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IN SEARCH OF JUST THE RIGHT AMOUNT OF HOMEWORK |
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Many high schools across the United States are making students complete extracurricular projects in order to graduate, reports Eddy Ramirez for U.S. News & World Report. These projects are often in addition to Advanced Placement courses, college applications and finals preparation. While the tasks are intended to increase learning, they have recently raised the question of how much work students can handle. One major danger in adding graduation requirements is that struggling students can feel overwhelmed and simply drop out. Still, there’s another side of the coin, as some research indicates that asking more of high school students produces positive results. One study, conducted for the Bill and Melinda Gates Foundation, credits a mandatory work-study program (students work all four years in professional settings) for giving students more focus and a can-do attitude. In addition, a new survey from MetLife (second link) seems to suggest that the level of homework is just right. More than 8 in 10 parents believe their child’s teachers assign the right amount of homework and three-quarters of students report they have enough time to do their work. While a majority of parents do not see homework as a major source of family stress/disagreement, most parents and teachers report that the quality of homework is less than stellar. One-third of parents see homework as fair to poor, and 4 in 10 believe some homework is simply busywork. Alfie Kohn, in writing for Teachers.net Gazette, apparently both agrees and disagrees with the survey’s findings. Kohn thinks it is curious that after spending most of the day in school, children are typically given additional home assignments. It becomes more curious because the negative effects (frustration, exhaustion and loss of interest) of homework are well known, while the positive effects are largely mythical (there doesn't appear to be any evidence of academic benefits in elementary or middle school). Kohn doesn't want to abolish homework, but believes it should be limited to those occasions when it is appropriate. Yet, the current reasoning behind homework seems to be "we've decided ahead of time that children will have to do something every night. Later on we'll figure out what to make them do." This is where he agrees with the survey’s findings. In the article (third link), Kohn provides several steps a thoughtful principal can take to ensure homework avoids becoming busywork. The homework debate isn't limited to the U.S. A new study finds homework offers little benefit to Canadian junior kindergarten through sixth grade students, reports Kristin Rushowy in the Toronto Star (fourth link). The study also found that homework is often the source of stress and burnout in children, as well as the cause of family conflict. The study notes that while some research shows benefits to homework in grades 7 through high school, there is scant evidence that it improves student achievement in the younger years. |
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LOOK ABROAD: BETTER LEARNING THROUGH BETTER EDUCATION |
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At the outset of every school year, the most important, and sometimes, biggest parental fear is which teachers will be assigned to their child. This concern is well founded, as a myriad of evidence points to teacher quality as the factor that has the deepest impact (both positive and negative) on student performance, writes Linda Darling-Hammond in TIME. Many high-performing countries around the world understand this key fact and routinely prepare their teachers extensively, pay them well in relation to competing occupations and allow for extensive professional development. In addition, they typically provide well-trained teachers for all students, rather than allowing some to be taught by untrained novices. This strategy was achieved by offering equitable salaries and incentives for harder-to-staff locations. Unlike some countries abroad, many United States teachers typically plan classes by themselves and get to attend a few hit-and-run professional development workshops after school. In a study of mathematics teaching and learning in Japan, Taiwan and the U.S., it was found that Asian classes were well crafted because there was a systematic effort to pass on the accumulated wisdom of teaching to each new generation. With this kind of investment, it is possible to ensure that every teacher has access to the knowledge he or she needs to teach effectively. This is a critical goal for the United States in any endeavor to improve a failing education system. |
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HERE’S A TRICK: DON'T MAKE YOUR COLLEGE APPLICATION LOOK TOO GOOD |
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As college admissions officers sift through thousands of essays written by high school seniors, they increasingly encounter writing that sparkles a little too brightly, reports Peter Schworm for the Boston Globe. With ever more students applying for entrance spots that don't increase at similar rates, admissions officers are keeping a sharp lookout for essays that might have had undue adult influence. To that end, colleges have begun to cross-reference student essays against SAT writing samples, and if doubts linger, will ask for a graded writing sample or will speak with the applicant’s high school guidance counselor. It is worth keeping in mind that at competitive schools, which reject the vast majority of applicants, a hint of doubt can tilt the balance toward rejection. |
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WHEN IT COMES TO HIGHER EDUCATION, IT IS STILL BETTER TO BE RICH |
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On all accounts, A.J. Soprano, the fictitious son of Tony Soprano, was a terrible high school student, writes Kevin Carey and Erin Dillon for Education Sector. None to bright to begin with, he skipped class, used drugs and alcohol, vandalized property and was eventually expelled. Nonetheless, A.J. went to college. His mother devoted countless hours to monitoring his grades, scouting colleges that would actually accept him, buttonholing guidance counselors, managing the application process and constantly nagging him about the importance of higher education. While A.J. is a fictional character, the intersection of social class and college access that he represents is all too real. Despite a wide range of programs dedicated to increasing higher education access for all, college remains far more accessible to upper-income students than those who come from families with modest means. A total of 58 percent of the A.J.s of the world (those who scored in the bottom 25 percent on standardized tests as sophomores and came from families earning over $100,000) go on to college. Meanwhile, 80.3 percent of the bizarro-A.J. (those scoring in the highest achievement quartile and coming from families with less than $20,000 income a year) go to college. The analysis also shows that high-achieving poor students are five times more likely than high-achieving rich students to skip college. In addition, the odds of a poor, low-achieving student of going to a highly selective institution are almost nonexistent, while 3.5 percent of the A.J.s managed to sneak into an elite school. This suggests that admissions preferences for athletes, legacies and the children of the rich are alive and well. Whatever the reasons for this divide, it is clear that equal access to college remains an unmet promise in America. |
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IT REALLY JUST TAKES ONE CIGARETTE TO GET HOOKED |
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This isn't your father’s anti-smoking campaign. Actually, it isn't an anti-smoking campaign at all. It’s simply a message from a peer-reviewed article in the Journal of Family Practice. The warning, addressed to adolescents, states that they "can get hooked from the first cigarette," reports Jane Brody for the New York Times. Dr. Joseph DiFranza, a family health and community medicine specialist at the University of Massachusetts Medical School, describes a typical teenage smoker: a 14-year-old girl who smokes about three cigarettes a week. While smoking what appears to be a scant amount, she admitted to failing several times to quit. Each attempt brought cravings and those irritable feelings drove her back to smoking. This seems to suggest that even occasional teenage smokers can experience the same symptoms of nicotine withdrawal as adults. Dependence-related tolerance (how long after smoking one can go before he/she needs another) was long thought to be the same for adolescents and adults, but recent research has shown that the brains of adolescents can become tolerant to nicotine after smoking fewer than one cigarette a day. These findings indicate that new, more forceful strategies are needed to combat smoking by youngsters, which typically leads to lifetime addiction (more than 90 percent of adult smokers report they started as adolescents). Still, Dr. Robin Mermelstein, director of the Center for Health Behavior Research at the University of Illinois, says "the vast majority of teenagers who try one or two cigarettes don't go on to become smokers." |
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STUDENTS WITH DISABILITIES CREATE ART, WIN INTERNATIONAL ACCLAIM |
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Bending over detailed engravings and squinting at their canvases, art students in white smocks toiled amid rows of easels, reports Jessica Bernstein-Wax for the Associated Press. The student’s productions have toured fine art museums in the United States, Mexico and Europe, impressing connoisseurs along the way. The paintings evoke memories of expressionist masters, yet the skillful artists/students all have Down syndrome. The accomplishments of these students are shattering preconceptions about mentally disabled people, especially in the developing world where resources for the handicapped can be scarce. While not everyone with Down syndrome is artistic, instructor Daniel Perez says his students’ disability helps them see the world more creatively. The students are able to transform verbal shortcomings into symbolic art, with a fresh perspective that shines through their work. While many tend toward expressionism and bright colors, each student has a unique style. The vivid colors and broad brushstrokes captivated Swiss artist Christine Aebi, causing her to bring 28 paintings to Switzerland for a 10-day show in 2006. The exhibit was so popular that it extended to Berlin, Copenhagen and Warsaw. In 2008, the exhibit will visit Stockholm, Vienna, Budapest and Rome. |
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SINCE NCLB, INSTRUCTION TIME SPENT ON MATH AND READING HAS INCREASED |
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The folks at the Center on Education Policy (CEP) are at it again. This week, CEP released a report focused on the effect No Child Left Behind (NCLB) has on school curriculum. According to the report, districts increasing time for English/language arts (ELA) and math have done so by about three hours a week. To make room for this, districts have reduced time in other areas by nearly 2.5 hours a week. A total of 8 of the 10 districts that increased time for ELA did so by at least 75 minutes per week and 54 percent increased time by 150 minutes or more per week. Of the districts adding time for math, 63 percent increased by at least 75 minutes per week and 19 percent found time for 150 minutes or more. When looking at districts that both increased time for ELA or math and decreased time in other subjects, the report found that 72 percent of districts cut time by at least 75 minutes per week for at least one other subject. For example, 53 percent of these districts cut instructional time by at least 75 minutes per week in social studies and the same percentage cut time by 75 minutes in science. The report seems to indicate that some subjects have been pushed aside for the holy duality of math and reading. Nevertheless there is still scant information on whether schools that increase ELA and math time also are incorporating content from art, social studies and science into the instruction of these core subjects. |
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YOU'RE NAUGHTY, BUT GO AHEAD, BE EVEN NAUGHTIER |
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How do you get an entire elementary school to behave all trimester long? With incentives, of course. And if you're the principal at Hillside Elementary in West Des Moines, Iowa, you reward every student and teacher by sending them outside to get a little rowdy. Hillside uses Positive Behavior Supports, a program used by many other schools nationwide, to remind kids to be well-mannered at school. A promise fulfilled: recently, just about everyone in the building bundled up and headed outside to play in the snow for the last 45 minutes of the school day, reports Lars Hulsebus for the Des Moines Register. |
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COMMUNITY GROUPS CAN USE DATA TO GENERATE SOLUTIONS AND GAIN POWER |
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Data provide community organizing groups with powerful tools in their efforts to argue for educational equity and improvement, writes Seema Shah in Voices in Urban Education. The inherently political landscape of education reform requires that both districts and community groups use data to leverage their respective positions, which frequently places the two groups at odds. This also makes it difficult to share data or work collaboratively on analyses. However, under the right circumstances, the efforts of districts and community groups to work together can promote a spirit of mutual accountability. This, ideally, leads to better informed education practice and policy. Data users, like school districts or researchers, possess power and credibility within policy and decision-making circles. In contrast, outside constituencies, particularly those representing poor neighborhoods and communities of color, often must fight to be viewed as valued participants in the decision-making process. To build political power, groups need to use data in tandem with other organizing strategies. The role of a community organizing group is to ensure that research is rooted in the issues that community constituencies are raising. The intimate knowledge of community conditions can uniquely position an organizing group to ask qualitatively different questions that reflect the concerns of community members. Consequently, community organizing groups are often able to offer a distinctive perspective on the data they analyze. Still, community organizing groups must ensure that data, in the end, serve as a tool to catalyze change. |
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A LOCAL EDUCATION FUND BECOMES THE ULTIMATE TURNAROUND SPECIALIST |
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Transforming a community requires substantial investments (time, money and effort) but with this diligent work comes a significant return. A recent report from Public Agenda outlines how public engagement has become an integral part of Bridgeport, Conn. In 1996, the Bridgeport Public Education Fund (BPEF) joined a national project to explore the possibilities of fostering public dialogue about education reform among diverse stakeholders. From this beginning, citizen engagement has now extended beyond education to other civic areas. In particular, Bridgeport’s citizens are currently viewed as vital partners in social problem solving. The report notes that links exist between the emerging culture of collective problem solving and decision making and an increase in student achievement. In addition, the report finds that BPEF, a catalyst for public deliberation in Bridgeport, has been a tireless advocate for public engagement, being instrumental in embedding public engagement in the community. Today, the BPEF finds itself playing the role of advisor to many similar groups and individuals by offering consulting and training as well as helping groups frame issues for deliberation. Out of the experiment of one organization has grown a new set of community practices, which have quite simply changed the political culture. |
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FOMENT SOCIAL CHANGE: FORGE SOLID COMMUNITY-HIGHER ED PARTNERSHIPS |
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Building partnerships between communities and higher education institutions is gaining popularity as a strategy for social change. Nevertheless, despite being formed with the best of intentions, authentic partnerships are quite difficult to achieve. According to a new report from the Community-Campus Partnerships for Health, the problem seems to be that the voices of community partners are largely ignored. The report notes that by bringing together the real-life wisdom and expertise of communities with the theoretical and research-oriented expertise of academics, community-higher education partnerships exhibit great potential as agents of social change. To help forge better partnerships going forward, it would be wise to make building community capacity a priority. The report offers key ingredients and a framework for authentic partnerships and provides strategies and recommendations on how best to achieve this goal. |
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A FUNDRAISER’S BEST FRIEND: JABBA THE HUTT |
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Dressing up as a beloved "Star Wars" character, storming up flights of stairs, baring your soul and holding a boombox blasting Peter Gabriel over your head is all in a day’s work when you're trying to get someone’s attention. In an increasingly competitive donor arena, more and more nonprofit organizations are turning to the offbeat and original to encourage people to give, reports Craig Semon for the Worcester (Mass.) Telegram & Gazette. Donna McMillion, director of development at the San Francisco Education Fund, said that when it comes to staging a fundraiser, creativity goes hand-in-hand with success. There are so many different golf and softball events that it is tougher now to raise money. So when it comes to raising money, "the more creative the fundraiser is, the more likely it will be successful," says McMillion. At a recent event in Farmington, Mass., a group that dressed up as "Star Wars" characters raised $1,200 in two days, simply from posing for random photos. |
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CLUB 49, ALL THE RAGE FOR ALL THE RIGHT REASONS |
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Manuel Alvarez, 13, is on a mission to lose at least 30 pounds. He says he didn't watch his food intake when he was ‘younger’ and now is inspired to get in shape. That much is evident as he pedaled furiously during a recent physical education class while many of his classmates moved at a slower pace, reports Linda Lou for the San Diego (Calif.) Union Tribune. To help him meet this goal, his school, San Marcos Middle School, in San Marcus, Calif., has created a new exercise room called Club 49. The club has 24 stationary bikes, 20 elliptical trainers, exercise balls, four flat-screen TVs and six computers used to store and track progress. During school hours, students who fail to pass a state fitness test use Club 49 instead of attending a regular physical education (PE) class. Before each session, students insert thumb drives into their bikes, which record information such as endurance, distance and calories burned. After their workout, the students plug the drives into computers to transfer the information -- the ellipticals do the same thing wirelessly. Students seem to be enjoying themselves and find workouts in Club 49 more focused and better than regular PE classes. |
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HIGH SCHOOL REFORM EFFORTS MOVING ALONG NICELY |
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It appears the high school reform movement is, well, moving forward. A new analysis from Achieve finds that 18 states and the District of Columbia currently require students to complete a college and career-ready curriculum in order to graduate. This includes four years of challenging math (including Algebra II) and four years of English. In addition, 12 states are expected to follow suit, while just three years ago, only two states had such requirements. Achieve also finds that states have moved more slowly when it comes to putting in complementary tests, data and accountability systems. |
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REPLICA WEAPONS POSE PROBLEM FOR SCHOOLS ACROSS NORTH AMERICA |
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As is the case in the United States, replica weapons are posing a serious problem for Toronto schools, reports Kristin Rushowy (again) in the Toronto Star. An analysis of gun incidents in Toronto public schools shows that pellet guns, BB guns, air pistols and other replicas represented half of all reported incidents from January 2006 to November 2007. Police warn that even though they aren't "real," they can still cause serious injury, with pellet guns being considered "a threat to public safety." Still, it is important to remember that schools remain a relative haven for students, as they are generally safer than the communities they live in. |
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NEW GRANT AND FUNDING INFORMATION |
"American Civic Education Teacher Awards"
The American Civic Education Teacher Awards recognizes educators annually for their exemplary work in preparing young people to become informed and engaged citizens. Maximum Award: trip to Washington, D.C., in July to take part in a three-day educational program that includes attending floor sessions and committee hearings in the U.S. Congress, meeting members of Congress and other key officials, and visiting historical sites such as the National Archives and the U.S. Supreme Court. Eligibility: elementary and secondary teachers of civics, government, and related subjects who have demonstrated special expertise in motivating students to learn about the Constitution, Congress, and public policy. Deadline: March 7, 2008.
"Books for Children"
The Libri Foundation Books for Children Grants donate new, quality, hardcover children’s books to small and rural public libraries across the country. Maximum Award: N/A. Eligibility: Libraries should be in a rural area, have a limited operating budget, and an active children's department. The average total operating budget of a Books for Children grant recipient must be less than $40,000. Deadline: April 15, 2008.
"Grants for Professional Development for Performing Arts Teachers in Rural Communities"
The Dana Foundation Rural Arts Initiatives grants funds to professional development programs for performing arts teachers in rural communities in the U.S. Dana supports projects in various stages of development and approach. Maximum Award: $50,000. Eligibility: Professional artists teaching performing arts in public schools; in-school arts specialists who teach performing arts in public schools. Deadline: June 4, 2007.
"Lindbergh Foundation Grants"
The Lindbergh Foundation Grants honor Charles A. and Anne Morrow Lindbergh’s legacy by funding projects that improve the quality of all life by seeking a balance between technological advancements and environmental preservation. Maximum Award: $10,580. Eligibility: Citizens from all countries may apply. Deadline: June 12, 2008.
"Saucony Run For Good Program"
The Saucony Run For Good Program encourages active and healthy lifestyles in children and offers grants to communities and non-profit organizations that initiate and support running and fitness programs for kids. Maximum Award: varies. Eligibility: 501(c)3 youth organizations with programs that increase participation in running in order to positively impact the lives of participants. Deadline: June 13, 2008.
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