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IN MEMORY OF DR. MARTIN LUTHER KING, JR: 1929-1968 |
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April 4, marks the 40th anniversary of the death of Dr. Martin Luther King, Jr. While many things have changed in America since that day, much of which we are certain would make Dr. King feel both pleased and proud, a great deal of the goals he sought to accomplish remain for us to achieve. One of those goals includes the right of all children, regardless of their color or socioeconomic status, to receive a quality public education. Education and the wisdom that can come from it meant a great deal to Dr. King, who once said "ten thousand fools proclaim themselves into obscurity, while one wise man forgets himself into immortality."
As we remember Dr. King’s life and achievements, let us continue to work to build the America he fought so hard to realize for his generation and for many yet to come.
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BALLET AMID BULLETS IN IRAQ KEEPS CULTURE ALIVE |
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In an airy studio lined with mirrors, little girls in pink leotards and boys in black shorts and white T-shirts pull themselves up as straight as they can and push their toes out into first position, reports Alexandra Zavis for the Los Angeles Times. In a city full of bloodshed, the Baghdad School of Music and Ballet is an oasis that instills a love of music and dance in its young charges. Still, most of the ballet students drop out when they are 12 or 13 as they grow fearful of Muslim extremists, who consider music sacrilegious and kill for much less than dancing in public in a form-revealing tutu. In fact, the school, which offers primary and secondary education, hasn't graduated a ballet-major class since the mid-1990s. The challenges are just as great for music students. Most leave their instruments at school which cuts into practice time, to avoid attracting the attention of religious militias. Until the 1990s, Saddam Hussein's government brought skilled professionals from abroad to teach and also imported many supplies. The training was rigorous and the school's graduates are found in orchestras and ballet schools around the world. However, the foreign teachers left when Iraq invaded Kuwait and the supplies dried up as the economy buckled under United Nations sanctions. And because of the school's association with Hussein, angry mobs descended on it after the dictator's fall. What they could not carry away, they smashed to pieces -- even the grand piano was gashed with an ax. But the next day, teachers were back, sweeping away debris so classes could begin again. The school, which took its sign down two years ago, provides a refuge and perhaps a glimpse toward a better future. |
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COLIN POWELL: TRUE DROP-OUT RATE A CATASTROPHE |
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Seventeen of the nation's 50 largest cities had high school graduation rates lower that 50 percent for school year 2003-04, reports Ken Thomas for the Associated Press. According to data recently released by America's Promise Alliance, many urban areas showed a considerable gap between their inner-city schools and the surrounding suburbs. "When more than one million students a year drop out of high school, it's more than a problem, it's a catastrophe," said former U.S. Secretary of State Colin Powell. In some cases, the findings provide glaringly different numbers than those reported by districts and states. Currently, states are allowed to calculate their own graduation rates using all sorts of methods, many of which critics say are based on unreliable information. New Mexico, for example, has defined its graduation rate as the percentage of enrolled 12th graders who receive a diploma, thereby ignoring all those that drop out before12th grade. To help alleviate the tangle of inaccurate state data that have obscured the severity of the nation's high school dropout crisis, U.S. Secretary of Education Margaret Spellings will require all states to use the same federal formula. This requirement would be one of the most far-reaching regulatory actions ever taken by the federal government, reports Sam Dillon for the New York Times (second link). Michael Cohen, president of Achieve, said the proposed measure would be considerably more important than most U.S. Department of Education regulations because "it will basically affect every high school in the country." |
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THE MORE EDUCATED YOU ARE, THE LESS LIKELY YOU ARE TO SMOKE |
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Well over 90 percent of people in the United States know smoking is a bad health choice, writes Jerry Adler for Newsweek. And although smoking has declined steeply from its peak in the early 1950s, when nearly half of all adults smoked (compared to 21 percent today), smoking remains fairly prevalent at the bottom of the socioeconomic ladder. As of 2006, 35 percent of Americans with a ninth- to 11th-grade education smoked, while only seven percent of Americans with a graduate degree smoke. These figures elucidate a discouraging phenomenon: increases in life expectancy in recent decades have been concentrated almost entirely among better educated Americans. Concretely, if you were 25 in 1990 and held a high school diploma or less, your life expectancy was 74.6 years. Yet, if you attended college at all, even without graduating, you could expect to live more than five years longer. In 2000, a 25-year-old with any college experience had a life expectancy of 81.6 years, an improvement of a year and a half. Meanwhile the less educated group was stuck exactly where it had been 10 years before. A psychological explanation of this trend is that blue collar workers who smoke choose present gratification over future benefits. Still, there is evidence that attending college by itself encourages healthy behavior. For example, when community colleges open in rural areas and enroll local youths who otherwise would have gone into the workforce, smoking rates go down. |
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SAVE MONEY, THE ENVIRONMENT AND MAKE YOUR CAR SMELL LIKE FRIED FISH |
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An alternative energy research project has morphed into an ambitious environmentally and economically friendly fuel production dream for a Prince George (Va.) High School teacher and his students. Randy Bullock, a manufacturing and production systems teacher, and his pupils collect recycled cooking oil from the county's cafeterias and surrounding businesses. Then they process it into biodiesel fuel, reports Juan Antonio Lizama for the Richmond Times-Dispatch. With diesel prices hitting $4 a gallon, Bullock's class could provide a great relief for school budgets, because their diesel costs about $1 per gallon. Saving a few bucks and the environment is all well and good, but what's even better is that biodiesel fumes can be aromatic depending on what has been cooked in the oil. "If it's fried fish, it smells like fish," Bullock said. |
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RAISE TEACHER STARTING SALARIES, ATTRACT BETTER TEACHERS? |
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The United States lags behind other countries in teacher compensation, which in turn adversely affects the ability to recruit high-quality candidates. A recent study by McKinsey and Company argues that good starting salaries are an essential ingredient for getting the right people to become teachers, writes Joydeep Roy for Economic Snapshots. Though people who enter teaching often cite a number of reasons for doing so, surveys find that unless school systems offer salaries commensurate with other career opportunities, the teaching profession will not appeal to attractive candidates. The McKinsey study shows that starting salaries in the United States are much lower than in other Organization for Economic Co-operation and Development (OECD) countries. In fact, starting salaries for teachers in the United States are only 81 percent of per capita gross domestic product, while all other OECD countries pay their teachers a significantly higher relative starting wage. |
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MINNESOTA SENATORS ARGUE TO REASSERT LOCAL CONTROL OF SCHOOLS |
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Geoff Michel (R-Edina) and David Hann (R-Eden Prairie), state senators from Minnesota, ask in the Minneapolis Star-Tribune: who do we want to run our schools? Don't worry, they answer their own question, and the answer is: not a federal government that is 1,200 miles away from their classrooms. Instead, the senators think Minnesota needs to recommit to local control of schools and empower parents, teachers and principals. To that end, the state's Senate Republicans are calling for a decisive end to their state's participation in No Child Left Behind (NCLB) and have drafted legislation that would allow the state to opt out of the federal mandate. In their opinion, the federal government should support state education efforts, not drive them. Michel and Hann find that federal intrusion hampers local decision-making, burdens Minnesota teachers and prevents the state's kids from achieving excellence. |
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KIDS ARE WRITING BETTER, BUT ACHIEVEMENT GAPS REMAIN |
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Achievement in writing for the nation's eighth- and 12th-graders is up among many student subgroups, reports the Nation's Report Card. Since 2002, the percentage of students performing at or above the "Basic" level of achievement has risen in both grades. However there has been no change in the percentage of students reaching the Proficient level at either grade since 2002. Meanwhile, gains for African Americans and male students slightly narrowed achievement gaps between African American and white students at eighth grade, and male and female students at 12th grade. Nevertheless, gaps remained unchanged elsewhere, as white students continued to outperform African American and Hispanic students by large margins at both grade levels, and females similarly outperform males. |
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COMMUNITY INVOLVEMENT, SCIENCE AND ROBOTS, OH MY! |
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The For Inspiration and Recognition of Science and Technology (FIRST) Robotics competition, something many schools treat as a varsity sport, brings together cheerleaders, mascots and throngs of fans to cheer on teams of high school students. The teams compete to make their robots complete the most laps around an arena and remove and replace large rubber balls, reports Katie Merx for the Detroit Free Press. While teams vie to see whose adult- sized robots can finish assigned tasks fastest and most accurately, the biggest awards are for teamwork, professional conduct and community involvement. No worries, community involvement by the robots is not required. |
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COMPUTER EDUCATION IS MATH ON PERFORMANCE ENHANCING DRUGS |
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Computing is essentially math on steroids, writes Steve Lohr for the New York Times. So, at first glance, it should seem appropriate that the National Mathematics Advisory Panel included computer-based instruction among its recommendations to address the mediocre level of math achievement in the United States. However, the champions of computing in the classroom have hailed the math panel report as an encouraging win instead of a commonplace recommendation. The panel's focus is so valuable because it suggests that computing should be seen as a necessary tool in mainstream education along with math, science, reading, etc. Even though the math panel advocates for computer instruction as a way to nurture math fluency, the progress of integration is likely to be gradual. Math and computing are still viewed as separate entities at the K-12 level and curriculum reflect this schism, as most of the instruction focuses solely on application competency. In addition, a scarcity of resources presents another major hurdle to massive implementation of computer education. |
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THE Xs AND Ys OF GOOD MATH TEACHING REMAIN A MYSTERY |
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The qualities of an effective math teacher remain frustratingly elusive, reports Sean Cavanagh for Education Week. In fact, available research does not show conclusively which professional credentials demonstrate whether math teachers are effective in the classroom. In addition, no research shows what college math content and coursework are most essential for teachers, or what kinds of pre-service, professional development or alternative programs best prepare teachers. As a result, there needs to be far more research into what improves the teaching of math, as research has not provided "consistent or convincing" evidence that students of certified math teachers benefit more than others. Similarly, only a weak connection exists between teachers' college math coursetaking and the achievement of their students at the elementary level. When it comes to the specific math content knowledge teachers need, the available research is, you guessed it, sketchy at best. |
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INTERACTIVE TOUCH SCREENS PREPARE STUDENTS FOR A FLAT WORLD |
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Lessons at David Livingston Elementary School in Vancouver, B.C. (Canada) have become anything but traditional, reports Fiona Morrow for the Globe and Mail. The school is the hub for SMART technology, which includes touch sensitive interactive whiteboards connected to computers and digital projectors in every classroom. The SMART boards make chalkboards obsolete as they can be written on in the same manner but at the flick of a switch, can be connected to a computer. This makes the screens fully interactive and enables teachers to pull up graphics and charts, search the Internet and make use of streaming video. Students also can drag information around the screen and complete projects at home and load it on a memory stick, plug it in at school and give a presentation. Benefits for students with learning disabilities are beginning to emerge as well. |
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NEW DOCUMENTARY CHARTS SCHOOL-LEVEL RESPONSE TO NCLB |
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A new documentary, Put to the Test, follows the students, teachers and administrators of Western Guilford High School, located in Greensboro, N.C., as they navigate the requirements of No Child Left Behind (NCLB). In January 2002, President George W. Bush met Senator Ted Kennedy (D-Mass.) at a high school in Ohio. This meeting commemorated a day of bipartisan celebration, as the Congress had just passed NCLB. At that time, the legislation was hailed by leaders from the right and left as the most significant education law in a generation. Now, ask any teacher what they think of the law, and they're likely to say schools are becoming so focused on test results that education is being reduced to what can fit on a multiple choice exam. However, ask the principal at Western Guilford High School what he thinks, and he'll tell you the testing is absolutely necessary. |
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CREATE YOUR OWN DR. SEUSS STORY, HELP ENGLISH LEARNERS LEARN |
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A new website, The Dr. Seuss Story Maker, leads students through several steps to create a dialogue between two Dr. Seuss characters. This particular aspect of the site could be decidedly helpful for English language learners in practicing English. In addition the site includes a whole host of other fun activities. Or in its words: "Here are lots of games for you to play/To keep you entertained all day!/The greatest games you've ever seen/To play on your computer screen./Plus some games you print out and then/You play them with paper and pen." |
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STUDENTS WHO RECEIVE A BETTER EDUCATION ARE MORE CIVICALLY ENGAGED |
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According to new research from the Center for Information & Research on Civic Learning & Engagement (CIRCLE), 79 percent of young voters on Super Tuesday attended college. This is so remarkable because half of Americans ages 18 through 29 have never even enrolled in higher education. This gap also is prevalent in youth turnout rates as 25 percent of eligible young voters with college experience voted on Super Tuesday, compared to one in 14 eligible young voters with no college experience. Meanwhile, students in higher-income school districts are about twice as likely as those from average-income districts to learn how laws are made and how Congress works. Instead of making things more equal, school systems have exacerbated the political inequality by providing more opportunities to learn about politics to higher income students, white students and academically successful students. |
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MAYBE THAT WHOLE BROODING TEENAGER THING WENT OUT WITH FLANNEL |
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A new study conducted by Online Testing eXchange (OTX) and the Intelligence Group finds that 81 percent of 13 to 17 year-olds say they are at least somewhat happy. That age group also reports they are happiest with their relationships with friends, their talents and their school performance. When asked if they would rather get a college degree or win American Idol, 90 percent selected a college degree. Furthermore, three-quarters of respondents would rather have friends than lots of money. Still, personal appearance remains important, as 61 percent of teens said they worry about their looks and 50 percent of teens said looks and physical appearance were very important when it comes to being respected by others. Nevertheless, appearance is considerably less important to being liked, getting ahead in the workplace and making lots of money. |
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NEW GRANT AND FUNDING INFORMATION |
"LIVESTRONG at School"
The Lance Armstrong Foundation is challenging educators to get students involved in the fight against cancer. Participating classes will have the opportunity to win a visit from champion cyclist and cancer survivor Lance Armstrong. Through LIVESTRONG at School, the foundation offers free online lessons to teach K-12 students about cancer in an age-appropriate and empowering way. To enter the LIVESTRONG at School contest, educators must complete a lesson from the LIVESTRONG at School curriculum and answer the question with their students, "What does LIVESTRONG mean to you?" Maximum Award: visit from Lance Armstrong. Eligibility: classes in schools K-12. Deadline: May 1, 2008.
"Awards for Excellence in Mathematics and Science Teaching"
National Science Foundation Presidential Awards for Excellence in Mathematics and Science Teaching recognize outstanding mathematics and science teachers. Awardees serve as models for their colleagues, inspirations to their communities, and leaders in the improvement of mathematics and science education. Maximum Award: $10,000. Eligibility: Teachers K-12 with at least five years of mathematics and/or science teaching experience prior to application, assigned to teach mathematics and/or science during the current year at a public or private school. Elementary (K-6) teachers must be assigned, at least half time during the year, to classroom teaching of mathematics or science or be grade K-6 teachers in self-contained classrooms. Deadline: May 1, 2008.
"Mailman Family Foundation Grants"
The A.L. Mailman Family Foundation supports organizations that are national in scope or reach more than one state. The foundation's goal is to promote the building of sustainable systems that provide access to high quality early learning experiences for all children and also effect system-wide change by encouraging responsive public policies. Maximum Award: $50,000. Eligibility: 501(c)3 organizations. Deadline: May 1, 2008.
"Scholarships for High School Students in Financial Need"
The Jack Kent Cooke Foundation Young Scholars Program selects high-achieving youth in the Unites States with financial needs and provides them, throughout their high school years, with individualized educational services that enable them to develop their talents and abilities. Award: funding and support services. Eligibility: students entering the eighth grade in the fall of 2008 and planning to enter a U.S. high school, who also demonstrate financial need. Deadline: May 5, 2008.
"Youth Award for Outstanding Activism in Environmental and Social Justice"
The Earth Island Institute Brower Youth Award recognizes young people for their outstanding activism and achievements in the fields of environmental and social justice advocacy. Maximum Award: $3,000, a trip to California for the awards ceremony and a wilderness camping trip. Eligibility: youth ages 13 to 22. Deadline: May 15, 2008.
"International Youth Foundation YouthActionNet Fellows"
YouthActionNet Fellows are social entrepreneurs who participate in a week-long capacity-building workshop in Washington, D.C. A key focus of the workshop is facilitating peer-to-peer learning and networking opportunities. Participants develop a customized learning plan based on individual leadership learning needs that is focused on six dimensions of leadership (personal, visionary, political, collaborative, organizational and societal). Eligibility: people ages 18 to 29; applicants should be founders of existing projects/organizations or leading a project within an organization. Maximum Award: all-expenses-paid trip to Washington D.C., November 1-8, 2008. Deadline: May 15, 2008.
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