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August 14, 2009 Why she quit In an op-ed in The Washington Post, former teacher Sarah Fine outlines why, after four years, she has left the teaching profession. Fine, who taught at the Cesar Chavez Public Charter School on Capitol Hill, cites "a suite of factors": long hours, with an administration that "steadily expanded the workload and workday while barely adjusting salaries"; unilateral decisions by administrators, with teachers feeling "micromanaged rather than supported"; and students who showed little intellectual engagement, some who could barely read. Alongside systemic factors, she also cited prestige. Society's consensus is that "it's unfathomable that anyone with real talent would want to stay in the classroom for long," since teaching is "not for the ambitious." Fine thinks many of her burnt-out peers will move from teaching to education policy, and may be the ones to prompt change in public education, but reform also requires a base of teachers who have taught for more than a "few token years." Longevity cements professional relationships among teachers, and between teachers and school leaders. Moreover, "A teacher with experience is not always a good teacher, but a good teacher is always better after a few years of experience." Read more: http://www.washingtonpost.com/wp-dyn/content/article/2009/08/07/AR2009080702046.html President inspires jump in school involvement among African-American parents A new survey commissioned by GreatSchools has found that African-American parents of children in K-12 schools are now more likely to volunteer in their child's classroom, a phenomenon that USA TODAY characterizes as an "Obama Effect" on volunteerism, narrowing what it calls "a volunteering gap." The survey questioned 1,086 parents of children presently in public or private K-12 school across ethnic and socioeconomic sectors. Among other things, the survey found that the number of African-American parents who intend to volunteer has jumped this year by 37 percent, in contrast with a six percent rise among white parents. "Clearly, this data is showing that the parent in chief, President Obama, is having an impact on parents' thinking, especially African-American parents' thinking," said GreatSchools CEO Bill Jackson, noting that the president has urged all parents to turn off the TV, read to their children, and attend parent-teacher conferences. USA TODAY sees a parallel to the original "Obama Effect" presented last winter, in which researchers found that in a series of online tests, the performance gap between blacks and whites shrank dramatically during two key moments spotlighting Mr. Obama in the 2008 campaign. Read more: http://www.usatoday.com/news/education/2009-08-06-obama-effect-schools_N.htm See the survey: http://www.greatschools.net/pdf/The-Economy's-Impact-on-Back-to-School.pdf Increasing the federal role in college and career readiness As part of a series on the shortcomings of NCLB as it relates to high school accountability and improvement, the Alliance for Education has released a policy brief proposing a strengthened federal role in preparing students for college and career. At a moment when "emerging best practices have shed light on more effective approaches to high school improvement, the national discourse on high schools has begun to shift from one about the crisis to one about solutions." The brief argues for "harness[ing] this progress and momentum," strategically designing the reauthorization of the Elementary and Secondary Education Act to "move the nation toward the goal of all students graduating from high school ready for college and careers." Federal policy must therefore establish college and career readiness as the common goal for all students; ensure meaningful accountability for high school outcomes around common indicators; replace the current one-size-fits-all school improvement process with state- and district-led systems that are differentiated and data driven; support strategies for high school improvement on a larger scale, including district-wide; build system capacity to implement bold approaches to teaching and learning, school organization, and system structure; and provide new funding for the implementation of these innovative solutions. Read more: http://www.all4ed.org/files/PolicyBriefReinventingFedRoleEd.pdf Expanded Learning Time faces hampered expansion In a look at Massachusetts' Expanded Learning Time Initiative, The Boston Globe writes that its "wild mix of victories and defeats suggests how difficult it can be to implement a policy that involves budgets, teachers' schedules, and a cultural shift." The three-year program promotes extended school days, and has elevated MCAS scores, but funding cuts have hampered its expansion. The program adds 300 hours to the school year and gives an extra $1,300 per student to participating schools, but some say it impedes test prep. Chris Gabrieli, whose organization Mass 2020 led the initiative, feels parents in wealthier districts have effectively endorsed extended learning by paying for a host of private after-school enrichment activities. "I think you'll see more and more suburban and middle-class communities thinking harder about this issue, and wondering if maybe they shouldn't expect more from schools," said Gabrieli. Senator Edward Kennedy has introduced legislation for expanded learning nationally. "American students spend about 30 percent less time in school than students in other leading nations," he said in a published statement. "This gap hinders the ability of our students to compete with their peers around the globe, who derive a significant advantage by having more time to learn what they need to know." Read more: http://www.boston.com/news/local/articles/2009/08/09/year_of_extended_school_day_draws_mixed_reaction/ Preschool works -- but New Jersey can't expand it As part of its move to address inequalities brought to light in the Abbott v. Burke case, New Jersey established a full-day preschool program to serve all three- and four-year-old children in the Abbott districts during the 1999-2000 school year and beyond. A new study from the National Institute for Early Education Research at Rutgers University analyzes longitudinal data on the program's classroom practices from school years 1999-2000 to 2007-08, and finds significant positive impacts. The interim report gives preliminary results from research examining whether learning gains found at the preschool level continued into the children's matriculation to elementary school. Findings from the first and second grades show that children who attended the Abbott Pre-K program continue to outperform their peers, with positive and significant effects in math and language arts learning, as well as in grade retention. In an editorial, The Press of Atlantic City writes that the study "shows why so many education professionals are such strong proponents of early-childhood education. And the study also shows one of the unfortunate consequences of decades of wasteful spending and fiscal mismanagement in Trenton. Preschool works -- and New Jersey can't afford to expand it anytime soon. How sad." Read more: http://www.pressofatlanticcity.com/opinion/editorials/article_5c8abfda-805d-57f1-a817-7b0359d93646.html See the report: http://nieer.org/pdf/apples_second_grade_results.pdf A new framework for thinking about AP A new report from the National Governor's Association (NGA) details the results of its Advanced Placement Expansion Project, a large-scale initiative launched in 2005 to "redesign the American high school" in 51 pilot high schools in rural and urban school districts serving minority and low-income students. As the study points out, Advanced Placement (AP) "is the nation's oldest example of a rigorous, common curriculum." Through the NGA program, the number of minority and low-income students taking AP courses more than doubled, and scores of 3 or more (out of 5) accelerated from year to year at a rate higher than the national average. These results were achieved, according to the report, by giving the six participating states a framework for thinking about program and policy changes through three strategies: expanding access to AP courses; building teacher and student capacity; and creating incentives for schools and students. See the report: http://www.nga.org/Files/pdf/0908APREPORT.PDF Closing California's achievement gap benefits everyone As chairman of the group California Business for Excellence, Greg Jones writes in the L.A. Business Journal that he knows "no more important issue facing our state than raising student academic achievement in our public schools." Jones cites reports by the Rand Corporation and McKinsey & Co. indicating the persistent achievement gap that starts as early as kindergarten and holds steady as students progress, leaving California's black and Latino students four years behind their peers. Its impact is startling: "California's achievement gap contribution to the overall loss of GDP is three to five times larger than any other state, and the California 'systems gap' (the difference in academic performance between school systems, particularly those serving similar students) comprises 44 percent of the overall national impact on loss of GDP." California stands to receive $500 million of the $5 billion stimulus money slated for early education, and Jones applauds California's efforts to institute an early-learning quality-rating and improvement system, and systems to follow children's progress from early education through high school graduation. "Policymakers must maximize federal funds now and increase investments in early childhood education in the future." Read more: http://www.labusinessjournal.com/print.asp?aid=26493769.4810497.1814982.2118002.5297416.482&aID2=139605 Reading, writing, and critical analysis A new study from the Center on Education Policy has found that the "much-maligned" Washington Assessment of Student Learning (WASL), due for replacement next year, in fact led to improvements in student reading and writing scores, The Seattle Times reports. Though Washington Superintendent of Public Instruction Randy Dorn plans to supplant the test with shorter, cheaper assessments next spring (a campaign promise), the study found that an overwhelming majority of teachers thought the WASL should be improved, not eliminated, and said its essay questions improved student writing and reasoning skills. On the new test, essay questions will be replaced with multiple-choice ones that can be answered in three or four sentences. Though the Washington Education Association, the state's teacher union, says its own survey showed that teachers wanted the WASL revised, in the opinion of The Seattle Times, the point is moot: "The line of debate ought to move to how well the next test can reflect the tremendous value placed on reading, writing, and critical-analysis skills. If the WASL taught us nothing else, it was the importance of these skills." Read more: http://www.cep-dc.org/document/docWindow.cfm?fuseaction=document.viewDocument&documentid=284&documentFormatId=4350 See the report: http://www.cep-dc.org/index.cfm?fuseaction=document_ext.showDocumentByID&nodeID=1&DocumentID=284 Scathing feedback on Duncan's forays into NYC school politics In a column in The Huffington Post, Leonie Hamson, executive director of Class Size Matters, blasts Secretary of Education Arne Duncan for being politically out-of-touch, "rashly" inserting himself into New York City politics by supporting Mayor Michael R. Bloomberg's bid for continued control of the city's schools. Hamson says the secretary is now "a laughing stock here in New York City," writing that Duncan "gave his support to continuing a board of education that is recognized to be a rubberstamp for the mayor." In her view, he "has consistently ignored the fact that the most credible measures of student achievement, the National Assessment of Education Progress, as provided by his own agency, the U.S. Department of Education, show little or no improvement since Mayor Bloomberg's reforms were introduced in September 2003." Hamson feels that the secretary has taken city press-office "propaganda" at face value, backing positive data that are "spurious" and "self-congratulatory." Hamson feels that Duncan's support for the mayor's policies would be funny if they weren't in fact "dangerous." In her opinion, "It's time for Obama to rein his appointee [Duncan] in -- before he causes yet further embarrassment to his administration." Read more: http://www.huffingtonpost.com/leonie-haimson/arne-duncan-has-become-an_b_255802.html Related: http://www.politico.com/news/stories/0809/25868.html ED to states: expedite spending The second round of stimulus funding for Title I, the Individuals with Disabilities Education Act (IDEA), and the Vocational Rehabilitation (VR) program, totaling $11.37 billion in all, will be made available to states a month earlier than originally planned, according to eSchool News. The first half of Title I, IDEA, and VR stimulus funding was made available to states beginning April 1, but Secretary of Education Arne Duncan announced the accelerated timeline on August 3, prompting speculation that the White House wants states and school systems to use their funding more quickly. According to weekly spending reports posted on the U.S. Department of Education (ED) website, as of July 24 only 21.8 percent of available funding had been spent. In order to get a second installment of federal stimulus dollars, states will have to show ED officials how the first half of the money was used. ED is also cautioning school leaders that the stimulus marks a large, one-time increase in federal education funding -- and that they shouldn't count on this much funding every year. Bruce Hunter, associate executive director of the American Association of School Administrators, said federal officials are billing these funds as a "unique opportunity to make short-term investments with the potential for long-term benefits." Read more: http://www.eschoolnews.com/news/top-news/?I=60020 BRIEFLY NOTED A constitutional moment for American education? Four key elements are required for a re-invention of our public education system: imagination, statesmanship, courage, and adaptation. http://article.nationalreview.com/?q=OTE2MzFiNmI3ODA4YjVjZGJlZmYzYjQzYTE5NmQ5NDI= Bible as history and literature left 'up in the air' Texas teachers can teach the Bible, but only in an "objective, academic manner that neither promotes nor disparages religion." However, the state legislature has declined to fund training. http://www.statesman.com/news/content/region/legislature/stories/2009/08/08/0808bible.html So explain this to us? Nearly 90 percent of Houston ISD schools met federal accountability standards, but the school district itself faces possible sanctions. http://www.chron.com/disp/story.mpl/breaking/6563096.html Just say MO Missouri throws its hat into the national standards ring. http://www.newstribune.com/articles/2009/08/09/news_state/145state35school09.txt Schools dare to ditch DARE Texas schools, like many nationally, are abandoning the Reagan-era anti-drug program in droves. http://www.star-telegram.com/news/story/1528717.html Everything you ever wanted to know about NCLB, but were afraid to ask The Center for Education Policy has vetted, compiled, indexed, and abstracted reports published since 2005 that focused on Title I/No Child Left Behind (NCLB) studies. http://www.cep-dc.org/index.cfm?fuseaction=Page.viewPage&pageId=558&parentID=481 NEW GRANT & FUNDING OPPORTUNITIES U.S. Soccer Federation: Grants for Soccer U.S. Soccer Federation Grants fund programs that develop players, referees, and coaches through training, field enhancements, or the foundation's All Conditions Fields Program, with special emphasis on the economically disadvantaged in urban areas. Maximum award: varies. Eligibility: Anyone with a soccer-specific program or project that benefits a nonprofit purpose and meets the established focus for the 2010 grant cycle. Deadline: October 30, 2009. http://www.ussoccerfoundation.org/site/c.gpLPJQOpHkE/b.2766881/k.2AF1/Annual_Program_and_Field_Grants.htm American School Board Journal: Magna Awards The American School Board Journal's 16th annual Magna Awards honor outstanding programs developed or supported by school boards that showcase school district leadership, creativity, and commitment to student achievement. Maximum award: $4,000. Eligibility: local school boards. Deadline: October 31, 2009. http://www.asbj.com/MainMenuCategory/Supplements/MagnaAwards/WhatisMagna.aspx National Council of Teachers of Mathematics: Engaging Students in Learning Mathematics Grants are provided to classroom teachers currently working to incorporate creative use of materials to actively engage students in tasks and experiences designed to deepen and connect their mathematics content knowledge. Maximum award: $3,000. Eligibility: current NCTM members (as of October 15, 2009), or those who teach in a school with a current K–8 NCTM school membership and teach mathematics or collaborate with teachers of mathematics in grades 6-8. Deadline: November 13, 2009. http://www.nctm.org/resources/content.aspx?id=198&linkidentifier=id&itemid=198 Freedom Foundation: Leavey Awards for Excellence in Private Enterprise Education The Leavey Awards for Excellence in Private Enterprise Education honor outstanding educators who excite a commitment in their students to the free enterprise system and unleash the entrepreneurial skills of their students at the elementary, junior high school, high school, and college level. Maximum award: $15,000. Eligibility: U.S. citizens or permanent residents employed full time as an educator at an accredited American school (grades K-12), college, or university. Deadline: November 30, 2009. http://www.freedomsfoundation.org/Leavy-Awards.cfm NSTA: Distinguished Service to Science Education Award The National Science Teachers Association (NSTA) Distinguished Service to Science Education Award recognizes extraordinary contributions to science education through personal commitment to science teaching or science and through significant contributions to the profession that reflect dedication to NSTA as well as to the entire educational community. Maximum award: three nights' hotel accommodations and up to $500 to attend the 2009 NSTA National Conference on Science Education, Mar. 18-21, 2010, in Philadelphia. Eligibility: NSTA members. Deadline: Nov. 30, 2009. http://www.nsta.org/pdfs/awards/DistinguishedService.pdf QUOTE OF THE WEEK "In order to transform our factory-era schools into a truly student-centric system fit for the 21st-century, [federal] funds should be used to innovate disruptively." -Clayton M. Christensen and Michael B. Horn, The Atlantic Monthly (August 12, 2009) http://www.theatlantic.com/doc/200908u/race-to-the-top-education The PEN Weekly NewsBlast, published by Public Education Network, is a free electronic newsletter featuring resources and information about public school reform, school finance, and related issues. The NewsBlast is the property of Public Education Network, a national association of 79 local education funds working to improve public school quality in low-income communities throughout the nation. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast may change or expire after their initial publication here, and some links may require local website registration. People wishing to add a NewsBlast subscription can go to PEN's website (http://www.publiceducation.org) and follow the instructions in the lower left-hand section of the homepage. Current subscribers can unsubscribe by clicking the appropriate link near the bottom of the NewsBlast mailing. If you use spam filters to protect your inbox, you may wish to take a moment right now to add PEN@publiceducation.org to your e-mail address book, spam-software whitelist, or mail-system whitelist. Adding the address will help ensure that you receive the NewsBlast and that your e-mail software displays HTML and images properly. |
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