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TURNING SIX: NCLB GETS INTO ITS BIRTHDAY, NO, LAWSUIT |
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The No Child Left Behind Act (NCLB) had a raucous week-long birthday celebration that really beat the pants off of a typical six-year-old’s party (you know with the freaky clowns and flea-ridden petting zoos). Senator Edward Kennedy (D-Mass.) started the week with an opinion piece in the Washington Post (first link), in which he derided campaigns for turning the law into a political football without adding much substance to the debate. Kennedy, one of the chief architects of the legislation, detailed the positive aspects of the law, most notably the requirement that all children be counted. Before the law’s enactment, only a handful of states monitored achievement levels for every student group. While this has been an important step, Kennedy discusses the negative aspects (one-size-fits-all, teaching to the test, etc.) with a focus on the law’s failure to supply the essential resources that schools desperately need to improve performance (otherwise known as the unfunded mandate argument -- more on this later). Kennedy finishes his piece by appealing to both parties to put progress ahead of politics and support what is working in school reform. Later that same day, President George W. Bush said that if Congress doesn't re-authorize NCLB, he'll make as many changes as he can on his own. The president added that if Congress does renew the law but weakens it, he'd "strongly oppose it and veto it," reports the Associated Press’ (AP) Jennifer Loven (second link). Additionally, the president discussed changes he would consider making administratively, which could include ensuring "a high school degree means something," increasing flexibility for states and school districts, providing extra help for struggling schools and devising an accurate measurement of high school dropout rates. Even later that very same day, a federal appeals court revived a lawsuit challenging the compliance costs associated with NCLB, reports Tim Martin for the AP (third link). School districts in three states and the nation’s largest teacher’s union filed the lawsuit, arguing that schools should not have to comply with requirements that aren't fully funded by the federal government. The suit also charges that the federal government is imposing unfunded mandates (see, right back to it), even though the act itself prohibits them. The crux of the claim is that federal funding does not maintain pace with federal mandates, which in turn forces schools to pay from local and state sources to keep up. U.S. Secretary of Education Margaret Spellings said her department disagrees with the ruling and that federal education funding is up about 46 percent since the president took office. For additional information on the complex 1,000 page law, check out the fourth link, which provides everything you ever wanted to know. As requested by community leaders and parents from across the country, Public Education Network worked in conjunction with the National Coalition for Parent Involvement in Education to develop the expansive materials. |
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WHAT IS WITH TEXAS HATING ON MEN’S HAIR STYLES? |
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Sebastian Pham is no Burt Reynolds (he of Smokey and the Bandit fame), but is just as proud of his mustache, reports Karin Shaw Anderson in the Dallas Morning News. He doesn't see his whiskers as disabling his learning ability, so he grew angry when a teacher made him miss his whole chemistry class to go shave. To help in his defense, Pham contacted, not the American Civil Liberties Union, but, you already guessed it, the American Mustache Institute. In another case of a Texas’ high school boy’s out of control stylings, Matthew Lopez-Widish hasn't cut his hair in four years and in so doing violated a policy that forbids males from having hair that extends past the collar. Lopez-Widish was told to cut his hair before returning to school after break or be sent to alternative school, be removed from all extracurricular activities and risk not graduating, reports Matthew Haag, also in the Dallas Morning News (second link). Jim Walsh, a school law expert in Austin, said the law will likely be on the school’s side, as several cases have ruled that schools have the right to mandate hair and dress codes. At least one of the male hairstyle stand-offs has come to a head as Widish-Lopez, a straight-A student, was suspended from school (third link) after attempting to return from break. |
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VIDEO GAME DESIGN CLASSES KEEP HIGH SCHOOL STUDENTS ENGAGED |
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Sixteen-year-old Greg Condit sat enthralled with a virtual capture-the-flag game that included all the amenities: mountains, rivers, human-like characters and flags hanging in the air. However, Condit’s attention was not involved in wining the game, but in designing it, reports James Hannah for the Associated Press. The project was part of a video game design course at a two-week summer camp coordinated by the Columbus-based Ohio Supercomputer Center. The camp’s instructors believe high schools should seriously consider making video game programming part of the curriculum, as it engages students in math and science and prepares them for careers in a burgeoning field. In Condit’s game, to capture the fags, characters had to jump for the flags. This meant that Condit had to write the physics of that movement into the game code. In another project, aimed at getting a soccer ball to mimic real-life trajectory, students had to take into account gravity, wind and the rotation of the ball, all of which involves mathematics and physics. Paul Ackerman, who teachers video-game design at Edgewater High School in Orlando, Fla., says "kids are engaged daily...they come to class early, and [he] has to kick them out when the bell rings." If you are still dismissive of the value of adding this to an increasingly watered-down curriculum, according to the Bureau of Labor Statistics, computer and mathematical science occupations are expected to grow by about 24 percent over the next decade, a rate that would add 822,000 new jobs. |
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COUNTING THE QUALITY OF TEACHER PAY COMES UP ABOUT 12 CENTS SHORT |
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The 12th edition of Education Week’s Quality Counts (QC), which grades the nation and states on key educational indicators, was released this week (and if you're counting, that makes it twice as old as NCLB). The nation as a whole barely received a passing grade on K-12 achievement, while the average state earned a D-plus. The K-12 achievement indicator awarded states points on current levels of student performance, improvements over time and achievement equity between poor and non-poor students. The report found that no state excelled across all three criteria. In addition to achievement, QC focused on state efforts to improve teaching, a category in which 10 states earned a ‘D’ or lower. The analysis suggests that the average public school teacher makes only 88 cents for every dollar earned by individuals in 16 comparable professions (like architects, counselors, editors/reporters, occupational and physical therapists and registered nurses). In fact, a state-by-state analysis shows that teacher earnings fail to reach the parity line (where earnings are equal to those in the other identified professions) in 40 states and the District of Columbia. According to the report, Missouri has the least competitive teacher salaries, as teacher earnings are less than 80 percent of those for comparable workers. As David Lieb reports for the Associated Press (second link), some Missouri teachers have taken to moonlighting as restaurant cooks to both work in "a profession [they] love," and to make ends meet. As seems universally accepted, teachers are responsible for so much regarding student achievement. To not provide this profession with both the professional and occupational resources necessary looms as a major obstacle for public school improvement in the United States. |
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TO HONOR WORD OF THE YEAR, KIDS SUBPRIME TESTS |
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Even the American Dialect Society is feeling the risk of home mortgages these days, reports Sophia Tareen for the Associated Press. The group chose "subprime," which means a risky or less than ideal loan, mortgage or investment, as 2007’s Word of the Year. About 80 members of the organization spent two full days debating the merits of "subprime" against the runners up ("Facebook," "green," "Googleganger" and "waterboarding"). Note that the American Dialect Society is vastly ahead of Microsoft Word, as NewsBlast’s official spell-check thinks three of those are not actual words. As for the winner, "subprime" is an odd word for linguistics, as the prefix usually signals "below", while "prime" means "the best" or "exclusive" -- this makes the word’s root meaning "far below the best." According to Wayne Glowka, a spokesman for the group, "people were saying that students were referring to their tests, ‘I'm going to subprime this’." The word has officially taken on a whole other scary meaning. |
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PROMOTE LITERACY BY PLACING LIBRARIANS ON THE PROTECTED SPECIES LIST |
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The day "the book man" arrives is exciting for the children at the New Day Child Development Center in Kansas City, Mo., reports Sara Shepherd in the Kansas City Star. Every month the aforementioned "book man" picks up four boxes of books and replaces them with new ones. On delivery day, the children clamor to help carry the books in and then pounce on them the minute they are allowed to do so. This is the reason the program, Books To Go, was started by the Kansas City Public Library in 1995. The program puts books in as many little hands as possible, delivering nearly 17,000 books each month, which ensures an ample rotating supply. Fostering an interest in reading at an early age is incredibly important, because as Carrie McDonald, the project’s outreach manager, says, "if [children] are not ready to learn to read when they go to kindergarten, they are way behind." It is important to remember the benefits of librarians and libraries as there is a growing trend for cash-strapped districts to drop the programs to save money, reports Stuart Glascock in the Los Angles Times (second link). In Washington State, parents have grown fed up with the movement toward fewer and potentially less-skilled librarians and have launched an initiative to bring school librarians back from the brink of extinction. The campaign has involved blasting e-mails to garner support for an online petition, posting flyers and leaflets at coffee shops, bookstores and public libraries and even camping out at school board meetings. The hope is to ultimately change the way schools value and pay for librarians, and to get school librarians off the endangered list. |
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INTERNET TOOL PROMOTES TEEN SAFETY ON THE INFORMATION SUPERHIGHWAY |
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The whole world has become increasingly wired, with Internet access seemingly available to everyone, including teenagers. While this has allowed teens to connect with valuable sources of information and keep in touch with peers from around the globe, there are considerable dangers present in the free flowing Internet superhighway. According to research conducted by the Crimes Against Children Research Center for the National Center for Missing & Exploited Children (NCMEC), youth Internet users face online victimization that comes in various forms. Most notably, one in seven youths are sexually solicited online and one-third experience unwanted exposure to sexual materials. To help teens better understand the risks associated with the Internet and to educate parents, guardians and teachers, Sprint has launched the 4NetSafety program in partnership with NCMEC and the National Education Association Health and Information Network. The initiative offers free resources designed to help teens understand the impact of online decisions and the potential dangers they face. The project also intends to help educators implement Internet safety education and keep parents informed of potential online risks. The oh-so-cool teen resources address issues through comic book-style characters who model safe online practices. The not-quite-as-cool adult resources include safety tips, suggested activities and discussion ideas that are designed to accompany the teen resources. The initiative also incorporates a free bi-monthly newsletter (second link) that provides information teaching pre-teens how to navigate safely. |
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EY FACTOR IN MURDER TRENDS: LACK OF PREVENTION PROGRAMS |
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Murders are down to a 40-year low in New York and Chicago, yet homicide rates are on the rise in cities like Baltimore and Detroit, reports Alexandra Marks in the Christian Science Monitor. The differences between the cities can paint a positive picture of successful attacks on crime, but at the same time, an alarming picture focused on rising gang-related and youth violence is emerging, especially within the African American community. An analysis of federal crime data by Northeastern University’s James Alan Fox found a 52 percent jump in the number of murders committed by male African American teens from 2002 through 2006. Criminologists have cited a variety of factors for the increases, including a decrease in the number of police on the beat, a shifting of resources to fighting terrorism and cuts in federal spending on youth programs and gang prevention. However, it remains clear that the availability of resources for police and prevention programs alike play a key role in determining which cities have high homicide rates. New York is at a 40-year low and has spent more money on youth and prevention programs and things like summer jobs, which has enabled them to better control the city’s gang problem. On the other hand, Baltimore, which has fewer resources, exhibits little ability to offer similar programmatic alternatives. While the incidence of homicides is still relatively low compared with the early 1990s, the rate is ticking up as young people turn to gangs. |
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THE IMPORTANCE OF AFTERSCHOOL PROGRAMS TO RURAL COMMUNITIES |
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A total of 21 percent of children in the United States attend rural public schools. These children also have the lowest median per-student funding for afterschool programs. In addition, their schools typically have fewer financial resources because of diminished property tax bases and inequitable distributions of state funds. The disparity in funding underscores the need for children living in persistently poor rural areas to attend afterschool programs. These programs sometimes serve as the only source of supplemental enrichment in literacy, nutrition and physical education, technology and preparation for college entrance exams. In light of this, the Afterschool Alliance has written a research brief that details information on current challenges and opportunities facing rural programs and offers examples of programs that successfully address key problems facing rural communities. Across the globe, poverty has a direct and negative effect on academic achievement, as children living in poverty experience less cognitive stimulation and enrichment than their middle income peers. In addition, rural poverty presents further challenges for children, families and communities. Poor rural households are three times more likely than non-poor rural households to be without a vehicle, making transportation either inaccessible or costly, thereby discouraging children from participating in extracurricular activities. Rural communities also have the highest rate of drug use among teens, and unfortunately, at-risk behaviors are not adequately addressed because of limited resources. Still, rural communities do possess the strengths (strong work ethics, a sense of teamwork and an ease in partnering) that can enable them to overcome these obstacles and challenges. In turn, this allows for the implementation of afterschool programs tailored to the needs of children and built upon community strengths, which should lead to marked success. |
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DIOS MIO, MAN. TEN-YEAR-OLD STAGES PROTEST TO BRING BACK CHRISTMAS |
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School breaks tend to give children a sense of freedom, of time and activities unencumbered. For one 10-year-old Mexican boy this sentiment is undoubtedly true. The boy, Diego, tried to extend Christmas break by, in a way, intentionally imprisoning himself. His solution was not hiding away in some unknown cubbyhole, but instead, gluing his hand to his metal bed. According to Agence France-Presse, Diego "thought that if [he] was glued to the bed, they couldn't make [him] go to school. [He] didn't want to go, [because] the holidays were so much fun." His mother was unable to free him from the grips of the industrial strength glue, and had to call paramedics, who "freed" the boy, while he watched cartoons. Unfortunately for present day Diego, but fortunately for future Diego, he made it to school only a few hours late. |
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PRINCIPAL PROFESSIONAL DEVELOPMENT CAN BEGET STUDENT ACHIEVEMENT |
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The Instructional Leadership Study, released by MDRC, has provided suggestive, yet not definitive, evidence that providing instruction-related professional development to school principals sets in motion a chain of events that improves teaching and learning. By examining a theory of school change articulated by the Institute for Learning (IFL) at the University of Pittsburgh, it was determined that through leadership training, principals learn high-quality instruction and also actions they can perform to motivate and support their teachers. Principals are then able to organize professional learning opportunities for teachers to improve instruction, and with improved instruction should come increased achievement. The study found that principals who received more professional development were more actively involved in the professional development of their staff, which should result in better instruction. At schools where instructional quality was better, students represented higher academic achievement. |
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PARENTS: CHECK CLASS SIZE, THEN ADVOCATE FOR MORE TEACHER SUPPORT |
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Behavior problems for preschool students can be a meaningful predictor of continued behavior problems and academic difficulties throughout the education pipeline. Still, high-quality early education and intervention programs may be able to prevent severe behavior problems in young children. To help better understand what comprises beneficial programs, the Foundation for Child Development has released a policy brief that examines the factors associated with expulsion from prekindergarten. Drawing from new research conducted by Yale University’s Edward Zigler Center in Child Development and Social Policy, the brief finds that children are much more likely to be expelled from pre-kindergarten programs with high student-teacher ratios and in extended day programs. In fact, only 7.7 percent of pre-kindergarten teachers reported an expulsion in the past year when there were fewer than eight children per adult, while the rate of expulsion reported by teachers responsible for12 or more children was 12.7 percent. In addition, teachers reporting a high level of job stress were much more likely to expel children, and this factor may be linked to high student-teacher ratios and extended day programs. The brief concludes that by requiring classrooms to have no more than 10 children per teacher and by providing teachers access to early childhood mental health consultants to help manage the behavior of disruptive children, policymakers can reduce prekindergarten expulsions. |
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YOUR STATE’S 2007 CHANGES TO EARLY CARE AND EDUCATION POLICIES |
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The National Association for the Education of Young Children has released a summary of state policy changes that occurred in 2007. The summary information should help those focused on early care and education at the state level keep up with changes, as governors and state legislatures approved varying investments in a variety of areas. The shifts have and will affect initiatives like early learning councils, public schools, prekindergarten, kindergarten, afterschool programs and others. The recap includes information for every state. |
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NEW GRANT AND FUNDING INFORMATION |
"The Excellence in Summer Learning Award"
The Excellence in Summer Learning Award recognizes an outstanding summer program that demonstrates excellence in accelerating academic achievement and promoting positive development for young people between kindergarten and twelfth grade. Award: national recognition, increased press opportunities, conference presentations and complimentary registrations, professional development opportunities for staff, and increased publishing opportunities. Eligibility: public or private organization or agency (schools, community-based organizations, libraries, universities, faith-based organizations, etc.) serving young people between the ages of kindergarten and 12th grade over the summer months. Deadline: January 15, 2008.
"Disney Minnie Grants"
The Walt Disney Company and Youth Service America are offering grants to support youth-led service projects in their community. A significant part of the service must take place on Global Youth Service Day 2008, April 25-27. Youth are encouraged to address important issues such as climate change, malaria or other diseases, human rights, literacy, or others. Maximum Award: $500. Eligibility: Youths aged 5-14, as well as teachers, older youth (15-25), and youth-serving organizations if they engage younger youth (5-14) in planning and implementing the project. Deadline: January 21, 2008.
"American Association of School Librarians Innovative Reading Grant"
The American Association of School Librarians (AASL) Innovative Reading Grant is designed to support the planning and implementation of a unique and innovative program for children that motivates and encourages reading, especially with struggling readers. Selection criteria include the potential to measure and evaluate a literacy project that promotes the importance of reading and facilitates the learners' literacy development by supporting current reading research, practice, and policy. Maximum Award: $2,500. Eligibility: reading programs specifically designed for children (grades K-9) in the school library setting. The program must encourage innovative ways to motivate and involve children in reading. Applicant must be a member of AASL. Deadline: February 1, 2008.
"NCFL Grants for Family Literacy"
The National Center for Family Literacy (NCFL) is seeking five school districts to receive an award of $600,000 each in direct funding and support services to implement the highly successful Toyota Family Literacy Program. The program uses a quality family literacy approach to increase basic language and literacy skills, and provides parents with the specific skills they need to help their children succeed. Maximum Award: $600,000. Eligibility: communities with high or fast-growing Hispanic and other immigrant populations. Deadline: February 15, 2008.
"Legacy Listen to A Life Contest"
The Legacy Project Listen to A Life Contest connects generations through oral history. To enter, a young person must interview an older person about their hopes and goals through their life, how they achieved goals and overcame obstacles, or how dreams may have changed along the way. The young person then writes a 300-word essay based on the interview. Maximum Award: a Lenovo ThinkCentre, iPod classic, and $800 worth of Orchard software; each young person’s school receives $25,000 worth of Orchard software. Eligibility: each team must consist of a young person 8-18 years and a grandparent or grandfriend 50 years or over (co-entrant cannot be a parent; they can be a grandparent, older friend, mentor, neighbor, nursing home resident, etc.).
Deadline: March 31, 2008.
"GO OVERBOARD CHALLENGE GRANT"
Youth Venture, Burton Snowboards, and Justina Chen Headley are co-sponsoring the Go Overboard Challenge Grant to fund the best youth-led ideas to change the world by giving away 12 grants, $1,000 each to encourage students to become change makers. Eligibility: students ages 12-20 who have an idea as to how to improve their school, neighborhood, city, country or the world. Students need an adult sponsor, such as a teacher, to endorse their grant application. Deadline: May 1, 2008.
For a detailed listing of numerous EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
"This is one of the toughest things we have to do in a representative democracy...To tell one another, yes, we have to sacrifice because we have to invest more. It was hard to ask people to do more, but it would have been irresponsible not to ask the people to choose to make progress."
- Martin O' Malley (Governor of Maryland)
Remarks upon signing a new law creating $1.4 billion in new taxes to reduce the state deficit and increase aid to education
http://www.examiner.com/a-1058867~Biggest_tax_hike_in_Md__history_passes.html
"I am of the opinion that my life belongs to the community, and as long as I live it is my privilege to do for it whatever I can. I want to be thoroughly used up when I die, for the harder I work the more I live. I rejoice in life for its own sake. Life is no brief candle to me. It is a splendid torch which I have got hold of for a moment, and I want to make it burn as brightly as possible before handing it on to future generations."
- George Bernard Shaw (author/critic)
http://www.communityadventure.com/2006/05/quote_for_may_1_4.html
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