writing, with 10m copies sold, and counting. Its final rule summoned the whole: “Prefer the standard to the offbeat.”
Though never explicitly political, The Elements of Style is unmistakably a product of its time. Its calls for “vigour” and “toughness” in language, its analogy of sentences to smoothly functioning machines, its distrust of vernacular and foreign language phrases all conform to that disciplined, buttoned-down and most self-assured stretch of the American century from the armistice through the height of the cold war. A time before race riots, feminism and the collapse of the gold standard. It is a book full of sound advice addressed to a class of all-male Ivy-Leaguers wearing neckties and with neatly parted hair. This, of course, is part of its continuing appeal. It is spoken in the voice of unquestioned authority in a world where that no longer exists. As Lorin Stein, the new editor of the celebrated literary magazine The Paris Review, recently put it to me: “It’s like a national superego.” And when it comes to an activity as variable, difficult and ultimately ungovernable as writing sentences, the allure of rules that dictate brevity and concreteness is enduring.
Huge child health survey kicks off in Waukesha
One hundred down, 1,150 more to go.
Waukesha County researchers have identified 100 babies who’ll be part of a landmark study of children’s health – a tiny fraction of the 100,000 nationwide who may eventually be identified for the largest long-term study of children’s health ever conducted in the country.
Waukesha County is among the first seven pilot locations, the only one in Wisconsin and part of 105 centers eventually who’ll participate in the National Children’s Study. The $2.7 billion study will follow children from before their birth until age 21 with the aim of identifying the influence of environmental factors, including physical, chemical, biological and psychosocial, on their health and development.
A celebration at the study’s Waukesha office Wednesday highlighted the success in finding the first 100 local participants.
Another 1,150 babies will eventually be added in Waukesha County, and researchers are still recruiting from Brookfield, Big Bend, Hartland, Pewaukee, Oconomowoc, Dousman, New Berlin, Waukesha, Menomonee Falls and Sussex.
George Washington University launches online prep school
George Washington University has opened a private college-preparatory high school that will operate entirely online, one of the nation’s first “virtual” secondary schools to be affiliated with a major research university.
The opening of a laboratory-style school under the banner of a prestigious university generally counts as a major event among parents of the college-bound. The George Washington University Online High School, a partnership with the online learning company K12 Inc., is competing with brick-and-mortar prep schools and with a small but growing community of experimental online schools attached to major universities.
Online learning may be the next logical step in the evolution of university “lab” schools, an ongoing experiment in pedagogy. Online instruction holds the potential to transcend the factory model of traditional public education, allowing students to learn at their own pace. In the ideal online classroom, no lesson is ever too fast or too slow, and no one ever falls behind.
Smart.
State of the Madison School District – January, 2011
The Madison School District: 2.6MB PDF
The Report
The 2011 State of the District Report brings into focus the great strengths and challenges of the Madison Metropolitan School District, and sheds light on our strategies, plans and priorities for keeping all of the community’s children on a secure path toward learning and healthy development.
Mission Critical
The mission statement of the Madison Metropolitan School District focuses on our commitment to ensuring that our students develop a love of learning, and the necessary citizenship skills that will allow them to function effectively in an evermore complex world and be of assistance to the communities in which they reside.
MMSD In Context
Students:
The MMSD is the second largest school district in Wisconsin with 24,796 students. This is the 3rd Friday of September 2010 count and includes pre-kindergarten through 12th grade.
Student Population by Race/Ethnicity:
White 47%
African-American 24%
Hispanic 17%
Asian 10%
Multiracial 6%
Native American 1%
- 49% Free and Reduced Price Lunch Students (37% State Avg.)
- 17% English Language Learners (6% State Avg.)
- 70 different languages spoken as the primary language in the homes of MMSD students
- 15% Students with Disabilities (14.1% State Avg.)
Employees FTEs*
Total 6,286 3,853.4
Some employee groups:
Teachers 2,626 2,500.61
Substitutes 729 N/A
Educational Assistants 625 480.55
Custodians 211 211.0
* Full-time equivalent; 1.0 FTE = a full-time position
Financial Status:
With the 2009-10 fiscal year ending June 30, 2010, the Madison Metropolitan School District’s General Fund (10) expenditures were less than budgeted, allowing the district to increase fund balance over last year by $5.15 million, to $40.49 million.
The adopted 2010-11 budget continues to put resources where they are most needed – in the classrooms. The budgeted spending for all funds is a total of $379,058,945 which is an increase of $8,771,475 or 2.37% over 2009- 10.
The total property tax levy increased by $10,823,758 or 4.62%, with a mill rate increase of $0.88 or 8.65%. The following graph shows the breakdown of 2009-10 Actual Revenue by four major categories.
The Private High School Option
During spring semester 2010, Katherine Parker (a pseudonym) resigned from her position as a tenure-track history professor at a regional comprehensive university, on the border between the South and the Midwest, to work at an elite private high school. She left, she says, for a number of reasons including low pay, frozen salaries, and cost-of-living adjustments that never came; insufficient resources for travel, research, and instruction; blatant administrative condescension toward faculty; and a poor personal fit with the region and its culture. There was also, Parker explains, “the sense that I was becoming more and more disconnected from my work — phoning it in because it no longer offered anything exciting.”
For three successive years, Parker attempted to find a better position within the ivory tower, and every year she was a finalist for “a great job.” But, in the end, each of the search committees offered her dream academic job to another candidate. In the midst of the 2009-10 job season, Parker decided that the plummeting state of the academic market meant that it was time to explore other options. She’d had enough. “Private school teaching attracted me because it combined the work I already knew I enjoyed with an institution that could support that work better (more resources, fewer students, more support for those students). It also promised a higher caliber of student.”
Proposed New York Property Tax Cap Worries Bayport-Blue Point School Board
TheBayport-Blue Point School District Board of Education discussed the district administration’s preliminary budget plan Tuesday night at its work session meeting, stressing that Gov. Andrew Cuomo’s proposed property tax cap would have a negative impact on the school district.
While the district begins to formulate its budget for the 2011-2012 school year, it does so without knowing how much state aid it will receive and if the governor’s 2 percent tax cap proposal will be law. Cuomo is expected to release his new budget next month.
Superintendent of Schools Anthony Annunziato said the proposed tax cap would be crippling to public schools, including Bayport-Blue Point. “I don’t know if we can get down to 2 percent,” Annunziato said to the board and community members. “I don’t think we can.”
Bayport-Blue Point’s 2010-2011 budget is $66,338,637 for about 2,500 students ($24,795/student). Madison spent $15,241 per student during 2009-2010 according to the Citizen’s Budget.
Public School Districts – Return on Educational Investment: Madison Has a “Low ROI”
The Center for American Progress, via a kind reader’s email:
The Wisconsin school systems of Oshkosh and Eau Claire are about the same size and serve similar student populations. They also get largely similar results on state exams-but Eau Claire spends an extra $8 million to run its school system
This report is the culmination of a yearlong effort to study the efficiency of the nation’s public education system and includes the first-ever attempt to evaluate the productivity of almost every major school district in the country. In the business world, the notion of productivity describes the benefit received in exchange for effort or money expended. Our project measures the academic achievement a school district produces relative to its educational spending, while controlling for factors outside a district’s control, such as cost of living and students in poverty.
Our nation’s school system has for too long failed to ensure that education funding consistently promotes strong student achievement. After adjusting for inflation, education spending per student has nearly tripled over the past four decades. But while some states and districts have spent their additional dollars wisely–and thus shown significant increases in student outcomes–overall student achievement has largely remained flat. And besides Luxembourg, the United States spends more per student than any of the 65 countries that participated in a recent international reading assessment, and while Estonia and Poland scored at the same level as the United States on the exam, the United States spent roughly $60,000 more to educate each student to age 15 than either nation.
Our aims for this project, then, are threefold. First, we hope to kick-start a national conversation about educational productivity. Second, we want to identify districts that generate higher-than-average achievement per dollar spent, demonstrate how productivity varies widely within states, and encourage efforts to study highly productive districts. Third–and most important–we want to encourage states and districts to embrace approaches that make it easier to create and sustain educational efficiencies.
This report comes at a pivotal time for schools and districts. Sagging revenues have forced more than 30 states to cut education spending since the recession began. The fiscal situation is likely to get worse before it gets better because the full impact of the housing market collapse has yet to hit many state and local budgets. At a time when states are projecting more than $100 billion in budget shortfalls, educators need to be able to show that education dollars produce significant outcomes or taxpayers might begin to see schools as a weak investment. If schools don’t deliver maximum results for the dollar, public trust in education could erode and taxpayers may fund schools less generously.
While some forward-thinking education leaders have taken steps to promote better educational efficiency, most states and districts have not done nearly enough to measure or produce the productivity gains our education system so desperately needs. Some fear that a focus on efficiency might inspire policymakers to reduce already limited education budgets and further increase the inequitable distribution of school dollars. To be sure, our nation’s system of financing schools is unfair. Low-income and minority students are far more likely to attend schools that don’t receive their fair share of federal, state, and local dollars. But while the issue of fairness must be central to any conversation about education finance, efficiency should not be sacrificed on the altar of equity. Our nation must aspire to have a school system that’s both fair and productive.
Our emphasis on productivity does not mean we endorse unfettered market-based reforms, such as vouchers allowing parents to direct public funds to private schools. Nor do we argue that policymakers should spend less on education. Indeed, we believe neither of these approaches can solve the nation’s pressing education challenges. Transforming our schools will demand both real resources and real reform. As Education Secretary Arne Duncan recently said: “It’s time to stop treating the problem of educational productivity as a grinding, eat-your-broccoli exercise. It’s time to start treating it as an opportunity for innovation and accelerating progress.”
Madison’s results can be seen here. I asked Superintendent Dan Nerad what benefits citizens, students and parents received from Madison’s greater per student spending, then, for example, his former Green Bay school district in this recent interview.
Madison spent $15,241 per student according to the 2009-2010 Citizen’s Budget. I’ve not seen a 2010-2011 version.
Celebrity chef Jamie Oliver, of ‘Food Revolution’ fame, speaks to California school nutritionists
Jamie Oliver, the celebrity chef who is beating the drums for a school lunch revolution, received a warm reception this weekend from hundreds of the people who make and serve food to children every day. It’s the Los Angeles Unified School District that isn’t so welcoming.
“I’m going to be honest. I’m actually petrified,” Oliver said as he started his keynote address Saturday at the annual meeting of the California School Nutrition Assn. at the Pasadena Convention Center.
Perhaps he feared the “lunch ladies” might not be happy to hear from the man who clashed with their colleagues in Huntington, W.Va., last year on “Jamie Oliver’s Food Revolution.” But he was applauded several times.
High School graduation and college readiness: Is there a problem here?
Everyone knows that for many years, at least in this part of the Land Between the Coasts, high schools have been judged based on what percentage of their students graduate within four years of entering as freshmen. I start with this fact deliberately. More on this later.
Recently, I read this online from the St. Louis Post-Dospatch, and I include it here in its entirety in case it suddenly disappears and online news articles are wont to do. Please note the parts I have boldfaced:More than 40 percent of area public high school graduates in 2009 entered Missouri colleges and universities so far behind in reading and math that they took at least one remedial course once they arrived on campus, data show.
Of the 7,067 area graduates who enrolled that year as freshmen in state-funded schools, 3,029 of them landed in academic purgatory, taking catch-up classes that didn’t count toward a college degree, according to the Missouri Department of Higher Education.
The proportion of Missouri public school students who end up in remedial college classes has risen only slightly in recent years but is up sharply since 1996. Thirty-eight percent needed remediation before moving on to college-level courses in 2009, compared with 26 percent 14 years ago.
Remember ‘The Trip’? Well, It’s Happening.
Stephen Kreider Yoder, Isaac Yoder & Levi Yoder:
STEVE: In three weeks, Levi and I will be in northern Tanzania. Or on a cargo boat on Lake Victoria, or lost in a Ugandan village — I’m not exactly sure.
Sound crazy? I think so. I blame the ex-Army guy who runs the military-surplus store in Berkeley.
Yes, we finally decided to take The Trip. We wrote last year about my fantasy of pulling Levi out of school for six months to seek the sites of our human roots in Africa and then trace the dawn of civilization by vagabonding overland along the Rift Valley, on down the Nile and into the Middle East.
The scheme made no sense. It didn’t make financial sense to take a leave from my great job. It was imprudent for Levi’s education. It wasn’t logical to abandon our comfortable life, leave behind my wife, Karen, and spend money on a whimsical journey when so many others were less fortunate than we.
K-12 Tax & Spending Climate: Jerry Brown’s bid to kill redevelopment agencies sets stage for fierce battle
When he unveiled his proposed budget earlier this week, Gov. Jerry Brown declared on the first page that it was time to push more authority to local governments, so decisions could be made “closer to the people.”
A lot of local officials see his actions very differently.
One of Brown’s proposals calls for eliminating municipal redevelopment agencies, which would take billions of dollars out of city coffers and send it instead to school districts, counties and the state. Brown projected that this would save the state $1.7 billion in the next fiscal year.
Why American Mothers are Superior
I really did not have time to write this today, but two articles I read made me drop what I was doing. First was the Wall Street Journal article by a Yale law professor who says Chinese mothers are superior because they produce more mathematical and musical prodigies.
The reason, she says, is because none of them accept a grade less than an “A”, all insist their child be number one in the class, they don’t let their children be in school plays, play any instrument other than piano or violin, etc.
She says that this whole thing about people being individuals is a lot of crap (I’m paraphrasing a bit) and gives an example of how she spent hours getting her seven-year-old to play a very difficult piece on the piano. She uses the fact that the older daughter could do the same piece at that age as proof this was reasonable.
There are a few areas I would take exception with her article. First is her grasp of mathematics and logic. It is clearly impossible that every child in China is number one in the class, unless every classroom in the country has a thirty-way tie for first. Second, as my daughter asked, “There are 1.3 billion people in China. None of them ever got a B?” Third is the issue of claiming your parenting is such a great success when your children are not yet out of high school.
Detroit and Decay The city may abandon half its schools to pay union benefits.
Detroit was once America’s fourth largest city, though today large sections of its inner core are abandoned to the elements, and monuments like Michigan Central Station are returning to dust. Another emblem of civic decline is a plan to desert nearly half of Detroit’s public schools so that it can afford to fulfill its teachers union contract.
The school district is facing a $327 million deficit and has already closed 59 schools over the last two years to avoid paying maintenance, utility and operating costs. Under a worst-case scenario released this week by Robert Bobb, an emergency financial manager appointed by the state to resolve the Detroit education fisc, the district will close another 70 of its remaining 142 schools to save $31.3 million through 2013.
“Additional savings of approximately $12.4 million can be achieved from school closures if the District simply abandons the closed buildings,” the proposal explains, purging costs like boarding up buildings, storage and security patrols.
Steven Wasko, a spokesman for Mr. Bobb, said that urban property sales have been difficult, in part because until recently the state board of education banned transactions with “competing educational institutions” like charter schools. Once buildings are deserted, even if the doors and windows are welded shut with protective metal covers, scavengers break in and dismantle them for copper wire, pipes and so on.
In Defense of the Guilty, Ambivalent, Preoccupied Western Mom
Here are some of the things that my four children of a Jewish mother were always allowed to do:
- Quit the piano and the violin, especially if their defeatist attitude coincided with a recital, thus saving me from the torture of listening to other people’s precious children soldier through hackneyed pieces of the juvenile repertoire, plink after ever more unbearable plonk.
- Sleep over at their friends’ houses, especially on New Year’s Eve or our anniversary, thus saving us the cost of a babysitter.
- Play on the computer and surf the Internet, so long as they paid for their Neopet Usuki dolls and World of Warcraft abomination cleavers out of their own allowances.
- Participate in any extracurricular activity they wanted, so long as I was never required to drive farther than 10 minutes to get them there, or to sit on a field in a folding chair in anything but the balmiest weather for any longer than 60 minutes.
- Quit said extracurricular activities, especially if their quitting coincided with league finals that might have demanded participation on my part exceeding the requirements stated above.
State of the Unions
In the heart of the Great Depression, millions of American workers did something they’d never done before: they joined a union. Emboldened by the passage of the Wagner Act, which made collective bargaining easier, unions organized industries across the country, remaking the economy. Businesses, of course, saw this as grim news. But the general public applauded labor’s new power, even in the face of union tactics that many Americans frowned on, like sit-down strikes. More than seventy per cent of those surveyed in a 1937 Gallup poll said they favored unions.
Seventy-five years later, in the wake of another economic crisis, things couldn’t be more different. The bailouts of General Motors and Chrysler saved the jobs of tens of thousands of U.A.W. workers, but were enormously unpopular. In the recent midterm elections, voters in several states passed initiatives making it harder for unions to organize. Across the country, governors and mayors wrestling with budget shortfalls are blaming public-sector unions for the problems. And in polls public support for labor has fallen to historic lows.
Primer on Christie’s Ed Reform Proposals
Gov. Christie’s State of the State speech was widely praised as diplomatic if short on specifics regarding education reform. Here comes the specifics, gleaned from reports from a Town Hall meeting in Paramus last night:
1) Replace lifetime tenure for teachers with renewable five-year contracts. (Here’s NJEA’s response, courtesy of spokesman Steve Wollmer, who warned teachers, “This is not reform, it’s patronage. We do not need 125,000 more patronage jobs in New Jersey, we already have enough corruption. Your job security under the Christie proposal would be at the whim of a principal who may or may not be acting in the best interest.”)
2) Raise contributions to health benefits premiums. Specifically, replace the newly-legislated benefits contributions for teachers of 1.5% of base pay with a plan through with all public employees would pay 1/3 of benefits plans. (According to the Courier-Post, a teacher earning $60,000 a year now contributes about $900 in benefits contributions. Under the new proposal, that teacher would contribute $7,333 for the same plan.)
School Board Votes to Maintain Small Group Instruction
A crowd of about 100 people, mostly teachers, packed the Burlingame School District’s Tuesday night board meeting imploring its members to keep the “early bird, late bird” language program intact. They got their wish, as the board voted 5-0 to maintain the program.
The program, which exists in just four districts statewide, shortens the class day while giving students more individualized reading and writing instruction.
District kindergarten-through-second grade students currently start their 8:30 a.m. to 3 p.m. school day an hour late or leave an hour early, with the first and last hours reserved for more individualized reading and writing instruction.
Unlike Madison, Evanston is cutting honors classes
Twenty-three years ago I walked the halls of Evanston Township High School in Evanston, Ill., with a diverse mix of white-, black- and brown-skinned fellow students.
Then I would walk into an honors class and be confronted with a near-blanket of white.
Not much has changed at my alma mater, and as a result the school district has been embroiled in a contentious curriculum debate that touches on race, academics and the meaning of public education itself.
Sound familiar?
Evanston and Madison are both affluent, well-educated and liberal. And both have high schools where racial achievement gaps are the norm. Their school districts differ, though, in their approach to that gap today: Evanston is cutting honors classes; Madison is adding them.
Unlike Madison, Evanston has long had a sizable minority population and began desegregating its elementary and middle schools in the 1960s — with some positive academic results.
Seniors at ETHS, the city’s only public high school, last year had an average ACT score of 23.5, or 2.5 points higher than the national average. This in one of only five states that requires its students to take the test and in a high school whose student population, about 2,900, is 43 percent white, 32 percent black and 17 percent Latino.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
- An Update on Madison’s High School Reforms
- Madison School District High School Planning Meeting Video
More here.
School Board Governance
When the new Board majority was elected in 2007 they started their terms of office talking a lot about Governance. It was all just talk; there wasn’t any action associated with it. Then, after the first few months that talk faded away. Back then it was code for staying out of management and restricting themselves to “policy issues”. After the audit was released six months ago, they started talking about Governance again. I’m not sure what it means this time around, but not only are they talking about it a lot, they are also claiming to take some action. I’m not sure those claims can be proven.
There was a discussion of Governance Priorities at the December 15, 2010 Strategic Plan Update work session.
One of the Governance Priorities is Budget development. They say that they will implement a comprehensive budget development process that reflects the strategic plan priorities and includes both internal and external engagement. Why isn’t this what they were doing all along? I’m not asking that as an accusation, but to focus the attention on the obstacles to this sort of work. If they say that they are going to start doing this then they will have to identify and overcome those obstacles, won’t they? I think that they have already found and addressed one of the historic obstacles, the budget timeline that put the central administration budget ahead of the schools’ budgets. I suspect there are others.
Could do better: Using international comparisons to refine the National Curriculum in England
Tim Oates, via a kind reader’s email:
Recent reviews of the National Curriculum have failed to harness the insights emerging from high quality transnational comparisons, according to a top academic.
In a Cambridge Assessment paper out today (Thursday 18 November 2010), Tim Oates, Group Director of Assessment Research and Development, said: “We should appraise carefully both international and national research in order to drive an evidence-based review of the National Curriculum and make changes only where justified, in order to avoid unnecessary disruption to the education system.
“However, simply importing another country’s classroom practices would be a gross error. A country’s national curriculum – both its form and content – cannot be considered in isolation from the state of development of these vital ‘Control Factors’*. They interact. Adjust one without considering development of the others, and the system may be in line for trouble.”
The paper – Could do better: using international comparisons to refine the National Curriculum in England – acknowledges that any revision of the Curriculum is a sophisticated undertaking and yet it is not the sole instrument of educational success.
In a foreword to Tim’s paper, the Rt Hon Michael Gove MP, Secretary of State for Education, supported the call for international evidence to be at the heart of curriculum reform and said:
Paying for Scale: Results of a Symposium on CMO Finance
Allison Demeritt, Robin Lake, via email:
n April 2010, the Center on Reinventing Public Education (CRPE) and the Bill & Melinda Gates Foundation convened a group of researchers and financial analysts to discuss how to better understand the financing and sustainability of CMOs. The goals of the meeting were twofold: (1) to suggest a set of common ways of assessing CMO financial viability, and (2) to outline a research agenda for settling the most urgent CMO finance questions relevant to policy and practice.
The following themes emerged from the meeting:
For most CMOs financial self-sustainability is an aspiration, not yet a reality.
Public funding levels clearly limit, but may not fully explain, CMO scale-up difficulties.
CMOs are experimenting with different cost and service delivery models, but there is little evidence yet about which ones are most cost effective.
Politically and financially, CMOs need to figure out how to do more school turnarounds.
Technology and innovation are critical paths to sustainability.
Spending comparisons between CMOs and school districts are hard to do and not likely to yield much payoff.
There is at least as much speculation about CMO finance as there is fact: a rigorous research and development agenda is needed.
Los Angeles Names New Schools Chief
Stephanie Banchero & Tamara Audi:
Los Angeles named a new schools chief Tuesday, selecting a longtime educator known for his aggressive efforts to overhaul teachers’ evaluations and link their pay to student achievement.
John Deasy, 50 years old and a former official at the Bill and Melinda Gates Foundation, will succeed Ramon C. Cortines, 78, who has headed the nation’s second-largest school system for two years and said he planned to step down this year.
Mr. Deasy’s appointment was widely expected after he was hired as deputy superintendent last August.
Board members of the Los Angeles Unified School District approved a three-year contract with Mr. Deasy in a 6-0 vote, with board member Steve Zimmer abstaining.
“Having had the opportunity to observe Dr. Deasy at work these past few months left me with no doubt in his ability to lead this district despite the uncertainty of the state’s fiscal situation and the challenges that lay before us,” school board Vice President Richard Vladovic said in a statement.
K-12 Tax & Spending Climate: Downturn’s Ugly Trademark: Steep, Lasting Drop in Wages
In California, former auto worker Maria Gregg was out of work five months last year before landing a new job–at a nearly 20% pay cut.
In Massachusetts, Kevin Cronan, who lost his $150,000-a-year job as a money manager in early 2009, is now frothing cappuccinos at a Starbucks for $8.85 an hour.
In Wisconsin, Dale Szabo, a former manufacturing manager with two master’s degrees, has been searching years for a job comparable to the one he lost in 2003. He’s now a school janitor.
They are among the lucky. There are 14.5 million people on the unemployment rolls, including 6.4 million who have been jobless for more than six months.
But the decline in their fortunes points to a signature outcome of the long downturn in the labor market. Even at times of high unemployment in the past, wages have been very slow to fall; economists describe them as “sticky.” To an extent rarely seen in recessions since the Great Depression, wages for a swath of the labor force this time have taken a sharp and swift fall.
Why history book mistakes can be good
In high school, I was a nerd with political ambitions, desperate for popularity. My U.S. history teacher encouraged criticism, giving me a chance for glory when, during the usual Friday game of 20 questions, he said the thing we were trying to guess occurred in the 19th century.
We failed to get the right answer: the Alien and Sedition Acts. That meant extra weekend homework. But, I thought to myself excitedly, wasn’t he wrong? Weren’t the acts in the Adams administration, late 1790s? “Mr. Ladendorff, will you cancel the homework if I can show that happened in the 18th century?” He nodded. I found the citation. Cheers! Pleasant looks from girls! For a few minutes, I was the hero.
The controversy over errors in Virginia history books, well covered by my colleague Kevin Sieff, reminds me of the best day I ever had in high school. It makes me wonder whether the delights of detecting errors by authoritative educators and their textbooks might turn the scandal into ways to make history classes, at least in high school, more exciting.
“Overall, had MPS graduation rates equaled those for MPCP students in the classes of 2003 through 2009, the number of MPS graduates would have been about 18 percent higher.”
In coming months the future of education in Milwaukee and Wisconsin will receive much attention as elected officials seek to raise academic outcomes while facing a multi-billion dollar state budget deficit. In this challenging environment, Governor Walker and members of the Legislature would be wise to consider the results reported here on high school graduation rates in Milwaukee.
Using seven years of data, University of Minnesota Professor John Robert Warren, a recognized expert in the field, tracks graduation rates for students in the Milwaukee Parental Choice Program (MPCP) and the Milwaukee Public Schools (MPS). Professor Warren estimates that low-income school choice students were about 18% more likely to graduate from high school than students from across the economic spectrum in MPS. Significantly, he reports that these results occurred during a period when the historically low MPS graduation rate was increasing.
Thus, in one of the most important measures of educational achievement — high school graduation — recent developments in Milwaukee are positive, both for choice students and for students attending MPS. Professor Warren explains that separate research being conducted at the University of Arkansas will address whether expanded choice for Milwaukee parents has caused the higher rates reported here.
The MPCP, now twenty-one years old, serves more than 20,000 students. It saved state taxpayers $37 million in FY 2009. As this report shows, it achieved higher graduation rates than MPS in six of seven years studied. Had MPS attained the same graduation rate achieved in the MPCP, an additional 3,939 Milwaukee students would have received diplomas between 2003 and 2009. According to authoritative research cited in the Milwaukee Journal Sentinel, the annual impact from an additional 3,939 MPS graduates would include an additional $24.9 million in personal income and approximately $4.2 million in extra tax revenue.
Unfortunately, benefits for high school students in the MPCP are at risk. This is because increased regulation and funding cuts threaten the viability of private high schools participating in the MPCP. For example, tax support for these schools is less than 45 per cent of the public support for MPS schools. This is not financially sustainable, a fact that has caused private high schools in the MPCP to reduce freshmen enrollment despite high parent demand. For the first time in several years, the number of 9th graders entering the MPCP actually decreased in 2010-11.
Without regulatory relief and increased financial support, the kind of positive results reported here are in jeopardy.
Rhee’s New Group Calls for Changes in Education
Michelle Rhee, who gained national attention as the chancellor of schools in Washington, D.C., called Monday for giving students government-funded vouchers to attend private schools, rating principals based on student achievement and getting rid of teacher tenure.
The release of the blueprint was the first formal action of Ms. Rhee’s new advocacy group, StudentsFirst, which she launched in December, after leaving her job heading D.C. schools in October. Ms. Rhee said she was in discussions with the governors of Florida, New Mexico, New Jersey, Tennessee, Nevada and Indiana to adopt part, if not all, of the agenda.
In an interview Monday, Ms. Rhee said she recognized her platform would be controversial and tough to implement but that her group could help push through the changes.
StudentsFirst has attracted 140,000 members, including nearly 20,000 teachers, and collected $1.4 million in contributions, Ms. Rhee said. She has said her group would donate to political campaigns and help school districts fund chosen strategies.
Inside the bullied brain: The alarming neuroscience of taunting
In the wake of several tragedies that have made bullying a high-profile issue, it’s becoming clear that harassment by one’s peers is something more than just a rite of passage. Bullied kids are more likely to be depressed, anxious, and suicidal. They struggle in school — when they decide to show up at all. They are more likely to carry weapons, get in fights, and use drugs.
But when it comes to the actual harm bullying does, the picture grows murkier. The psychological torment that victims feel is real. But perhaps because many of us have experienced this sort of schoolyard cruelty and lived to tell the tale, peer harassment is still commonly written off as a “soft” form of abuse — one that leaves no obvious injuries and that most victims simply get over. It’s easy to imagine that, painful as bullying can be, all it hurts is our feelings.
Students Who Found New Ways to Give Back
Katie Zezima, Abby Ellin & Inyoung Kang:
A FEW weeks after he took the SAT, Jason Shah realized something more vexing to him than algebraic formulas or word usage problems: that many students can’t afford or access programs to prepare them for the test, and college.
The epiphany came in a West Philadelphia middle-school classroom that his sister ran as part of her Teach for America commitment. Many students had trouble with reading and spelling, and Mr. Shah, then 16, wondered how they would be able to study for the SAT in a few years.
He returned home to New Smyrna Beach, Fla., raised $10,000 from family and friends, found Web developers and began INeedaPencil.com, a Web site that offers free SAT prep, including lessons that use conversational language and sports analogies and full practice exams.
An Update on Madison’s High School Reforms
The issues are the failure of the MMSD Administration to follow basic practices of open inclusive governance and the implementation of segregative policies.
Below (and here) [70K PDF] is an open letter drafted and signed by 18 West High parents on Friday 1/7/2010. Understanding the letter requires some background and context. The background — along with the latest news and some final thoughts -follows.
Lots of related links:
- “Stand Up Against the MMSD High School Reform”
- Madison school district to consider alternatives to traditional public schools
- Advanced Placement, Gifted Education & A Hometown Debate
- On the Gifted & Talented Complaint Against the Madison School District
- Madison School District 2010-2011 Enrollment Report, Including Outbound Open Enrollment (3.11%)
- Complaint Filed Against Madison Schools
- English 10
- District Small Learning Community Grant – Examining the Data From Earlier Grants, pt. 2
More here.
Gov. Jerry Brown replaces seven state Board of Education members Several proponents of charter schools are removed. Many see the influence of the teachers union.
n one of Gov. Jerry Brown’s first official acts this week, he sacked the majority of the state Board of Education, replacing several vocal proponents of charter schools, parent empowerment and teacher accountability.
A broad range of educators, policy makers and others say the move was widely believed to be the handiwork of the California Teachers Assn., which heavily supported Brown in his gubernatorial campaign. The union’s support will be vital if he, as expected, places measures on the June ballot to temporarily raise taxes to ease the state’s budget deficit. It also appears to delay a key vote about parents’ power to reshape failing schools — an effort opposed by the union — leading to strong criticism of the governor from fellow Democrats.
“No doubt about it, this is in part looking at the November election first and foremost, and then of course upcoming elections,” said former state Sen. Gloria Romero, a Los Angeles Democrat.
Transparency: Wichita School District Puts Checkbook Online
In an effort to be transparent in the district’s budget transactions, the Wichita Public Schools launched its District Checkbook on its website. Superintendent John Allison made the announcement during the South Central Legislative Delegation meeting at Wichita State University on January 6.
“Many community members ask questions about school budgets, and this is a way to allow taxpayers to review transactions by month for the fiscal year, to see which fund is used, and the function for that transaction,” said Superintendent Allison.
The District Checkbook shows every item the district purchases and what the purchases were for including instruction, support and bond construction. The items are reported by the categories defined by the State of Kansas and the categories are consistent throughout Kansas’ school districts.
Wichita spends $12,631 per student (50,033 students) via a 632,000,000 budget. Madison spent $15,241 per student in 2009-2010.
Q & A: Charter School Proposal for Madison Preparatory Academy for Young Men
APPENDIX MMM-7-21 January 31, 2011
Urban League of Greater Madison
SUMMARY
On December 6, 2010, the Urban League of Greater Madison presented an initial proposal for the establishment of Madison Preparatory Academy for Young Men (a non-instrumentality all-boys secondary charter school) to the Planning and Development Committee of the MMSD Board of Education. During the discussion that followed, Board members agreed to submit follow-up questions to the Urban Leagne, to which the Urban Leagne would respond before the next meeting of the Planning and Development Committee. Questions were submitted by Ed Hughes and Lucy Mathiak. Furthermore, Arlene Silveira submitted questions presented to her by several connnunity members. Below each numbered Board member question, you will find the ULGM response.
1. Ed Hughes: Do you have a response to the suggestion that your proposal may violate Wis. Stat. sec. 118.40(4)(c) other than that you also intend sometime in the future to develop and operate a school for girls? If so, what is the response?
ULGM: Please refer to our letter to MMSD Board of Education members that responded to the ACLU’s opposition to Madison Prep. The answer to your question is contained in that letter. We have attached the letter to this document for your review.
2. Ed Hughes: To the extent the information is available to you, please list the 37 or so non instrumentality charter schools currently operating in Wisconsin.
ULGM: The following list of non-instrumentality charter schools currently operating in Wisconsin was compiled from the 20 I 0-20 II Charter Schools Yearbook published by the Department of Public Instruction. You can find the complete Yearbook online at: http://dpi.wi.gov/sms/pdf/2010.llyearbook.pdf
1. Barron, North Star Academy
2. Cambridge, JEDI Virtual High School
3. City of Milwaukee, Central City Cyberschool
4. City of Milwaukee, Darrell Lynn Hines (DLH) Academy
5. City of Milwaukee, Downtown Montessori Academy
6. City of Milwaukee, King’s Academy
7. City of Milwaukee, Milwaukee Academy of Science
8. Grantsburg, Insight School of Wisconsin
9. Hayward, Hayward Center for Individualized Learning
10. Hayward, Waadookodaading Charter School
11. McFarland, Wisconsin Virtual Academy
12. Milwaukee, Carmen High School of Science and Technology
13. Milwaukee, Highland Community School
14. Milwaukee, Hmong American Peace Academy (HAPA)
15. Milwaukee, International Peace Academy
16. Milwaukee, La Causa Charter School
17. Milwaukee, Milwaukee Community Cyber (MC2) High School
18. Milwaukee, Next Door Charter School
19. Milwaukee, Wings Academy
20. Milwaukee, Wisconsin Career Academy
21. Nekoosa, Niikuusra Community School
22. New Lisbon, Juneau County Charter School
23. New Richmond, NR4Kids Charter School
24. Sheboygan, Lake Country Academy
25. UW-Milwaukee, Bruce Guadalupe Community School
26. UW-Milwaukee, Business & Economics Academy of Milwaukee (BEAM)
27. UW-Milwaukee, Capitol West Academy
28. UW-Milwaukee, Milwaukee College Preparatory School
29. UW-Milwaukee, Milwaukee Renaissance Academy
30. UW-Milwaukee, School for Early Development & Achievement (SEDA)
31. UW-Milwaukee, Seeds of Health Elementary School
32. UW-Milwaukee, Tenor High School
33. UW-Milwaukee, Urban Day Charter School, Inc
34. UW-Milwaukee, Veritas High School
35. UW-Milwaukee, Woodlands School
36. UW -Milwaukee, YMCA Young Leaders Academy
37. UW-Parkside, 21st Century Preparatory School
38. Weyauwega-Fremont, Waupaca County Charter School
3. Ed Hughes: Do you have copies of any of the contracts Wisconsin non-instrumentality charter schools have entered into with their school districts? If so, please list the contracts and provide a copy of at least one of them.
ULGM: See attached contracts for Lake Country Academy in Sheboygan and the Wisconsin Virtual Academy in McFarland, which are both non-instrumentality charter schools.
4. Ed Hughes: To the extent the information is available to you, please list the amount ofper.student payment each non-instrumentality charter school in Wisconsin is contractually entitled to receive from its sponsoring school district.
ULGM: We have requested information from the DPI on the current per-student payments to each non-instrumentality charter school in Wisconsin, but we understand that DPI does not now have the information consolidated in one database. We expect that the per-student payment information will be available from DPI by January 17, and we will submit that information to the board and administration as soon as it becomes available from the DPI. The per-pupil payment to each district.authorized charter school in Wisconsin, including instrumentality and non-instrumentality charter schools, is determined through negotiations and mutual agreement between the school district, as the charter school authorizer, and the charter school developer/operator.
5. Ed Hughes: Please identify the minimum per-student payment from the school district that would be required for Madison Prep to be financially feasible from your perspective. If you don’t have a specific figure, provide your best estimate of the range in which that figure is likely to fall.
ULGM: The MMSD Superintendent and Assistant Superintendent-Business in agreement with us that more time is needed to present a projected minimum payment from the school district. DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.
6. Lucy Mathiak: Do you know what Madison Prep will cost the district? And do you know where the money will come from?
ULGM: We have an idea ofwhat our school will cost but as stated in the answer to question number 5, we are working through several costs and line items with MMSD’s Superintendent and Assistant Superintendent-Business. In Wisconsin, public charter schools are funded primarily by school districts or the state legislature (non-school district authorized schools). Generally, private funding is limited to 5% of costs during the budgeting process. However we will raise significantly more in private funding during the pre-implementation and implementation years of the school than we will in out years.
7. Lucy Mathiak: How the financial commitment asked of the district compares to the financial commitment to its existing schools?
ULGM: Assuming you mean existing traditional public schools, we will require more information from MMSD’s administration to make this comparison. Given that Madison Prep will be a new school and a non-instrumentality, there will be costs that Madison Prep has that the school system does not, and vice versa. However, we are firmly committed to ensuring our school is operated within the annual per pupil cost MMSD now spends to educate students in middle and high schools.
8. Community Member, via Arlene Silveira: First of all, has the funding that is indicated as part of the proposal actually been acquired or promised? The proposal indicates $100,000/ year from the Madison Community Foundation, but I can’t find any information from MCF itself about funding Madison Prep. All I can see is that they donated to the Urban League’s capital and Workforce campaigns. Will you check into this? Also, the proposal indicates $250,000/ year for 3 years from Partners for Developing Futures. Last year, despite having received 25 applications for funding from “education entrepreneurs,” this organization did not fund any of them due to the quality of the applications. How is the Madison Prep planning team able to claim this as a source of funding? Have promises been made?
ULGM: The Madison Community Foundation and Partners for Developing Futures were listed as potential revenue sources; these dollars were not committed. Our business plan followed the same approach as most business plans for start-up initiatives: listing prospective revenue sources. However, we do intend to pursue funding through these and other sources. Our private fundraising goals and needs in our five-year budget plan are reasonable.
9. Lucy Mathiak: What additional resources are needed to make the Madison Prep model work?
ULGM: Our school is designed as a demonstration school to be replicable, in whole or in part, by MMSD and other school systems. Therefore, we will not request more than the district’s own annual costs per pupil at the middle and high school levels.
10. Lucy Mathiak: What resources are in hand and what resources will you need to raise?
ULGM: We presently have $50,000 to support the planning of the school, with the offer of additional support. However, we will secure additional private and public funding once the Board of Education formally approves the DPI planning grant application/detailed proposal for Madison Prep.
11. Lucy Mathiak: Ifthere is a proposed endowment, what is the amount of the endowment in hand, the estimated annual rate of return, and the estimated income available for use?
ULGM: New charter schools generally do not budget for endowment in their first few years of operation. We intend to build an endowment at some point and have line items for this in Madison Prep’s budget, but these issues will be decided by the Board ofDirectors ofthe school, for which we will not begin recruiting until the Board of Education approves our DPI plauning grant application/detailed proposal.
12. Ed Hughes: Which parts of your proposal do you require non-instrumentality status to implement?
ULGM: Non-instrumentality status will be vital to Madison Prep’s ability to offer an extended school day, extended school year, as well as the expectations we have of teachers to serve as mentors and coaches to students. The collective bargaining contract between the Board of Education and Madison Teachers, Inc. would not allow for this added instructional time. Yet this added instructional time will be necessary in order for students to meet Madison Prep’s ambitious achievement goals. In addition, our professional development program will also require more hours of training. We also intend to implement other special activities for students and faculty that would not be allowed under MMSD and MTI’s collective bargaining agreement.
13. Ed Hughes: What will be the school’s admission policy? Please describe any preferences that the admission policy will include. To what extent will students who live outside ofthe Madison school district be considered for admission?
ULGM: Madison Prep will comply with all federal and state regulations relating to charter school admissions. In its inaugural school year (20 12-20 13), Madison Prep will be open to any 61h and 7’h grade male student residing within the boundaries of MMSD.
All interested families will complete an Enrollment Form at the Urban League’s offices, online, during community meetings and outreach activities, through local partners, or during a visit to the school (after it opens). If Madison Prep receives less than 45 enrollment forms for either grade (6 and 7) in the tirst year, all students’ who applied will be admitted. If the school receives more than 45 enrollment forms for either grade level in the first year, or enrollment forms exceed the seats available in subsequent years, Madison Prep will hold a public random lottery at a location that provides enough space for applicant students and families. The lottery will be held in accordance with DPI guidelines for random lotteries. If Madison Prep does not fill all available seats, it will continue its grassroots recruitment efforts until it reaches its enrollment goal.
14. Community Member, via Arlene Silveira: We know that Madison Prep won’t accept girls. Will it except boys with Autism or Aspergers? If a boy has a learning disability, will he be allowed to attend? What ifthis learning disability makes it not possible for him to perform above grade level on a standardized test? Will he be allowed in? And can they kick him out if his test scores aren’t advanced/proficient?
ULGM: Please see our answer to question #13. To be clear, Madison Prep will accept students with special learning needs, including students who speak English as a second language. As always, IEP teams will determine on a case-by-case basis if Madison Prep is an appropriate placement for special education students. No Madison Prep student will ever be expelled for academic performance.
15. Ed Hughes: An attraction ofthe proposed school is that it could provide the kind ofiutense academic and other sorts of support that could change the trajectories of its students from failure to success. How will you ensure that your school serves primarily students who require the sort of approach the school will offer in order to be successful?
ULGM: Please see our answer to question #13 and question #16 below. We will go to great lengths to inform parents about Madison Prep as an option for their child, and to recruit students and families to our school. We will over-market our efforts in low-income communities and through media, sports clubs, community centers, churches, employers, and other vehicles that reach these students and their parents. We are also exploring the legality of our ability to set an income goal or threshold for student admissions. Nonetheless, we believe that any young man, regardless of their family background, would be well served by Madison Prep.
16. Ed Hughes: To the extent yon know them, describe what the school’s stndent recruitment and marketing strategies will be.
ULGM: Madison Prep’s marketing plan will support three priorities and goals:
1. Enrollment: Recruiting, retaining, and expanding student enrollment annually -share Madison Prep with as many parents and students as possible and establish a wait-list of at least 20 students at each grade level by June I each year (with the exception of year one).
2. Staffing: Recruiting and retaining a talented, effective, and committed faculty and staff -field qualified applicants for each position in a timeframe that enables us to hire by June 30 each year.
3. Public Image and Support: Building, maintaining, and solidifying a base of support among local leaders, financial contributors, key partners, the media, and the general public.
To ensure the public is well acquainted with the school, Madison Prep, with the support of the Urban League of Greater Madison, will make use of a variety of marketing strategies to accomplish its enrollment, staffing, fundraising, and publicity goals. Each strategy will be phased in, from pre.launch of the school through the first three years of operation. These marketing strategies are less expensive and more sustainable with the budget of a new charter school than television, radio, and popular print advertisements. They also deliver a great return on investment if executed effectively. Each strategy will enable Madison Prep, with its limited staff, to promote itself to the general public and hard-to-reach communities, build relationships, sustain communications and achieve its goals.
A. Image Management: Madison Prep’s logo and images of young men projecting the Madison Prep brand will be featured on the school’.s website, in informational and print materials, and on inexpensive paraphernalia (lapel pins, emblems, ink pens, etc). Students will be required to wear uniforms that include a red or black blazer featuring the Madison Prep emblem, a sweater, a red or black tie, white shirt, black or khaki pants, and black or brown dress shoes. They will also have a gym uniform and athletic team wear that features the Madison Prep emblem. Additionally, Madison Prep will ensure that its school grounds, educational facility, and learning spaces are clean, orderly and well-maintained at all times, and that these physical spaces reflect positive images of Madison Prep students, positive adult males, community leaders, families, and supporters. Madison Prep’s Core Values will be visible through the school as well, and its students, faculty, staff, and Board of Directors will reflect an image in school and in public that is consistent with the school’s Core Values and Leadership Dimensions.
B. Grassroots Engagement: Madison Prep’s founders, Board members, volunteers, and its key staff (once hired) will go door-to-door in target neighborhoods, and other areas within MMSD boundaries where prospective candidates can be found, to build relationships with young men, families, and local community resource persons and advocates to recruit young men to attend Madison Prep. Recruiters will be dressed in the Madison Prep uniform (either a polo shirt, sweater or suit jacket/tie, each showing the Madison emblem, and dress slacks or skirt) and will visit homes in two person teams.
Madison Prep will also partner with City Council members, Advisory Neighborhood Commissioners, and local libraries to host community meetings year-round to promote the school in target neighborhoods and military bases. It will also promote the school to citizens in high traffic residential areas of the city, including metro stops, restaurants, community centers, community health agencies, and at public events. Madison Prep will engage the religious community as well, promoting the school to church leaders and requesting to speak before their congregations or have the church publicize the school during their announcements on Sundays and ministry activities during the week. Area businesses, hospitals, government agencies, foster care agencies, and mentorship programs will be asked to make information available to their patrons, clients, and families. Madison Prep will also seek to form partnerships with the Police Department and Court System to ensure judges, attorneys, neighborhood police officers, and family advocates know about the school and can make referrals of young men they believe will benefit from joining Madison Prep’s school community.
C. Online Presence & Partnerships: Madison Prep will launch a website and update its current Facebook and Twitter pages prior ·to the school opening to expand its public presence. The Facebook page for Madison Prep presently has more than 100 members, has been operational for less than 2 months, and has not yet been widely marketed. The page is used to raise awareness, expand support, communicate progress, announce activities and events, and promote small-donor fundraising campaigns. The website will be used to recruit students, staff, and eventually serve as an entry-point to a member only section on the Internet for faculty, students, and parents. Madison Prep will also seek to establish strategic alliance partnerships with service associations (100 Black Men, Sororities and Fraternities, Civic Clubs or Organizations, etc.), enlisting their participation in the school’s annual events. In addition, Madison Prep will establish partnerships with other public and private schools in the Madison area to recruit students, particularly elementary schools.
D. Viral Marketing: Madison Prep will use email announcements and social networking sites to share its mission, activities, employment opportunities, and successes with its base of supporters and will inspire and encourage them to share the information with their friends, colleagues, parents and young men they know who might be interested in the school. Madison Prep will add to its base of supporters through its other marketing strategies, collecting names and contact information when and where appropriate.
E. Buzz Marketing: Madison Prep will use subtle forms of marketing to recruit students and faculty, increase its donor and support base, and develop a positive public image. The school will maintain an influential board of directors and advisors, will engage notable people and organizations in the school, and will publicize these assets to the general public. The school will also prepare key messages and strategically involve its students, staff, and parents in key events and activities to market its brand -high achieving, thoughtful, forward thinking, confident and empowered young men who are being groomed for leadership and success by equally talented, passionate and committed adults. The messages, images, and quality of interactions that the broader community has with members of the greater Madison community will create a positive buzz about the school, its impact, and the success of its students.
F. School Visits & Activity Participation: Each year, from the week after Thanksgiving through the end of the school year, Madison Prep will invite prospective students and parents, funders, and members of the community to visit the school. A visit program and weekly schedule will be established to ensure that the school day and learning is not interrupted by visitors. Madison Prep will also establish an open visit policy for parents, and will create opportunities for them to leverage their ongoing involvement with the school and their young men. Through nurturing positive relationships with parents, and establishing an enviromnent where they are wanted and respected, Madison Prep will create spokespersons in the community who help grow its student body and community support. Finally, Madison Prep will host an annual community event that engages its school community with the greater Madison community in a day of fun, competitive events for families, and will serve as a resource to parents whose children do not attend Madison Prep by inviting them to participate in its Destination Planning workshops.
G. Popular Media: Madison Prep will allocate resources to market itself on Urban and News Radio during the peak student recruitment season in two phases. Phase I will take place in November 2011 and Phase 2 advertising will take place between Jannary and May 2012. To defray costs, Madison Prep will enlist the support of local and national celebrities for feature interviews, spotlights, and PSAs with Madison Prep’s Leadership to promote the school.
17. Community Member, via Arlene Silveira: It looks like the Charter school is aiming for 50% of its population to be low-income. The middle school my children will go to, Sherman, is 71% low income. Blackhawk is at 62%. Wright is 83%. Sennett is 65%. Cherokee is at 63%. Toki is at 51%. Can we, in good conscious, start a new school-designed to help low income students -that has a lower percentage oflow-income students than six of our existing middle schools?
ULGM: The Urban League has set the 50% low-income target as a floor, not as a ceiling. In fact, we expect that more than 50% of Madison Prep students will qualifY for free or reduced lunch.
Furthermore, we have chosen to use the 50% figure to allow us to be conservative in our budgeting process. No matter what the level of low income students at Madison Prep -50% or higher-the student achievement goals and overall program quality will remain unchanged.
18. Ed Hughes: Have you considered limiting admission to students who have scored minimal or basic on their WKCE tests?
ULGM: No. Madison Prep will be open to any male student who wishes to attend, regardless of past academic performance.
19. Ed Hughes: Some have suggested that Madison Prep could skim offthe most academically.motivated African-American students from the District’s middle and high schools, leaving fewer role models and academic peers for the African-American boys who remain in our existing schools. What is your response to that concern?
ULGM: The notion that charter schools skim off the most motivated students is a common misconception. First, this argument is not logical. Parents/caregivers ofchildren who are academically motivated and doing well in traditional public schools have little incentive to change their students’ educational environment. Those kids will likely stay put. When a parent, teacher, social worker, or school counselor recognizes that a child isn’t doing well in the traditional school and seeks an alternative, the charter school that is sought as an alternative does not in this process gain some advantage. In fact, research suggests the opposite. A 2009 study by researchers at Michigan State University, the University of Wisconsin, and Mathematic Policy Research examined charter schools from across the country to test the “skimming” theory. The researchers found no evidence of skimming. In fact, they found students who go to charter schools typically have LOWER test scores than their counterparts in traditional public schools. (Read the full paper at http://www.vanderbilt.edu/schoolchoice/conference/papers/Zimmer_COMPLETE.pdf)
20. Ed Hughes: Have you extended preliminary or informal offers of employment at Madison Prep to anyone? If so, identify to whom the preliminary or informal offers were made and for which positions.
ULGM:No.
21. Ed Hughes: What will he your strategy for recruiting teachers? What qualifications will you establish for teachers? Please describe the general range of salary and benefits you expect to offer to teachers.
ULGM: Teacher Recruitment -The overarching goal of teacher recruitment will be to hire a highly qualified, passionate, hard-working, diverse staff. The recruitment effort will include casting a wide net that allows Madison Prep to draw from the pool oflocal teachers as well as teachers statewide and nationwide who will embrace the opportunity to help build a school from the ground up. We will recruit though typical both typical means (postings on our website, WECAN, charter school association job pages) as well as through recruitment fairs outside of the state. Our hiring process will take place in early and mid spring rather than late spring and summer so that we may have a competitive edge in recruiting the teachers that are the best fit for Madison Prep. While the Head of School will be responsible for the hiring of teachers, he/she will engage a committee of teachers, community members, parents, and students in the process ofselecting teachers and other staff. In addition to a thorough interview, teacher candidates will be required to teach a sample lesson to a group of students, as well as other interview committee members. Teacher Qualifications-All teachers at Madison Prep will be licensed by the Department of Public Instruction.
General Salary Range and Benefits*-For the 2012-2013 school year, the salary for Master Teachers (of which there will be two) is currently projected to be $61,406 with a signing bonus of $2,000 and a maximum performance bonus of $2,750. The salary for general education teachers is currently projected to be $50,055 for the 2012-2013 school year, with a signing bonus of$2,000 and a maximum performance bonus of$1,750. Madison Prep intends to provide a full range of benefits to its teachers. *Salary and bonus figures are subject to change
22. Ed Hughes: MMSD already has a charter middle school with a very diverse student population -James C. Wright Middle School. If the school district chose to continue James C. Wright as an instrumentality charter school but modeled on your Madison Prep proposal, which components of your proposal do yon think could be implemented at the school and which components of your proposal could not?
ULGM: The Urban League is not in a position to determine how the fundamental elements ofthe Madison Prep proposal could or could not be implemented at James C. Wright Middle School. That determination would have to be made by the district administration and c01mnunity at Wright.
23. Community Member, via Arlene Silveira: Here is the annual report from one of the Urban League charter schools that the proposal cites as a model for Madison Prep:
http://www.doe.mass.edu/charter/reports/2009/annual/0471.doc This is a report from the school’s lO'” year in existence. Please note the test achievement goals and scores on page 4 and compare them with the extremely overconfident goals of the Madison Prep proposal. IfMadison Prep is serious about attaining the goal of 75% oftheir students scoring 22 or higher on the ACT or 1100 or higher on the SAT, how do they plan to achieve this and what will happen with those students who fail to meet this standard? What will happen to the teachers who don’t meet their quota ofstudent test scores above this level? Please investigate these questions in detail and within the framework of Madison Prep processes from admissions through expulsion.
ULGM: The reference to the New Leadership Charter School in Springfield, Massachusetts in the Madison Prep initial proposal was meant to show the precedent for the establishment of charter schools by Urban League affiliates; the New Leadership Charter School is NOT a model for Madison Prep, nor was this ever stated in the initial proposal. That said, Madison Prep IS serious about our student achievement goals related to the ACT and SAT. We plan to meet these goals through-as the proposal states-an all-male student body, the International Baccalaureate Curriculum, college preparatory educational program, Harkness Teaching, an extended school day and year,mentoring and coll1111unity support, and a prep year. Students will be carefully assessed for years leading up to these tests to ensure their preparedness. When formative assessments indicate re-teaching is needed in order to meet the goal, students will receive further individualized instruction. Madison Prep teachers will not have student test score “quotas.”
24. Lucy Mathiak: What would a timeline for the counterpart girls’ school look like?
ULGM: We would like to initiate the process for the girls’ school in the fall of 2012, with an opening aimed at 2014-2015.
I continue to believe that the fate of this initiative will be a defining moment for the Madison School District. If approved and implemented, it will, over time, affect other traditional schools within the District. If it is rejected, a neighboring District will likely step in.
Finally, I found the Urban League’s response to Ed Hughes’ question #5 interesting:
DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.
“the Board will choose a level of property tax increase to set a target for (2011-2012) budget reductions and efficiencies”
Erik J Kass, Assistant Superintendent for Business:
The process outlined below is intended to provide adequate and timely information to the Board of Education and Community relative to the development of the 2011-12 Budget. This process will create transparency, credibility around data, and provide options for the Board of Education along the way. This process as you will see, also leans very heavily on the 5 year model worked on and completed by the 5 Year Budget Model Ad Hoc Committee.
The goal of this upcoming budget process is comprised of five phases: planning, preparation, approval/ adoption, implementation, and review I evaluation. The proposed timeline and list of activities below are aimed at meeting the goals for planning, preparation, and approval/adoption. It is important to note that all phases of the process will be completed by utilizing the PMA Model and its summary reports only. The proposed process and timeline are as follows:
The 2010-2011 Madison School District budget raised property taxes by about 9%.
Perhaps program reviews and effectiveness will inform 2011-2012 financial decisions.
Effective reading program shelved, then amazingly reborn
I thought it fitting that my colleague Nick Anderson had his eye-opening piece on the Success For All reading program published in The Post on New Year’s Day. The night before, we were all singing “Should old acquaintance be forgot, and never brought to mind.” That could be the theme song for Success For All.
As Anderson reveals, the cleverly organized and well-tested program, brainchild of legendary Johns Hopkins University research couple Robert E. Slavin and Nancy A. Madden, spent the Bush Administration in a wilderness inhabited by other wrongly discarded educational ideas. It did not disappear, but it did not get much attention or growth. Now it is back in the forefront of school improvement, beneficiary of a $50 million grant from the Obama administration. Its risen-from-the-dead story would be hard to believe if Anderson hadn’t explained it so well in his story.
I know Madden and Slavin. A decade ago, I wrote a magazine piece about their unusual marriage and work, and what they had done to alter reading instruction throughout much of the country. [I would love to link to the piece, but I can’t find it.] They had come from well-to-do families — Madden from Edina, Minn., and Slavin from Montgomery County, Md. They met as undergraduates at Reed College, a Portland, Ore., institution that encourages social activists. They fell in love and decided to dedicate their lives to finding the best ways to teach children, particularly kids whose own upbringings weren’t as comfortable as theirs had been. (They later adopted three children from South America.)
Proposed bill would overhaul Virginia textbook adoption process
In the wake of a state review that found dozens of errors in Virginia social studies textbooks, Del. David Englin will introduce a bill Monday that would overhaul the state’s textbook adoption process.
The legislation would shift the responsibility of vetting textbooks from panels consisting mostly of school teachers to the publishers. Companies would have to be certified with the Virginia Board of Education before their books are approved for use in public schools.
Last year, textbook review committees approved two books by Five Ponds Press – “Our Virginia, Past and Present” and “Our America to 1865” – that several state-appointed scholars found last month to have dozens of historical inaccuracies.
“As a legislator and a parent, I was shocked and appalled to learn that Virginia social studies textbooks had such egregious factual inaccuracies,” Englin (D-Alexandria) said. “As parents, the bare minimum we expect from textbooks is that the facts are correct.”
A crucial lesson in education reform Money alone doesn’t help improve student achievement
Schools around the country have begun to show measurable progress in closing achievement gaps, according to evidence from a growing range of sources. That’s the good news.
The bad news is that in New Jersey this progress is much more limited, and it is young African-Americans who seem to be losing out the most.
Despite an influx of new funding to New Jersey’s poorest urban school districts following the state Supreme Court’s Abbott rulings, student achievement levels remain mostly flat at the lower end of the spectrum.
The percentage of black eighth-graders who scored above “basic” in reading actually declined, from 62 percent in 2005 to 60 percent in 2009 on the National Assessment of Educational Progress.
Detroit Public Schools: 40,000 kids to get laptops from stimulus funds Read more: Detroit Public Schools: 40,000 kids to get laptops from stimulus funds
Detroit Public Schools will spend $49 million in federal money to push technology in the district, including distributing 40,000 new laptop computers to students in grades 6-12 for use in class, as well as more than 5,000 new desktop computers.
Each DPS teacher also will get a laptop.
The computers are being funded by stimulus money under the American Recovery and Reinvestment Act of 2009. Details are to be announced this morning by DPS emergency financial manager Robert Bobb.
The district already has started distributing the computers and expects to deliver them all by the end of this school year, said Kisha Verdusco, a DPS spokeswoman.
Carlstedt: Time for Wisconsin to stop spending Dollarss on 4K and a Reference to Madison Superintendent Dan Nerad
First, the Federal Government funds a program for youngsters that need help. It is called Headstart. The cry for help for such an age group should be addressed by this program, however the schools have found a cash cow in Wisconsin’s 4 K Budget and can make extra funds this way.
Second, rather than looking to Arkansas, (or Georgia, who admit that the 4K program is a failure), we can look right here in Wisconsin. Three years ago I challenged Dan Nerad, the Green Bay Superintendent at that time, when he said, “early education promotes advancement of learning .”“We do not need to look at studies from other communities, when we have the information right here in Green Bay! 8 years ago, we went from ½ day kindergarten to full day, and yet subsequent grade test scores failed to reflect the additional education time… in fact, scores are decreasing which is proof that extending hours does nothing.”
The charge went unanswered.
Third, I have to say that you left a very large arrow out of your quiver, as your financial equation is not correct for 4 K.
While I feel that $9,900 is closer, let’s use your $9,000 number, it is fine for expressing costs. To get funding for a student, he is counted as one FTE ( full time education) to get the 9K. 4K students however get a kicker. For 13 ¼ hours per week they are counted as .6 FTE ( .5 if less than 13 ¼). So 4 year olds are given a morning class, followed in the PM with another 4 year old. Those two half day students count as (2 x.6) 1.2 FTE or in cash terms, they bring in $10,800 to the district.
Much more on Madison’s planned 4K program, here.
The article’s comments are worth reading.
Comparing K-12 Funding Adequacy Across 50 States
Wisconsin Center for Education Research, via email:
Until now, no one has tried to estimate the costs of educational adequacy across all 50 states using a common method applied in a consistent manner. UW-Madison education professor Allan Odden and colleagues have realized that goal.
In a recent report, Odden, Lawrence Picus, and Michael Goetz provide state-by-state estimates of the cost of the evidence-based model. The evidence-based model relies primarily on research evidence when making programmatic recommendations. The evidence-based approach starts with a set of recommendations based on a distillation of research and best practices. As implementation unfolds, teams of state policymakers, education leaders, and practitioners review, modify, and tailor those core recommendations to the context of their state’s situation. Odden’s report compares those estimates to each state’s current spending.
Allan Odden and colleagues have developed the first state-level analysis of education finance spending using a model with consistent assumptions across all 50 states plus the District of Columbia.
Odden and colleagues studied districts and schools that have made substantial gains in student performance. They identified the strategies used, then compared those strategies to the recommendations of the evidence-based model. The research found a strong alignment between the strategies and the resources in the evidence-based model and those strategies used by districts and schools that have seen dramatic increase in student learning.
The Evidence-Based Model and Adequacy
When experts discuss education finance, they sometimes use the term “adequacy.” Odden offers this definition: “Providing a level of resources to schools that will enable them to make substantial improvements in student performance over the next 4 to 6 years, as progress toward ensuring that all, or almost all, students meet their state’s performance standards in the longer term.”
“Substantial improvement in student performance” means that, where possible, the proportion of students meeting a proficiency goal will increase substantially in the short- to medium term. Specific targets might vary, depending on the state and a school’s current performance. Yet this goal could be interpreted as raising the percentage of students who meet a state’s student proficiency level from 35% to 70%, or from 70% to something approaching 90% and, in both examples, to increase the percentage of students meeting advanced proficiency standards. There are several approaches to estimating adequacy. They include cost functions, professional judgment, successful schools and districts, and the evidence-based approach.
…………
Using the national average compensation figures, the weighted per pupil estimated costs for adequacy using the evidence-based model is $9,641, an average increase of $566 per student on a national basis. In 30 of the 50 states, additional revenues are needed to reach the estimated cost level. In the remaining 20 states and Washington, D.C., current funding levels are more than enough.
If all states were to receive funding at the estimated level of the evidence-based model, the total cost would be $27.0 billion, or a 6.2% increase. However, the politically feasible approach would not allow using the “excess funds” from the states currently spending more than that level. Given that, the total cost rises to $47.2 billion (a 10.9% increase) to fully fund the model’s estimates.
Locally, the Madison School District spent $370, 287,471 during the 2009-2010 school year, according to the Citizen’s Budget. for 24,295 students ($15,241/student). I have not seen a Citizen’s Budget for the 2010-2011 period. Madison School District budget information.
More from the WCER article:
Nor does this research address how the funds should be allocated once they are sent to school districts. This is an important point, Odden says, because some states currently spend more than identified in this model, yet do not appear to show the gains in student performance the model suggests are possible.
Presentation of “Value Added Assessment (Outcomes)” in the Madison School District, Including Individual School & Demographic Information
Complete Report: 1.5MB PDF File
Value added is the use of statistical technique to identify the effects of schooling on measured student performance. The value added model uses what data are available about students–past test scores and student demographics in particular–to control for prior student knowledge, home and community environment, and other relevant factors to better measure the effects of schools on student achievement. In practice, value added focuses on student improvement on an assessment from one year to the next.
This report presents value-added results for Madison Metropolitan School District (MMSD) for the two-year period between November 2007 to November 2009, measuring student improvement on the November test administrations of the Wisconsin Knowledge and Concepts Examination (WKCE) in grades three through eight. Also presented are results for the two-year period between November 2005 to November 2007, as well as the two-year period between November 2006 to November 2008. This allows for some context from the past, presenting value added over time as a two-year moving average.
Changes to the Value Added Model
Some of the details of the value-added system have changed in 2010. The two most substantial changes are the the inclusion of differential-effects value-added results and the addition to the set of control variables of full-academic-year (FAY) attendance.
Differential Effects
In additional to overall school- and grade-level value-added measures, this year’s value-added results also include value-added measures for student subgroups within schools. The subgroups included in this year’s value-added results are students with disabilities, English language learners, black students, Hispanic students, and students who receive free or reduced-price lunches. The results measure the growth of students in these subgroups at a school. For example, if a school has a value added of +5 for students with disabilities, then students with disabilities at this school gained 5 more points on the WKCE relative to observationally similar students across MMSD.
The subgroup results are designed to measure differences across schools in the performance of students in that subgroup relative to the overall performance of students in that subgroup across MMSD. Any overall, district-wide effect of (for example) disability is controlled for in the value-added model and is not included in the subgroup results. The subgroup results reflect relative differences across schools in the growth of students in that subgroup.
Much more on “Value Added Assessment”, here.
As salaries rise, Fresno State coach Pat Hill takes pay cut
Steve Wieberg, Steve Berkowitz and Jodi Upton
Pat Hill came cheap when he broke into college football coaching a little more than 3½ decades ago.
He worked his first job at a California community college without pay, making ends meet by moonlighting Tuesdays and Thursdays as a pinsetter at a bowling alley and Fridays and Saturdays, when football allowed, as a bouncer. He lived for a while in his Chevy van.
“I’ve never been a monetary guy,” he says.
The contract that will take him into his 15th season as head coach at Fresno State offers further testament.
Hill will take a more than $300,000 cut in guaranteed pay in 2011, an extraordinary concession to a school budget stretched thin by the troubled economy. His guaranteed take of $650,000 remains considerable, but he’ll have to cash in heavily on incentives to match, or even approach, his nearly seven-figure earnings in 2010.
K-12 Tax & Spending Climate: GAO Sees Problems in Government’s Financial Management
The U.S. Government Accountability Office said it could not render an opinion on the 2010 consolidated financial statements of the federal government, because of widespread material internal control weaknesses, significant uncertainties, and other limitations.
“Even though significant progress has been made since the enactment of key financial management reforms in the 1990s, our report on the U.S. government’s consolidated financial statement illustrates that much work remains to be done to improve federal financial management,” Acting Comptroller General Gene Dodaro said in a statement. “Shortcomings in three areas again prevented us from expressing an opinion on the accrual-based financial statements.”
The main obstacles to a GAO opinion were: (1) serious financial management problems at the Department of Defense that made its financial statements unauditable, (2) the federal government’s inability to adequately account for and reconcile intragovernmental activity and balances between federal agencies, and (3) the federal government’s ineffective process for preparing the consolidated financial statements.
Using the College Rankings
There’s a big difference between thinking the U.S. News & World Report college rankings are of dubious value — and actually refusing to try to use them to an institution’s advantage.
That’s the conclusion of the second of a series of surveys released by the National Association for College Admission Counseling. A special NACAC committee has been conducting the series as part of an effort to study the impact of the U.S. News rankings. More survey results and a final report are expected from the panel next year.
Showdown in the Offing
Three years ago, Congress stopped then-Education Secretary Margaret Spellings dead in her tracks. Cheered on by college leaders, Senator Lamar Alexander and other lawmakers — irked by the Education Department’s aggressive attempts to regulate higher education accreditation and by what they perceived to be the executive branch’s encroachment on their turf — took several legislative steps that effectively blocked the department from issuing new rules on student learning outcomes.
The players and the issues have changed, but signs are emerging that a similar showdown could unfold early next year over the Obama administration’s plan to require for-profit colleges and other vocational programs to prove that they prepare their graduates for “gainful employment.” Exactly how such a showdown would shake out is hard to predict, but the likelihood of it taking place grew significantly in recent days.
Chinese Students: Great Thinkers or Great Memorizers?
I had wanted to put this quote in from the governor of Pennsylvania, Ed Rendell, because it made me laugh. He made this remark after the NFL postponed the Sunday football game between the Philadelphia Eagles and the Minnesota Vikings (which was played last night and the Vikings won). The NFL called the game off because of the danger of fans getting safely to and from the stadium because of a huge snowstorm.
“We’ve become a nation of wusses. The Chinese are kicking our butt in everything,” Rendell added. “If this was in China do you think the Chinese would have called off the game? People would have been marching down to the stadium, they would have walked and they would have been doing calculus on the way down.”
The “doing calculus on the way down” made me laugh. But then there was this interesting piece on NPR today about Chinese education. Basically, the point is that they are great at learning and memorizing facts but not very good at analytic, problem-solving thinking. Even their principals admit this but like many bureaucratic issues, it’s recognized but no one knows what to do.
NBER Report: Great Teachers Are Worth $400,000 A Year
Huffington Post
How much is a good teacher worth? Some would say they’re priceless, but recent findings in the National Bureau of Economic Research’s The Economic Value of Higher Teacher Quality, is a bit more exact. The report, written by Eric A. Hanushek, suggests that quality teachers with 20 students are worth $400,000 more in the future earnings of their students than an average teacher, annually.
Hanushek examines how the quality and effectiveness of a good teacher can impact a student’s future success and how this achievement can effect future economic outcomes for the country as a whole.
According to his calculations, it isn’t just that good teachers are worth a lot when considering our economic future as a country; alternatively, bad teachers are costing us trillions. Hanushek says that by exchanging the bottom 5-8 percent of crummy teachers with average teachers, the United States, as a country, could jump up the ranks to top in math and science, generating an astounding $100 trillion in present-day value.
The full report can be found at the NBER website.
So Young and So Many Pills More than 25% of Kids and Teens in the U.S. Take Prescriptions on a Regular Basis
Gage Martindale, who is 8 years old, has been taking a blood-pressure drug since he was a toddler. “I want to be healthy, and I don’t want things in my heart to go wrong,” he says.
And, of course, his mom is always there to check Gage’s blood pressure regularly with a home monitor, and to make sure the second-grader doesn’t skip a dose of his once-a-day enalapril.
These days, the medicine cabinet is truly a family affair. More than a quarter of U.S. kids and teens are taking a medication on a chronic basis, according to Medco Health Solutions Inc., the biggest U.S. pharmacy-benefit manager with around 65 million members. Nearly 7% are on two or more such drugs, based on the company’s database figures for 2009.
Doctors and parents warn that prescribing medications to children can be problematic. There is limited research available about many drugs’ effects in kids. And health-care providers and families need to be vigilant to assess the medicines’ impact, both intended and not. Although the effects of some medications, like cholesterol-lowering statins, have been extensively researched in adults, the consequences of using such drugs for the bulk of a patient’s lifespan are little understood.
Blackboard creatives Teachers are the key to providing quality mainstream education in Hong Kong
While pointing to some school governance problems that certainly need addressing, the recent Audit Commission report on Direct Subsidy Scheme (DSS) schools has triggered public condemnation of these schools in the absence of proper examination of the quality of education they provide. This risks throwing the baby out with the bathwater.
DSS schools stand somewhere between the traditional public sector and the private sector, and were part of education reform to create a more diverse schools landscape. They are subject to less government regulation and free to set their curriculum, fees and entrance requirements. Many middle-class parents unhappy with local schools find DSS an affordable substitute. They regard it as part of their taxpayer’s right under the free education policy to attract some government subsidy for their children attending schools outside the government and aided sector.
Wisconsin State Senator Seeks to Stop 4K Funding Growth, Including Madison’s Planned Program
A Republican lawmaker wants to kill Madison’s fledgling 4-year-old kindergarten program before it even begins.
Sen. Glenn Grothman, R-West Bend, said Wednesday the state shouldn’t encourage new 4K programs — now in 85 percent of the state’s school districts and with three times as many students as a decade ago — because taxpayers can’t afford them.
“We have a very difficult budget here,” Grothman said in an interview. “Some of it is going to have to be solved by saying some of these massive expansions of government in the last 10 years cannot stand.”
Madison Superintendent Dan Nerad called Grothman’s proposal “very troubling.”
“I don’t know what the 4-year-olds in Madison did to offend the senator,” Nerad said. “There are plenty of studies that have indicated that it’s a good idea to invest as early as possible.”
Last month the Madison School Board approved a $12.2 million 4K program for next fall with registration beginning Feb. 7. Madison’s program is projected to draw $10 million in extra state aid in 2014 when the state’s funding formula accounts for the additional students. Overall this year, school districts are projected to collect $223 million in state aid and property taxes for 4K programs, according to the Legislative Fiscal Bureau.
Much more on Madison’s planned 4K program, here.
It appears that redistributed state tax dollars for K-12 are destined to change due to a significant budget deficit, not to mention the significant growth in spending over the past two decades. 
The recent 9% increase in Madison property taxes is due in part to changes in redistributed state tax funds.
I spoke with a person active in State politics recently about 4K funding. Evidently, some lawmakers view this program as a method to push more tax dollars to the Districts.
Taking a Gap Year Before College
Eighteen-year-old Monika Lutz had dreams of a career helping solve economic and social problems in poor nations. So after high school, she took a year off before college to work with a company, suggested by family friends, that is trying to bring solar power to a remote village in India.
A few weeks of living in a mud hut changed her mind. Exhausted by the obstacles, she says, she told herself, “I’m not ready. I can’t dedicate my life to this yet.”
When Ms. Lutz starts college in the fall, she plans to explore other careers. “If I hadn’t gone on a gap year, I might have spent four years and $200,000 on tuition to end up in that same country and find out the same thing,” says Ms. Lutz, of Boulder, Colo.
College-admission letters are starting to roll in, but a growing number of students will decide instead to take a year off to try out potential careers or broaden their horizons. Gap-year activities range from doing volunteer work or taking classes, to working for pay, traveling or tackling outdoor adventures.
Time for Big Cuts in Education Spending?
America spends far more on education than countries like Germany, Japan, Australia, Ireland, and Italy, both as a percentage of its economy, and in absolute terms. Yet despite this lavish government support for education, college tuition in the U.S. is skyrocketing, reaching levels of $50,000 or more a year at some colleges, and colleges are effectively rewarded for increasing tuition by mushrooming federal financial-aid spending. Americans can’t read or do math as well as the Japanese, even though America spends way more (half again more) on education than Japan does, as a percentage of income, according to the CIA World Fact Book.
In light of this, it is easy to see why some education experts like Neal McCluskey are floating the idea of “draconian education cuts” to shake up a rotten educational establishment.
These green thumbs sprout early
Children in an outdoor classroom at an East L.A. preschool use natural materials and the environment as a learning laboratory. It’s part of a national campaign to connect youngsters to the outdoors.
On a visit to a Home Depot one day, Cynthia Munoz was surprised when her 4-year-old son began clamoring to plant flowers, trees and a strawberry patch at their La Puente home. She was taken aback again when he knew exactly what tools to use in their backyard garden.
But he’d already had plenty of practice at his preschool, the Brooklyn Early Education Center in East Los Angeles. The school has an outdoor classroom, part of a growing trend in California and other states of using natural materials and the environment as a learning laboratory.
Student Loans: Legislation to Clarify Co-signer Obligations
When a student dies, the bill for his student loans often lives on – to the painful surprise and dismay of his co-signers. New Senate legislation seeks to change that, by requiring lenders to make clear the obligations of co-signers in the event of death.
Introduced yesterday, the “Christopher Bryski Student Loan Protection Act,” sponsored by Sen. Frank Lautenberg (D., N.J.), is the culmination of a multi-year battle fought by the Bryski family, profiled by the Journal in August. In July 2006, Christopher Bryski died at the age of 25, after an accident left him with a brain injury that put him in a persistent vegetative state for two years. Today, his parents continue to make monthly payments on the $44,500 in private student loans that Mr. Bryski took out to attend Rutgers University. The legislation introduced yesterday would require lenders to provide students and parents with more information about what happens to loans in the event of death.
A first round of student loan and financial reform legislation already passed this year but did not address what happens to private student loans in the event of a student death. Federal student loans can generally be discharged if a student dies or becomes permanently disabled. But private student lenders, such as Sallie Mae, Citibank and Wells Fargo, are not required to discharge loans in the event of death or disability, leaving co-signers, typically parents, on the hook for the balance. Two years ago, Christopher’s brother, Ryan Bryski, began talking to lawmakers about a bill. It’s an amendment to the Truth in Lending Act and the Higher Education Act of 1965.
Proposed bill: Make colleges’ spending public
Want to know how much the University of South Carolina spends to mow the grass on the Horseshoe? What about how much Clemson University doles out to clean the carpet in its board room?
If legislation expected to be prefiled in the state House of Representatives passes, the answer to those questions and many, many others will be a few mouse clicks away for South Carolinians. The legislation, which will be called The Higher Education Transparency Act of 2011 and which was backed by House Speaker Bobby Harrell at a press conference Wednesday, will require that public colleges and universities post every penny of their expenditures online.
Much of the schools’ spending is already posted on the Web, but Republican legislators have leaned on school officials to go further.
Majority of U.S. Family Physicians Prescribe Placebos
Ted Kaptchuk at Harvard Medical School and colleagues at Beth Israel Deaconess Medical Center conducted a clinical trial and found a placebo pill without any active ingredient was better than no treatment at helping patients with irritable bowel syndrome.
The therapeutic effect observed in the IBS patients who received the placebo treatment was not the common placebo effect, which is something observed in patients who do not know they are taking a dummy pill in the first place.
In this study, the researchers actually told those on the placebo treatment that they were using a placebo pill, but not a medicine.
The study published on December 22 in PLoS ONE suggests that any placebo treatment (which at least won’t cause adverse or side effect) can be better than no treatment.
The Police and the Schools
School officials across the country are revisiting “zero-tolerance” disciplinary policies under which children are sometimes arrested for profanity, talking back to teachers or adolescent behavior that once would have been resolved in meetings with parents. The reappraisals are all to the good given that those who get suspended or arrested are more likely to drop out and become entangled in the criminal justice system permanently.
The New York City Council clearly had this link in mind when it passed a new law earlier this week that will bring long overdue transparency to the school disciplinary process. Under the Student Safety Act, which takes effect in 90 days, the New York Police Department’s school security division will be required to provide clear and comprehensive data that show how many students are arrested or issued summonses at school and why. School officials will also have to provide similarly detailed information on suspensions.
What’s High School For?
We all want more young people to attend college. Who would argue with that? Politicians and educators at all levels extol the obvious virtues, from enhanced earning potential to a greater satisfaction in life. One increasingly popular way to encourage college attendance is through dual enrollment, in which students take courses in high school for both high school and college credit.
In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
In Indiana, dual enrollment is encouraged at the highest levels, with state Education Secretary Tony Bennett maintaining that at least 25 percent of high school graduates should pass at least one Advanced Placement exam or International Baccalaureate exam, or earn at least three semester hours of college credit during high school.
In reality, though, dual enrollment may do more harm than good.
Related: Credit for non-Madison School District Courses.
Memphis suburbs consider creating independent school systems
Shelby County suburban mayors are exploring options to escape the prospect of Memphis City and Shelby County schools consolidation.
“People are very clearly concerned about the integrity of the public schools that their children attend in Germantown,” said Mayor Sharon Goldsworthy.
She and a few other mayors are considering creating independent school systems in their cities. Goldsworthy said they’d have to overcome a state prohibition on Tennessee municipalities starting school systems.
“Everything needs to be examined,” Goldsworthy said. “… There are an enormous number of questions and very few answers at the moment about any of this. Our responsibility as elected officials is to get those answers as quickly as possible so we can identify the best course of action for our community.”
How many minorities rejected by most selective high school?
It has been exactly a month since Jeanie Meikle, a frequent reader of this blog, asked me this good question:
“In all the articles I have read about TJ [the Thomas Jefferson High School for Science and Technology, the most selective secondary school in the country] and its failures of inclusiveness, I have never seen the statistics as to how many (and %) of applicants were African American or Hispanic or what the acceptance rate of those applicants was. … So do you by any chance know what the numbers are?”
I didn’t, but I asked Fairfax County schools spokesman Paul Regnier and he got them for me. The delay in posting them is entirely my fault. All of the sports teams in Washington have been collapsing into shapeless mediocrity, and worse. I needed time to reflect on that.
The admissions statistics for the Jefferson class of 2014, this year’s ninth-graders, show there were 3,119 applicants, of which 480, or 15.4 percent, were admitted. This included 272 boys (16.4 percent of those that applied) and 208 girls (14.2 percent of applicants.)
The Case for Adoption The story of the baby boy who was floated into the bulrushes along the Nile reminds us that the instinct to care for castaway children is ancient and inborn.
This is a season that begins with the story of a couple that wanted a family. Mary and Joseph had some high-profile intervention, of course. But when modern couples who want children find themselves frustrated, their first reaction these days is often to get to a fertility clinic.
Many couples pay tens of thousands of dollars for rounds of medical wizardry instead of adopting children who are already among us, crying for our love and support. I think some of the people who choose assisted fertility may be missing out on a miracle.
I know that the impulse to bear children is deep. My wife and I tried, in the time honored way, for many years, and then with the assistance and injections of fertility experts. But at some point, the costs began to match those of an adoption and prompted us to ask, “Why are we doing this? There are already so many millions of children out there.”
Adoption is as old as Abraham-and-Sarah-style begetting. To sit at a Seder dinner holding daughters in your lap (our two girls were left along roadsides in China) and hear the story of a baby boy who was floated into the bulrushes along the Nile, reminds you that the instinct to care for castaway children is ancient and inborn. When disease, slaughter or smiting felled or scattered families, friends and even enemies took in and loved the children left behind.
Why top students don’t want to teach
MckInsey Quarterly, via a Rick Kiley email:
Efforts to help US schools become more effective generally focus on improving the skills of current teachers or keeping the best and ejecting the least effective ones. The issue of who should actually become teachers has received comparatively little attention. Yet the world’s top-performing systems–in Finland, Singapore, and South Korea–recruit 100 percent of their teaching corps from students in the top third of their classes.
A McKinsey survey of nearly 1,500 top-third US college students confirms that a major effort would be needed to attract them to teaching. Among top-third students not planning to enter the profession, for example, only 33 percent believe that they would be able to support a family if they did. The stakes are high: recent McKinsey research found that an ongoing achievement gap between US students and those in academically top-performing countries imposes the economic equivalent of a permanent national recession. To learn more, read “Attracting and retaining top talent in US teaching” (September 2010).
Test-driven education won’t generate future leaders
In a report based on the Program for International Student Assessment (PISA), a test of half a million 15-year-old students in 65 countries, Organization for Economic Cooperation and Development (OECD) warned Western countries of the prospect of losing their knowledge and skill base.
In contrast, several Asian countries such as South Korea, Hong Kong and Singapore outperformed most other countries. China’s Shanghai took the PISA test for the first time and ranked first in all three areas: reading, mathematics and science (The Jakarta Post, Dec. 9, 2010). The Chinese government has been lauded for its investment in human capital.
It is ironic that just as PISA is highly regarded as a prestigious measure and the world is impressed by Shanghai’s achievement, insiders’ perspectives reveal skeptical and critical thoughts of the results.
One critical response came from Jiang Xueqin, a deputy principal of Peking University High School and director of the International Division. Mr. Jiang is concerned that the “high scores of Shanghai’s students are actually a sign of weakness”.
Two more groups win approval to sponsor Minn. charter schools
Two more groups have won state approval to sponsor charter schools in Minnesota.
Authorizers don’t actually run charters but a new law requires them to be more involved in the fiscal and academic oversight of the schools they sponsor. It also requires every current authorizer to re-apply to maintain their status.
The two newly-approved groups are the Northfield School District and Audubon Center of the North Woods. Northfield currently sponsors two charter schools, while Audubon is the state’s largest authorizer with 23.
Montgomery schools’ decision to slow pace of math courses divides parents
One recent night, Mackenzie Stassel was cramming for a quiz in her advanced math course in Montgomery County. Her review of the complicated topics followed hours of other homework. Eventually she started to nod off at the table.
It was 11:15 p.m. Mackenzie is a sixth-grader.
There will be fewer such nights in the future for many Montgomery students.
Last month, Maryland’s largest school system announced that it would significantly curtail its practice of pushing large numbers of elementary and middle school students to skip grade levels in math. Parents had questioned the payoff of acceleration; teachers had said students in even the most advanced classes were missing some basics.
Related: Math Forum and Madison’s Math Task Force.
High Expectations: Eight-year-old children publish bee study in Royal Society journal
“We also discovered that science is cool and fun because you get to do stuff that no one has ever done before.”This is the conclusion of a new paper published in Biology Letters, a high-powered journal from the UK’s prestigious Royal Society. If its tone seems unusual, that’s because its authors are children from Blackawton Primary School in Devon, England. Aged between 8 and 10, the 25 children have just become the youngest scientists to ever be published in a Royal Society journal.
Their paper, based on fieldwork carried out in a local churchyard, describes how bumblebees can learn which flowers to forage from with more flexibility than anyone had thought. It’s the culmination of a project called ‘i, scientist‘, designed to get students to actually carry out scientific research themselves. The kids received some support from Beau Lotto, a neuroscientist at UCL, and David Strudwick, Blackawton’s head teacher. But the work is all their own.
There’s more to education than tests
In response to a recent letter received by the parents of the Rome School District, the New York State Education Department notified the district that Rome Free Academy has recently received the status of “in need of improvement” for the academic year 2010-2011. The improvement derives from the assessment results of the 2009-1010 academic year. While the district met the requirements for all students, those students with disabilities did not meet graduation requirements. This forced the group to lose Safe Harbor status, which has ultimately caused the improvement status for Rome Free Academy.
Within this letter, the district stated that due to the No Child Left Behind guidelines within the current status, parents may request their child to be transferred to another high school within the district — yet for these parents, there is no other option.
While currently administrators and teachers are receiving collaborative instructional practice from trained literacy coaches, the graduation rate has not been positively affected by the curriculum. So the question is what is the district really trying to work on?
Confusing Jargon
There sure are a lot of words used at Seattle Public Schools that have a special or specific meaning within the context of public K-12 education. The jargon of education. The professionals often use this jargon among themselves to speak precisely. At Seattle Public Schools the professionals often use this jargon to confuse or intimidate the public. The staff of Seattle Public Schools particularly like to MIS-use this jargon to confuse the public, or to tempt the public into mis-using the jargon to make them appear ignorant.
Of late, this trick has been practiced more by Dr. Cathy Thompson and Kathleen Vasquez than any other member of the staff.
A Box? Or a Spaceship? What Makes Kids Creative
When art teacher Kandy Dea recently assigned fourth-graders in her Walnut, Iowa, classroom to create a board game to play with a friend, she was shocked by one little boy’s response: He froze.
While his classmates let their imaginations run wild making up colorful characters and fantasy worlds, the little boy said repeatedly, “I can’t think of anything,” Ms. Dea says. Although she reassured him that nothing he did would be judged “wrong,” he tried to copy another student’s game, then asked if he could make a work sheet instead. She finally gave him permission to make flash cards with right-and-wrong answers.
Americans’ scores on a commonly used creativity test fell steadily from 1990 to 2008, especially in the kindergarten through sixth-grade age group, says Kyung Hee Kim, an assistant professor of educational psychology at the College of William and Mary in Williamsburg, Va. The finding is based on a study of 300,000 Americans’ scores from 1966 to 2008 on the Torrance Tests of Creative Thinking, a standardized test that’s considered a benchmark for creative thinking. (Dr. Kim’s results are currently undergoing peer review to determine whether they will be published in a scholarly journal.)
Serious Mental Health Needs Seen Growing at Colleges
Rushing a student to a psychiatric emergency room is never routine, but when Stony Brook University logged three trips in three days, it did not surprise Jenny Hwang, the director of counseling.
It was deep into the fall semester, a time of mounting stress with finals looming and the holiday break not far off, an anxiety all its own.
On a Thursday afternoon, a freshman who had been scraping bottom academically posted thoughts about suicide on Facebook. If I were gone, he wrote, would anybody notice? An alarmed student told staff members in the dorm, who called Dr. Hwang after hours, who contacted the campus police. Officers escorted the student to the county psychiatric hospital.
Sweating Bullets at the GAO
Frederick M. Hess and Andrew P. Kelly :
The authors of the Government Accountability Office’s for-profit secret shopper investigation pulled off a statistically impressive feat in August. Let’s set aside for the moment that on Nov. 30, the government watchdog quietly revealed that its influential testimony on for-profit colleges was riddled with errors, with 16 of the 28 findings requiring revisions. More interesting is the fact that all 16 of the errors run in the same direction — casting for-profits in the worst possible light. The odds of all 16 pointing in the same direction by chance? A cool 1 in 65,536.
Even the most fastidious make the occasional mistake. But the GAO, the $570 million-a- year organization responsible for ensuring that Congress gets clean audits, unbiased accounting, and avowedly objective policy analysis, is expected to adhere to a more scrupulous standard. This makes such a string of errors particularly disconcerting.
In fact, the GAO is constituted precisely to avoid such miscues. Its report-vetting process entails GAO employees who are not involved with the project conducting a sentence-by-sentence review of the draft report, checking the factual foundation for each claim against the appropriate primary source. While the research is compiled and proofed, legislators who requested the investigation may keep in routine contact with the GAO to stay apprised of the inquiry.
An Unequal Burden
Students from families with divorced or remarried parents pay twice the share of their college education as compared to their peers whose parents remain married to each other, according to recent research published online by the Journal of Family Issues.
“Divorced or separated parents contributed significantly less than married parents — in absolute dollars, as a proportion of their income, and as a proportion of their children’s financial need,” Ruth N. López Turley, associate professor of sociology at Rice University, and Matthew Desmond, a junior fellow at Harvard University, say in their article, “Contributions to College Costs by Married, Divorced, and Remarried Parents.”
On School Board Public Engagement
This fall, work demands have put a serious crimp in my school meeting schedule — and (to be honest) in my willingness to bang my head against the wall known as “public engagement” at Seattle Public Schools. But last Monday I decided it was time to get back into the ring — or at least into the loop — so after dinner (and a prophylactic rum cocktail) I headed down to South Lake High School to hear what Southeast Director Michael Tolley had to say about the District’s recently released School Reports.
These reports represent the District’s effort to track each school’s progress on a variety of measures, from test scores to student absences to the teachers’ feelings about their school’s leadership. The schools have had annual reports before — they’re available online going back to 1998 — but these new ones go into considerably more detail. They also include a one-page Improvement Plan for each school — goals to raise achievement, or attendance, or whatever — and a description of what the school is doing in order to reach those goals: instructional coaches, individual tutoring, more collaborative staff time, and so on. And every school has now been ranked on a five-point scale based on overall student performance and improvement on standardized tests, and the achievement gap between poor kids (those who qualify for free and reduced-price lunches) and everyone else.
“Education is a powerful weapon”
U.S. Army Capt. David Brown knows education of Afghans is critical to the future of the country.
“We see it as stronger than guns and bombs. Schools and education are the foundation for the future of Afghanistan,” the Connecticut native told a class of 50 Afghan youth at a graduation ceremony after they completed an eight-week course on computer skills and English. “Education is a powerful weapon.”
It’s so powerful that the Taliban have been actively working against it, even spraying acid on school girls that’s blinded at least two girls. The Taliban have forced the closure of 75 out of 228 schools in one province alone after assassinating teachers and students and destroying school buildings. Just last month, they burned a girls’ school in eastern Afghanistan with 850 Qurans inside. CARE International, a non-profit organization working in Afghanistan, documented 670-education related attacks in 2008.
All eyes on Eden Prairie school boundary vote
An Eden Prairie school board vote on attendance zones may have broad impact on desegregation and neighborhood schools.
When Eden Prairie’s seven school board members convene Tuesday night, the controversial decision they are set to make about redrawing school boundary lines will be of keen interest throughout the metro area.
Will they back a plan that will move 1,100 elementary students next fall to new schools, largely to reduce segregation in schools? Or will they scale back in response to a huge parental outcry and make fewer changes or nix the plan altogether?
Bloomington and other metro-area suburban school districts, which also face increasingly diverse student demographics, are watching Eden Prairie’s move. Bloomington’s school board chair attended Eden Prairie meetings to watch how feedback was handled.
In Africa, the Laureate’s Curse
THE Nobel Prize in Literature was presented to Mario Vargas Llosa at an awards ceremony on Friday in Oslo. This reawakened the disappointment felt by many fans of African literature, who had hoped that this would be the year for the Kenyan writer Ngugi wa Thiong’o. But there’s actually reason to celebrate Mr. Ngugi’s loss. African literature is better off without another Nobel … at least for now.
A Nigerian publisher once told me that of the manuscripts she reads from aspiring writers, half echo Chinua Achebe and half try to adopt Wole Soyinka’s style. Mr. Achebe and Mr. Soyinka, who won the continent’s first Nobel in literature in 1986, are arguably the most celebrated black African writers, especially in terms of Western accolades. But their dominance causes problems in a region where the common attitude is, “If it already works, why bother to improve on it?”
Expecting a Baby, But Not the Pain
When she gave birth to her daughter last July, Cassie Friesen, of Broomfield, Colo., imagined she was inside a bubble and repeated the word “peace” with each contraction.
The 25-year-old former nanny learned these relaxation and visualization techniques in a hypnotherapy course she took in hopes of minimizing the pain of childbirth. “It’s so corny-sounding,” she says, and yet it worked. She describes her daughter Aster’s July 7 arrival as “fun–even enjoyable,” words not many other mothers use when describing the experience.
Which States Manage Household Finances Best?
Now you can go to a new website, and see just how good or bad citizens in your state are at managing household finances.
Here’s a small spoiler: if you aren’t a citizen of New York, New Jersey or New Hampshire, you are less likely to be among the most financially adept individuals. Those three states were among the top five in at least three of five measures of financial capability, according to a survey of more than 28,000 people.
The interactive, clickable map of the U.S. is based on the State-by-State Financial Capability Survey released Wednesday that was developed in consultation with the Treasury Department and the President’s Advisory Council on Financial Literacy. Find the full data here.
8th Grade 1895 Test from Salina, Kansas
8th Grade Final Exam: Salina, KS – 1895
Grammar (Time, one hour)
1. Give nine rules for the use of Capital Letters.
2. Name the Parts of Speech and define those that have no modifications.
3. Define Verse, Stanza and Paragraph.
4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
5. Define Case, Illustrate each Case.
6. What is Punctuation? Give rules for principal marks of Punctuation.
7 – 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.
Arithmetic (Time, 1.25 hours)
1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts. per bu., deducting 1050 lbs. for tare?
4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per m?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per are, the distance around which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.
Save the Children Breaks With Soda Tax Effort
Over the last year, Save the Children emerged as a leader in the push to tax sweetened soft drinks as a way to combat childhood obesity. The nonprofit group supported soda tax campaigns in Mississippi, New Mexico, Washington State, Philadelphia and the District of Columbia.
At the same time, executives at Save the Children were seeking a major grant from Coca-Cola to help finance the health and education programs that the charity conducts here and abroad, including its work on childhood obesity.
The talks with Coke are still going on. But the soda tax work has been stopped. In October, Save the Children surprised activists around the country with an e-mail message announcing that it would no longer support efforts to tax soft drinks.
In interviews this month, Carolyn Miles, chief operating officer of Save the Children, said there was no connection between the group’s about-face on soda taxes and the discussions with Coke. A $5 million grant from PepsiCo also had no influence on the decision, she said. Both companies fiercely oppose soda taxes.
Room to improve at Wisconsin’s two medical schools
Wisconsin two medical schools failed to improve their conflict of interest policies – one actually dropped a grade – according to the latest rankings by the American Medical Student Association.
The University of Wisconsin School of Medicine and Public Health dropped from a B to a C, while the Medical College of Wisconsin maintained a B grade.
The association’s PharmFree Scorecard is a national report on 152 medical schools, looking at a variety of measures, including gifts and meals from industry to doctors, paid promotional speaking for drug and device companies, acceptance of free drug samples, interaction with sales reps and drug company-funded education.
This is what AMSA said about UW:
L.A. teachers union won’t accept pay cuts, ‘value-added’ evaluations
UTLA leaders dispute criticisms from the mayor and others, but reiterate their firm opposition to furloughs, larger classes and use of students’ test scores to evaluate teachers’ performance.
The state’s largest teachers union Wednesday fired an early salvo in contract negotiations, serving notice that it wouldn’t accept pay cuts easily and that it won’t consider linking teacher evaluations to student test scores in the Los Angeles Unified School District.
The afternoon news conference, at union headquarters in Koreatown, was a familiar exercise in rallying the rank and file. But it also marked a renewed effort to lead the public debate over school reform, coming shortly after L.A. Mayor Antonio Villaraigosa labeled United Teachers Los Angeles the primary obstacle to improving schools.
Patronage as a U.S. force multiplier
From scholarships and training programmes for officers to promises of Green Cards and jobs for family members, America is doing whatever it takes to build a lobby for itself in India.
The loquacious charm employed by United States President Barack Obama during his India trip is merely one of the many force multipliers exercised by an economically beleaguered Washington seeking to sell New Delhi varied military equipment for billions of dollars, and affirming bilateral strategic ties as a hedge against a resurgent China.
The other more protracted and consequently effective inducements are the raft of scholarships to American universities handed out to the offspring of top Indian politicians, civil servants and defence and intelligence officers, and the patronage extended to Service officers under the long established Military Education and Training (IMET) programme.
So blatant, widespread and generous is Washington’s largesse to the students — facilitating and financing, as it does, their pursuit of eclectic disciplines like the liberal arts, English literature and, even, art and history in leading U.S. institutions — that it is worth asking to what extent Indian policy on a range of issues of interest to America remains ‘hostage’ to the children of a growing number of Delhi’s powerful decision-makers. The scholarship recipients’ list is embarrassingly revelatory.
Education in Wisconsin
Our family is very proud of the fact that five of the seven of us has graduated from the University of Wisconsin System and the other two attended for some time. We all attended public schools in our youth. We are very pro-education. Jean was a teacher for many years.
But, times have changed in the last 20 years or so. Spending on education has skyrocketed. Quality has gone down. Kids are forced to mortgage half of their lives to graduate from college and it takes five years. MPS is a total disaster with only a small number of kids being able to read in the 10th grade. Many businessmen consider high school degrees worthless.
School budgets are bloated with administrators as salaries and benefits far exceed what the average taxpayer makes. The unions have little interest beyond themselves. If left to their own, kids would continue to come out dumber per national average than when they went into the system. All of the advertising during Green Bay Packer games will not change that.
