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LEARNING: IT’S A COMMUNITY THING |
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Late at night, on the second story of the Cypress Creek High School in Orlando, Fla., one finds a lively cluster of classrooms hidden in the darkness, reports Beth Kassab in the Orlando Sentinel. At the center of the tumult is Linda Shaddix, who runs a night school that helps students of all ages and their parents who are struggling with English acquisition. To accomplish this feat, Shaddix plays the role of teacher, administrator, cook, confidante and motivator. The Reading is a Family Thing program, funded by the Foundation for Orange County Public Schools, is a full-service operation that employs certified teachers and provides special supplies and snacks (juice, peanut butter crackers and sometimes pizza). So far, the program has helped parents earn GEDs and boosted the grades of students. Similar efforts taking place in Dallas, Texas are experiencing the same results, reports Kim Horner in the Dallas Morning News (second link). The Stewpot soup kitchen offers weekend classes for the homeless and poor. While most kids look to the weekend as a salvation from school, the 120 kids who attend the Stewpot’s Saturday School wouldn't give it up for the world. Saturday School is designed to prevent dropouts and create stability in student lives and, much like the Orlando program, offers English courses for parents. In addition to computers, art, reading, science, field trips, breakfast and lunch, the program helps junior high and high school students plan for college and scholarships. It has been argued that reading is fundamental, but there is no doubt that it is a community responsibility. |
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A NEW WAY OF LOOKING AT RISKY BUSINESS |
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Some scientists and researchers think they are closer to answering the age-old question of why risky behavior is so common among teenagers, reports Jane Brody in the New York Times. The two most common explanations are that, one, teenagers think they are invulnerable and invincible and that, two, teenagers do not appreciate the risks involved with behavior and need repeated reminders of the dangers inherent in activities such as driving drunk, having unprotected sex, experimenting with drugs and others. However, contrary to these popularly held beliefs, recent studies suggest that adolescents are well aware of their vulnerability and in fact overestimate the possibility of suffering negative effects from risk activities. For example, a decade-old survey of 3,544 teens found that their estimates of the risk of behavior resulting in death were much higher than the actual risk. Consequently, traditional programs that appeal to teenagers’ rationality are inherently flawed because teens tend to weight benefits more heavily than risks. In addition, because adolescents already feel vulnerable, showing photos or films of fatal car crashes may do nothing to reduce future risk-taking and inundating teens with factual risk information could actually backfire by leading them to realize behaviors are less risky than they originally thought. Based on this information, Dr. Valerie Reyna, the co-director of the Center for Behavioral Economics and Decision Research at Cornell University, is testing a new approach to risk prevention focused on fostering an overall sense of what the best course of action is. This approach enables one to see the big picture and reach the bottom line more quickly and in so doing, reduce risky behavior. While developing this approach to decision-making in teens is important, teens still need to be protected from themselves -- and the best way to do so is by filling time with positive activities and protecting them from risky situations. |
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AMERICAN TEENS, FOR THE MOST PART, NOT ABUSING DRUGS, ALCOHOL |
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The annual Monitoring the Future survey of United States secondary students finds that alcohol, tobacco and illicit drug use by American teenagers has continued to fall. In fact, the proportion of eighth-graders reporting the use of an illicit drug at least once in the 12 months prior to the survey was 24 percent in 1996 but just 13 percent in 2007. The decline hasn't been as strong for 10th graders (39 percent to 28 percent in the same time frame) and even less among 12th graders (only a six percent decline). Still, since 2001, the use of alcohol (including binge drinking) and cigarette smoking have decreased by 15 percent and 33 percent, respectively. Moreover, use of marijuana, still the most widely used illicit drug, dropped by 25 percent, with other drugs like amphetamines, Ritalin, methamphetamines and crystal methamphetamines also showing usage declines. On the other hand, prescription drug abuse remains a serious issue (use of Oxycontin increased by 30 percent from 2002 to 2007), while attitudes toward ecstasy have softened. In addition, the use of a number of illicit drugs (including cocaine, crack cocaine, LSD and some hallucinogens) showed little change this year, remaining at rates well below recent peak levels of use. |
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MOCK IOWA CAUCUS MAKES SIX CANDIDATES HAPPY CAMPERS |
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About 30 Hoover High School students, teachers and community members took part in an abbreviated mock Democratic and Republican caucus, reports Molly Hottle in the Des Moines (Iowa) Register. The project was created by student Ben Hawks, who "thought it would be cool if we could...find out how people at school stand on certain things." Democrats Bill Richardson, Barack Obama, Hilary Clinton and John Edwards were each declared winners because time constraints allowed for only one round of voting. On the Republican side, time constraints made Mike Huckabee and Fred Thompson the co-victors. Remember when students voted for cartoon characters during presidential elections? In this case, Bugs Bunny wouldn't have feared any ties. |
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IS PARENTAL INVOLVEMENT THE SILVER BULLET FOR EDUCATION REFORM? |
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Part of Jerry Weast’s, improvement plan for low-performing schools is to spend big bucks every year to teach low-income parents "how to kick [his] butt...how to work the system just like affluent people." As Edwin Darden comments in Education Week, Weast (superintendent of schools in Montgomery County, Md.) speaks volumes about the need to involve parents in their children’s school and how to make that happen in struggling communities that desperately need engaged parents. In these communities, parents, who often live on the edge of poverty, do not believe they have the power to make a difference in their child’s education. This culture has been created because, for many, school did not serve them well and as a result they grew intimidated by teachers and administrators. Furthermore, inflexible work schedules, language barriers and child care needs can place almost insurmountable obstacles betwixt parents and the school. To increase parental involvement, teachers, principals and administrators must understand that this is a vital part of their jobs and should be trained in effective techniques and held accountable for bringing parents into schools. The No Child Left Behind Act has an entire section dedicated to ensuring parental involvement that mandates parents receive academic performance information, requires parent-involvement policies in underperforming schools, and promotes other sound policies for parent-school relations. The problem is that accountability in lacking in this provision. Consequently, there must be greater compliance, more faithful monitoring and real consequences for non-conforming school districts. Well-off districts such as Weast’s have spent ever-sparse dollars on adopting parent-friendly programs and policies, especially geared toward those in poverty stricken areas. As Weast is quoted in a Medill story by Leah Fabel, "when a child breaks his arm, you don't average every child’s X-rays, you set it according to that one child’s particular injury" -- you might try and get the child’s parents involved, as well. |
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TRY LIGHTS, CAMERA, ACTION! TO MOTIVATE TEENS AND RAISE SELF-ESTEEM |
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Project Success, a privately funded career planning program, has quietly benefited thousands of students at nine public schools in Minneapolis, and St. Paul, Minn. According to an opinion piece in the Minneapolis Star Tribune, the program was started to reinvigorate education by creating a series of experiences aimed at instilling teens with a sense of direction. Project Success includes monthly in-school workshops, an emphasis on theater (which has been shown to be a potent tool for self-discovery) and counseling and college tours to help with the daunting task of selecting post-secondary education. For one student, 15-year-old Fatima Mohamed, the program has already proven successful -- she has made friends she never expected to have and discovered new abilities and sources of inspiration that she never would have on her own. In her own words, the project "gave [her] courage and more self-esteem...to [her] school was just ‘Get Grades.’ Now it’s, what do you do with it?" With most projects the participant gets out of it what they put in -- to teach teens that they play an integral part in their own development, which engages them in the process, is a priceless lesson. |
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TOOL HELPS COMMUNITIES BUILD A SUPPORT SYSTEM FOR SCHOOL REFORM |
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A new tool from the Center for School and Community Services and the Annenberg Institute for School Reform has been designed to support district leaders, educators, administrators, community stakeholders, parents and students in their efforts to reform high schools. The framework and indicators draw heavily on the lessons and accomplishments of the seven school districts involved in the Carnegie Corporation's Schools for a New Society initiative. The tool provides methods for mapping and assessing progress when implementing system-wide reform programs and also identifies and tracks indicators of effectiveness that can be refined to measure progress. In addition, the tool outlines ways to develop and promote a shared commitment throughout the community to ensure all stakeholders are engaged in reform. |
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REMEMBER ALL THOSE HOLIDAY GOODIES? |
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The holiday season is a time for reflection, but also for learning (just part of which is how much you can eat without obtaining an excruciating tummy ache). Check out the picture in the New York Times of Dinella Ascenso teaching her students at the High School of Food and Finance how to make holiday season biscotti. Also depicted in the story are first-graders at the Anderson School who brought in food that their families serve during the holidays (resulting in delicious challah and gingerbread cookies). |
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MAKING THE AMERICAN DREAM ALL-INCLUSIVE |
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Typically, if you ask immigrants in the United States why they endure such difficult conditions (like working extremely long hours in low-wage and -skill jobs), they will tell you that they dream of a better future for their children. These aspirations dovetail with America’s self-conception as a nation of equal opportunity. The "American Dream" can be available to anyone who works hard enough. Unfortunately, as few would quibble with the idea that all children in the United States should be able to succeed regardless of the conditions they are born into, reality often presents a stark contrast, writes Alexandra Starr in a Foundation for Child Development report. This dichotomy is especially true for immigrant children, as many begin their lives with pronounced disadvantages by growing up below the poverty line, while others are raised in households where no one over the age of 13 is proficient in English. To help this growing population, services like quality preschool and publicly subsidized healthcare are needed to ensure they are better suited to begin the critical early education years. In addition, dual immersion approaches to education (wherein classrooms are divided between native English speakers and speakers of another language) might be beneficial. These classes are conducted in both languages and by the sixth grade, students are usually bilingual. While there remains much that needs to be researched into the education of immigrant children, there is plenty that can be instituted now to ensure that this population is given the same starting line as those born to U.S. natives. |
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PLAYING Wii WILL ERASE A QUARTER OF A MARS BAR’S CALORIES, GUARANTEED |
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Unfortunately, Nintendo’s Wii video game platform, which uses a wireless handheld controller to replicate athletic movement, will not stop youngsters from becoming obese, reports Agence France-Presse. While energy expenditure using the Wii was significantly greater than that burned while using other consoles, the figure alone is misleading because total extra energy expended amounted to only 60 calories (about a quarter of a Mars bar). Still, even though the amount appears trivial, it might make a small contribution to weight management. The stock beneficial aspects of video games are still present though, as the Wii prompts users to practice basic motor control and fundamental movement skills. It remains the case that humans don't live in a virtual world -- there is simply no substitute for getting outside and playing. |
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AN OVERVIEW OF CAREER AND TECHNICAL EDUCATION SYSTEMS |
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In the ever-evolving education climate, career and technical education (CTE) systems continue to transform to meet the needs of students and employers in a burgeoning global economy. Typically, CTE systems have focused on students seeking specific career paths, but a growing portion has taken the lead at initiating school reform efforts centered on the combination of CTE and mainstream academic instruction. The Association for Career and Technical Education has developed a series of state profiles that provide a comprehensive overview of career and technical education systems, which include information on key indicators (such as student enrollment, delivery systems and funding) and initiatives and related policies (state education and workforce agendas, high school redesign and others). |
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WHEELS ON THE BUS GO ROUND AND ROUND, ALL THROUGH THE CURRICULA |
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Sheridan School District, which serves rural Arkansas students, has turned one of the 90-minute school bus commutes into a rolling classroom, reports the Associated Press. During the bus ride, students work on math equations and participate in advanced biology courses thanks to a special cellular router and rooftop antenna that provide WiFi Internet access. In Arkansas and other rural areas, there is real potential for making use of the time kids must spend on buses, as an average of 325,000,000 public school students ride school buses that travel a total of 243,000 miles. As the wheels on the bus go round and round, it could be advantageous to keep student’s brains spinning as well. |
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'INNOVATIONS IN EDUCATION' BOOK SERIES PROVIDES LOADS OF FREE CONTENT |
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The ‘Innovations in Education’ book series, published under the auspices of the U.S. Department of Education, provides free books that include valuable information on key education topics like online learning, engaging parental involvement in education, creating strong supplemental service providers and others. The books are intended to be resources for educators, parents, policymakers and community leaders. So go forth and send them around the country, learn from them, link to them, email them, quote them and of course order them free of charge. |
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EDUCATION PREDICTIONS FOR THE YEARS BEYOND |
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The National Center for Education Statistics has released a publication that provides projections for key education statistics (like enrollment, graduation rates, teachers and expenditures) for the next decade. The projections suggest that elementary and secondary enrollment for all grade spans, in both public and private schools, will rise by nine percent from 2004 to 2016. In addition, public school enrollment during the same time period is expected to increase in the Midwest, South and West and decrease in the Northeast. Likewise, the numbers of teachers in elementary and secondary schools are projected to increase by 18 percent by 2016 for public and private schools. At the same time, the pupil/teacher ratio should decrease to 14.5. In addition, between school year 2003-04 and 2016-17, the number of high school graduates is projected to increase by five percent, with increases in the West and South and decreases in the Northeast and Midwest. On to the all important dollar: between 2003-04 and 2016-17, current expenditures in constant 2004-05 dollars are projected to increase between $565 billion and $618 billion. |
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NEW BRIEFS PROVIDE COMPENDIUM OF OUT-OF-SCHOOL PROGRAM INFORMATION |
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Child Trends, a nonprofit research organization, has released four research briefs aimed at encouraging program providers to incorporate evidence-based practices in the evaluation of out-of-school programs. The group’s "What Works" is a clearinghouse for programs and approaches that have aided in risk-reduction and positive developments for youths. The briefs provide research-based guidance on how best to operate out-of-school programs and include information on essential practices for beneficial programs such as cultural competence, development and well-being, measuring outcomes, school and community involvement and others. |
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REPORT OFFERS BLUEPRINT FOR IMPLEMENTING EARLY CHILDHOOD EDUCATION |
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A new report from ZERO TO THREE and Pre-K Now offers tailored suggestions, strategies and guidelines for states to improve complex education systems to ensure they reach pre-kindergarteners, toddlers and even babies. The report intends to help states respond to federal requirements that they establish State Advisory Councils on Early Education and Care, aimed at improving the quality and availability of services for young children. Included in the report are real-life examples of challenges states have faced when implementing programs and also lessons learned that should provide a blueprint for how to successfully address issues like funding constraints, political clashes and conflicting regulations. |
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NEW GRANT AND FUNDING INFORMATION |
"NEA Student Achievement Grants"
The NEA Foundation Student Achievement Grants provide funds to improve the academic achievement of students by deepening the knowledge of standards-based subject matter. The work also should improve students’ habits of inquiry, self-directed learning and critical reflection. Maximum Award: $5,000. Eligibility: practicing U.S. public school teachers, public school education support professionals, or faculty or staff at public higher education institutions. Deadline: February 1, 2008.
"NEA Learning and Leadership Grants"
The NEA Foundation Learning and Leadership Grants support public school teachers, public education support professionals and/or faculty and staff in public institutions of higher education for one of two purposes: to fund participation in high-quality professional development experiences (like summer institutes or action research); and to fund collegial study (including study groups, action research, lesson study or mentoring experiences for faculty or staff new to an assignment). Maximum Award: $5,000. Eligibility: public school teachers grades K-12; public school education support professionals; or faculty and staff at public higher education institutions. Deadline: February 1, 2008.
"Schools of Distinction Program"
The Intel Foundation Schools of Distinction Program honors United States schools that have demonstrated excellence in math and science education. In order to be considered as an Intel School of Distinction, schools must develop an environment and curricula that meet or exceed benchmarks, including national mathematics and science content standards. Maximum Award: $100,000. Eligibility: middle and high schools. Deadline: February 14, 2008.
"Best Buy Scholarship Program"
The 2007 Best Buy Scholarship Program will award scholarships to students based on their outstanding commitment to and involvement in community service, along with a solid academic performance. Maximum Award: $10,000. Eligibility: high school seniors currently enrolled in an accredited U.S. school who are in line to graduate and have plans to enter a full-time undergraduate course of study at an accredited two or four-year college, university or vocation technical school in the U.S. by fall 2007. Deadline: February 15, 2008.
"Ecology/Environmental Teaching Award"
The National Association of Biology Teachers Vernier Software and Technology Ecology/Environmental Teaching Award honors a teacher who has successfully developed and demonstrated an innovative approach in the teaching of ecology/environmental science and has carried his/her commitment to the environment into the community. Maximum Award: $1,500 value. Eligibility: secondary school teachers. Deadline: March 15, 2008.
For a detailed listing of numerous EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
"The American city should be a collection of communities where every member has a right to belong. It should be a place where every man feels safe on his streets and in the house of his friends. It should be a place where each individual's dignity and self-respect is strengthened by the respect and affection of his neighbors. It should be a place where each of us can find the satisfaction and warmth which comes from being a member of the community of man. This is what man sought at the dawn of civilization. It is what we seek today."
- Lyndon B. Johnson (former president of the United States)
http://photos.placesphotographed.com/main.php
"Equal opportunity requires a full menu of social, economic, and educational reforms: in employment policy, health care, housing, and civil rights enforcement, as well as in schools."
- Richard Rothstein (researcher)
http://southernstudies.org/facingsouth/2007/01/state-lottery-education-funding-magic.asp
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