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June 5, 2009 |
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| Eighth-grade graduations might signal how low we set the bar |
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This is a much-anticipated time of year for hard-working graduates to celebrate their academic accomplishments with family and friends. But eighth grade? The sad fact is, in a city like Milwaukee, with its extremely high dropout rate, a majority of eighth-graders may never get a high school diploma. For some, eighth-grade graduation might be the highlight of their school days, which is pretty depressing. According to Eugene Kane in The Milwaukee Journal-Sentinel, some teachers share his concern but defended the ceremonies as a necessary enticement for some students. "With the way things are now and the new generation of kids, I think it's good to celebrate accomplishments on any level to encourage their positive behavior," said one educator. That's a good point. There's nothing wrong with kids feeling good about themselves, but Kane's fear is that the bar is being set so low, some students might start to view eighth grade as the high point of their education instead of simply the latest step. Kane suggests each eighth-grade graduate should receive a heartfelt congratulation, quickly followed by a stern reminder about the challenges to come if they intend to receive a high school diploma one day. Celebrate quickly, because next school year, you'll need to be ready to get back to work. Ninth grade is no picnic.
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| An indictment of teacher evaluation |
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In public school districts nationwide, parents are asked to trust that their children are receiving a quality education, even though no one can tell them whether they have a quality teacher, according to a study from the New Teacher Project. "Were you to examine the district's teacher evaluation records yourself," state the authors, "you would find that, on paper, almost every teacher is a great teacher, even at schools where the chance of a student succeeding academically amounts to a coin toss, at best." This failure to distinguish between good, fair, and poor teachers is, in the words of the report, "The Widget Effect" -- a tendency of districts to assume effectiveness is the same from teacher to teacher, with teachers seen less as individual professionals than as interchangeable parts. "In its denial of individual strengths and weaknesses, it is deeply disrespectful to teachers," the study says. "In its indifference to instructional effectiveness, it gambles with the lives of students." To reverse the phenomenon, the report, which drew on research from 12 districts in four states, recommends adopting more comprehensive and credible evaluation systems and gathering better information about instructional quality, which can be used to inform other important decisions over who teaches in our schools.
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| Bill & Melinda Gates Foundation shifts course without regret |
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For six years, the Bill & Melinda Gates Foundation spent billions of dollars to test the idea that smaller high schools might result in higher graduation rates and better test scores. They found instead that the key was more effective teachers, according to The Associated Press, and the foundation is fine with that. "Almost by definition, good philanthropy means we're going to have to do some risky things, some speculative things to try and see what works and what doesn't," explained the foundation's new CEO, Jeff Raikes. The responsibility for social innovation, according to Raikes, often falls on nonprofit organizations because the private sector doesn't see the profit margin in experimentation, and most citizens don't want the government speculating with their tax dollars. The foundation now sees, as a result of testing its hypothesis, that it must take a different direction with its education grants. As a result of its funding, it saw graduation rates rise in foundation-supported schools, but no significant improvements in student achievement or in the number of students who graduated ready for college. They now understand that the most effective path, Raikes said, is to support effective teachers.
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| One the trail of one kindergarten class, 13 years later |
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Across California, a third of African-American students drop out of high school, a higher rate than for any other ethnic group, writes The San Francisco Chronicle. Using a 1996 kindergarten class photo, the newspaper tracked a group of students at George Washington Carver Elementary School in the predominately black Bayview area, to see how the 28 fared as they worked toward graduation 13 years later. When they attended Carver in 1995-96, almost 80 percent were poor enough to qualify for the federal lunch program. The paper describes the children as sons and daughters of postal workers and bus drivers, musicians and airport workers. Some had parents on drugs, others grew up without knowing their fathers, and at least three had parents who had been incarcerated. The Chronicle was able to locate all but one of the 28. Of these, 21 have graduated from high school, and another is expected to receive her diploma soon. The remaining five have not finished high school and appear to be dropouts. Two of these five have completed their coursework but need to pass the required state exit exams to get their diplomas. So far, 14 have enrolled in college. The article goes name by name, specifying each student's path.
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| Website will let NYC parents track student data |
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The New York City Department of Education will soon roll out an interactive website that gives parents access to student test scores, grades, and attendance rates, according to The New York Times. The innovation will apparently come at a critical time for Mayor Michael Bloomberg, whose control of the schools is up for state renewal on June 30. In particular, parents have been critical of Chancellor Joel Klein, whom they say has been high-handed with parental concerns, especially over the city emphasis on standardized testing. Apart from its political significance, the website ushers in a new era for the city by allowing parents and students to track data that are commonly used by teachers and administrators to gauge proficiency. Parents will be able to view overall course grades and scores on state tests, attendance histories, and the probability of a student passing state math and English exams, based on scores on periodic city tests. It will also show how a child is doing compared with children at schools serving similar student populations. Chancellor Klein called the site a "powerful tool" that will help parents work more closely with teachers and develop a deeper understanding of what has up to now been simply a numerical score.
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| Hard data reveal a hard truth about public support for school funding |
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Newly compiled evidence from a 2008 national survey by the Hoover Institution's Education Next and the Program on Education Policy and Governance at Harvard University shows that when the public has accurate information about spending on public schools, support for increased spending, and confidence that more spending will improve learning, declines. To understand how public opinions shift, researchers William Howell of the University of Chicago and Martin West of Brown University divided survey respondents into randomly chosen groups: Some were simply asked their opinion about school spending and teacher salaries, while others were first given detailed information about each issue. When told how much local schools were spending, support for increased spending dropped by 10 percentage points, from 61 to 51 percent. The researchers found these attitudinal differences based on information were consistent across a wide range of socioeconomic backgrounds, views about the local public schools, and political ideologies. As an interesting side note, the researchers found the differences appeared among teacher respondents, too. In general, the survey indicated that Americans have an inaccurate picture of what is spent on public schools and teacher salaries, and without hard numbers, they are inclined to support increases in both.
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| Why unions oppose Teach for America |
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In a post on his blog Intercepts, Mike Antonucci breaks down the mechanics of why teacher unions -- the National Education Association, in particular -- are opposed to Teach for America. "NEA is a labor union," he explains. "Its power and influence derive entirely from its being a single organization purporting to speak with one voice for all of its members and, by extension, all of America's teachers and, by extension, the entire American public education system." He says that NEA chose its own monolithic image, and its opponents also see it as a monolith, but this doesn't reflect the reality. No organization made up of more than three million individuals from different social, religious, political, and economic backgrounds, of different ages, teaching different subjects in different geographic areas, could possibly be. "The union can only function as it does if those differences are subsumed," he writes. Members must accept that the organizational model provides the greatest amount of good for the greatest number of people, and that each exception or accommodation for individuals or small factions weakens the model a little bit." Because of this, it isn't the educational arguments of various reforms that really matter to the union: "It's that each reform requires the system to differentiate among the union's members."
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| States move toward common standards |
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Prompted by poor showings from American students on international tests like the Programme for International Assessment (PISA), 46 states have agreed to initial steps toward national standards, USA TODAY reports. The Common Core State Standards Initiative would ensure that curricula have the same material per grade and subject, whether in Connecticut or Colorado. The move is partly a reaction to a facet of the No Child Left Behind Act, which set a goal of "proficiency" but allowed states to determine what "proficiency" meant. The result was a "hodgepodge" of standards, according to Gene Wilhoit, executive director of the Council of Chief State School Officers, which represents state education agencies. With education leaders on board across the country, the Common Core Initiative would go a long way toward fixing discrepancies. The council, working with the National Governors Association, is planning to develop broad standards covering curriculum content, professional development, testing, and student support. Specific grade-by-grade expectations will be made public by the end of the year and be ready for implementation in 2010. Because the standards are voluntary, states can opt out -- but Wilhoit predicts most won't. Right now, the only abstentions are Alaska, Missouri, South Carolina, and Texas.
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| Y chromosomes have nothing to do with understanding x + y |
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An analysis of recent data on math performance at all levels in the United States and internationally shows that the primary cause for the gender disparity in math performance is culture, not biology, according to Science Daily. The article, published in the Proceedings of the National Academy of Sciences from researchers at the University of Wisconsin-Madison, sets out to answer three key questions: Do gender differences in math performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? Researchers say the answers are no, no, and yes. Countries with no gender disparity in math performance at either the average or gifted level tend to have greater gender equality, explains Janet Mertz, a professor of oncology and co-author of the article. In the U.S., more boys than girls are identified as mathematically gifted, but the gap continues to close as broader issues of gender inequity are addressed in society. Mertz adds that "U.S. culture instills in students the belief that math talent is innate; if one is not naturally good at math, there is little one can do to become good at it. In some other countries, people more highly value mathematics and view math performance as being largely related to effort."
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| 15-year assessment of one state's education overhaul |
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A new report looks at the first 15 years of Massachusetts's 1993 Education Reform Act, and indicates that "surging levels" of poverty and immigration pose serious problems for student outcomes in the state, writes The Boston Globe. The law dictated a new system for school funding based on a formula that took into account, among other things, student demographics and per-student spending. It also created statewide academic standards and tests to gauge whether its goal -- that all students, regardless of ZIP code, could achieve at their highest levels -- was being met. The report found that results were mixed, at best. Given the new formula, the lowest spending districts were mostly small, outlying suburbs, rural towns, and a few small cities, while the biggest spenders were wealthy suburbs and Boston. In many cases, urban centers with reasonably priced housing are seeing simultaneous increases in low-income students and nonnative speakers of English. "The current formula, as progressive as it tried to be, isn't sufficient," said Richard Silverman, superintendent of a small city, Randolph. "Few if any social service agencies are serving Randolph. Much support for kids and families has to come through the schools. Randolph is trying to do that but needs additional help."
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| The end of Abbott? |
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The New Jersey Supreme Court has upheld Gov. Jon Corzine's school-aid system, backing his plan to reshape education funding in the state and redirect the flow of billions of dollars in aid. The decision effectively throws off a series of court mandates that had required enhanced funding to 31 historically poor areas, while tight budgets squeezed the state's 585 other school districts. The governor has argued that his aid plan sends support to all needy students, including those living outside districts covered by past rulings. But advocates for the districts that benefited from earlier decisions said schools there faced program and service cuts because they did not get enough support under the new formula, which was first applied in this school year. "It may signal a new era of school funding in New Jersey," said Peter Verniero, who argued for the state in earlier Abbott cases. The court made clear that it wants to see the real results of the governor's formula, he said, but "this is a turning point in the decades-long dispute." While saying no one can predict the long-run results of Corzine's plan, the court also said the record "convincingly demonstrates" that his formula, signed into law in 2008, was designed to provide all districts "adequate resources" to meet educational standards.
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And you thought you were overworked
In Illinois, guidance counselors grapple with an average caseload of 690 students.
http://www.chicagotribune.com/news/local/chicago/chi-counselors-west-zone-27-may27,0,3192041.storymay27,0,3192041.story
A valuable lesson in civics
In North Carolina, high school students are lobbying districts, probably without effect, to save the jobs of their favorite teachers.
http://www.charlotteobserver.com/education/story/754855.html
Creationist out as head of the Texas Board of Education
Texas senators ousted the governor-appointed Don McLeroy, who vocally believes that the planet is 6,000 years old.
http://www.mysanantonio.com/news/education/Senate_ousts_creationist_as_head_of_state_ed_board.html
21st-century skills get a senatorial boost
States offering curricula that integrate so-called 21st-century skills would receive matching federal funds through an incentive bill introduced in the U.S. Senate.
http://www.eschoolnews.com/news/top-news/index.cfm?i=58949
A showcase of Duncan's turnaround agenda
In a slide show, The New York Times spotlights Orr Academy High School of Chicago, which was overhauled under Arne Duncan's tenure and now serves as a model for what the Secretary of Education would like to achieve elsewhere.
http://www.nytimes.com/slideshow/2009/06/01/us/0602EDUC_index.html
Related: http://www.usnews.com/articles/education/2009/05/27/turning-around-troubled-schools.html |
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| NEW GRANT AND FUNDING INFORMATION |
Open Meadows Foundation: Grants for Women and Girls
Open Meadows Foundation is a grant-making organization for projects that are led by and benefit women and girls. It funds projects that reflect the diversity of the community served by the project in both its leadership and organization; promote building community power; promote racial, social, economic and environmental justice; have limited financial access or have encountered obstacles in their search for funding. Maximum award: $2,000. Eligibility: 501(c)3 organizations with an organizational budget no larger than $150,000. Projects must be designed and implemented by women and girls. Deadline: August 15, 2009.
http://www.openmeadows.org/
National Association of Independent Schools: Challenge 20/20 Program
Challenge 20/20 is an Internet-based program that pairs classes at any grade level (K-12) from schools in the U.S. with their counterpart classes in schools in other countries; together the teams (of two or three schools) tackle real global problems to find solutions that can be implemented at the local level and in their own communities. Maximum award: global student exchange. Eligibility: elementary and secondary schools, public or private, located anywhere in the world. Deadline: August 17, 2009.
http://www.nais.org/conferences/index.cfm?ItemNumber=147262&sn.ItemNumber=148035
By Kids for Kids/NYSE Foundation/K12: NYSE Financial Future Challenge
The NYSE Financial Future Challenge asks kids to come up with new ways to teach their peers about finance, money management, and investing in the stock market. Entries may include games, books, websites, videos, and other media that would help illuminate the fundamentals of the stock market, enhance financial literacy, and make it easy for young people to learn and even participate in the markets. Maximum award: $2,500 to invest in stocks, as well as special media attention at the NYSE. Eligibility: youth between the ages of 6 and 19 who reside in the United States, District of Columbia and U.S. territories and possessions. Deadline: August 31, 2009.
http://www.bkfk.com/
The Student Conservation Association: Green Your School Contest
The Student Conservation Association's Green Your School Contest stimulates and/or identifies conservation service projects designed by high school students that improve, restore, beautify, or conserve their high school environment. Entries will be judged according to the following criteria: the project has or will improve the environmental health of the school; the project is sustainable; the project is initiated by students and engages other students, teachers, and school administrators; the submission itself is of high quality; and the project engaged the community. Maximum award: $5,000. Eligibility: projects must have been begun after August 1, 2008 and be student-designed. Deadline: October 9, 2009.
http://www.thesca.org/green-your-school
Project Learning Tree: GreenWorks! Grants
Project Learning Tree (PLT) GreenWorks! grants engage PLT educators and their students with their community via "learning-by-doing" environmental projects that involve student leadership, service-learning, and community participation. Maximum award: $5,000. Eligibility: Educators who have received PLT training. Project must be youth-planned and -executed, and integrate student learning and community service. It also must include at least one community partner, such as a local organization or business, and must acquire 50 percent matching funds. Deadline: October 31, 2009.
http://www.plt.org/cms/pages/21_22_21.html
For more grants, see http://www.publiceducation.org/newsblast_grants.asp
"I am an example of what's possible when girls from the very beginning of their lives are loved and nurtured by the people around them."
-First Lady Michelle Obama, speaking at the Elizabeth Garrett Anderson School for Girls, London, England, April 2009
http://www.ted.com/talks/michelle_obama.html
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