| |
|
October 16, 2009 |
Click here to read printable version |
|
| Tackling assumptions about teacher performance pay |
| |
In an opinion piece in The Detroit News, Education Sector's Thomas Toch looks at what he says are five "myths" surrounding merit pay for teachers. The first, that "merit pay has a strong track record," has scant research evidence, Toch writes. When the Bush administration commissioned a study on the matter, it found no conclusive evidence either way. The second, that teacher unions are its biggest roadblock, is both true and not true, he says. Toch also disagrees with the underpinning idea that principals are good judges of teacher quality, since "the typical teacher evaluation in public education consists of a single fleeting classroom visit by a harried principal who is often more interested in classroom behavior than quality of instruction." Toch also feels that student scores on standardized tests are not an adequate reflection of teacher quality, and prefers comprehensive evaluations that look at how well teachers plan, teach, test, manage, and motivate. Finally, he says, money is not the chief motivator of teachers. When asked, teachers tend to rate a supportive, respectful working environment more highly. "Done right, performance pay may contribute to a more professional culture in public school teaching. But it surely isn't going to transform the profession by itself."
Read more | Back to top
|
|
| Union repositions, and surprises |
| |
Two recipients of the American Federation of Teachers (AFT) Innovation Fund grants will put their funds toward teacher-evaluation systems that use student test scores as part of the assessment, leaving education reformers "stunned," according to Newsweek. This is an about-face for the second largest teacher union in the country, which has steadfastly fought against use of scores in teacher assessment, insisting teacher quality and test scores don't correlate. But stipulations for Race to the Top funds, which prohibit bans on score-based teacher assessment, coupled with considerable anti-union sentiment in the media these past few months, may have prompted the AFT change of course. By way of explanation, AFT President Randi Weingarten said that the union "isn't shying away from the issue that the evaluation system is broken." As head of New York City's teacher union, Weingarten had helped push through state legislation that banned use of student test scores in teacher evaluations for tenure. Eight AFT affiliates will share the $1.2 million distributed to Innovation Fund winners this year. Among these, New York State United Teachers and the Rhode Island Federation of Teachers and Health Professions will use money to develop the new teacher evaluations.
Read more | See the AFT grant information | Back to top
|
|
| The narrow gap between 'blue' and 'pink' brains |
| |
In a new book on gender and the brain that The Washington Post calls "masterful," author Lise Eliot cites a study in which mothers watched their 11-month-olds crawl down a carpeted slope. The moms pushed a button to change the slope's angle based on what they thought their children could handle, and the babies were afterward tested to see how steep a slope they could actually navigate. Though girls and boys were equally skilled at crawling and risk-taking, the mothers of the girls -- unlike those of the boys -- significantly underestimated their daughters' ability. "Sex differences in the brain are sexy," Eliot writes, so we tend to notice them everywhere, "but there's enormous danger" in our exaggeration. It leads us to see gender at an early age and in terms of what we expect to see, and to assume that sex differences are innate and immutable. We forget that the differences within each sex are usually greater than the gaps between the two. Eliot debunks the recent exaggeration of brain-based sex differences in what the reviewer calls a "publishing flurry" from "credentialed authors who should know better." Eliot also explains what the research on brain-based sex difference actually shows, and offers suggestions about how we can erase the small gaps for children instead of turning them into larger ones.
Read more | Back to top
|
|
| A stimulus 'shell game' by states? |
| |
Stimulus money from the U.S. Department of Education (ED) to states was intended to boost, rather than replace, funding for schools and colleges. Yet some states have slashed education budgets anyway, according to the department's inspector general, reports NPR. In its report, the inspector general found over a dozen states inappropriately using stimulus dollars to replace education cuts, singling out Massachusetts, Pennsylvania, and Connecticut, in particular. Some states have said they thought themselves in full compliance with the wishes of ED, and are perplexed about the allegations. Others say they simply don't have the money to use stimulus funds as a supplement -- it's not that they're redirecting money elsewhere. "Given that our revenues are doing much worse than anticipated, we'll have to make additional reductions in the budget to keep it in line with available revenue," explained Linda Luebbering, state budget director for Missouri. Secretary of Education Arne Duncan has warned that if states cut education funding to below 2006 levels and use stimulus funds to make up the difference, he'll exclude them from billions in Race to the Top funds.
Read more | Related | See the memorandum from ED's inspector general | Back to top
|
|
| Structured after-school yields mediocre results |
| |
A new report on behalf of the Institute of Education Sciences at the Department of Education looks at whether structured academic instruction in reading or math for students in grades two to five during their after-school hours -- instead of the less formal academic supports offered in regular after-school programs -- improves their academic performance in the subject. The study, undertaken by MDRC over school years 2005-06 and 2006-07, found that for the enhanced math program, one year of enhanced instruction produces positive and statistically significant impacts on student achievement, but two years produces no additional achievement benefit. The authors also state that no clear lessons emerge for program improvement or targeting the program in particular types of schools. For the enhanced reading program, the study found that after one year, no significant impact on total reading scores was apparent in programs at the 12 participating centers. Two years of participation produces significantly fewer gains in reading achievement for students in the enhanced program group than at regular after-school. Though the reading program was staffed and supported as planned, implementation issues -- especially related to the pacing of lessons -- occurred in both years, as instructors found it challenging to maintain the intended pace of instruction.
See the executive summary | Back to top
|
|
| Common Core Initiative ducks 'century-long battle' |
| |
Rather than prompt the firestorm that generally comes with a "great works" curriculum debate, the nation's governors and state school chiefs have sidestepped controversy with the Common Core State Standards Initiative, reports The Washington Post. The proposal for the English language arts component emphasizes communication skills -- reading, writing, speaking, and listening -- and forgoes recommendations of books. "They were wise to leave it to others," said Chester Finn Jr., president of the Fordham Institute. "They would have gotten into a century-long battle over reading lists, multiculturalism, which authors to read and so on." The initiative aims to craft national standards for math and English, and to raise and equalize the "wildly uneven" benchmarks among states, but without the involvement of the administration or Congress. In coming months, The Post reports that experts will work backward through the standards to develop more detailed benchmarks for content knowledge and skills, with a goal of laying out enough specifics to yield internationally competitive standards without being so prescriptive that states and schools have no flexibility. Various texts were cited as "exemplars of reading text complexity," including works by Jane Austen, Toni Morrison, Walt Whitman, and Martin Luther King Jr., but none were mandated.
Read more | Back to top
|
|
| What's the math on math reform? |
| |
So-called math reform programs have made huge inroads in elementary-level math instruction and have been associated with high math scores on standardized tests, but they continue to be derided as fuzzy and weak on basic math facts, according to The Philadelphia Enquirer. Backers of the programs say they help children grasp math concepts early, drawing them into high-level courses later. For instance, key aspects of the Everyday Math program, which can be taught from pre-K to sixth grade, include numbers sense, geometry, probability and statistics, estimation, and algebra; the use of games, puzzles, and everyday situations; the use of manipulatives such as cubes, sticks, and dice, as well as calculators; and a teaching method called "spiraling," in which students are introduced to a concept but not expected to master it in the first go-round. What draws criticism from traditionalists, including parents and some math teachers, is that students are not pushed to master addition and multiplication tables -- traditional, rote memorization -- before moving on. Complaints have spurred the National Council of Teachers of Mathematics to call for an expanded emphasis on basic math skills in the lower grades, a retreat from its 1990 recommendation to focus less on computation and more on concepts and problem-solving.
Read more | Back to top
|
|
| A sea change in Ocean State teacher prep |
| |
Rhode Island is among the states with the lowest "cut" scores on basic skills tests for teachers, but Rhode Island Education Commissioner Deborah Gist would like to change that, reports The Providence Journal. Gist says she intends to transform "the entire career span of a teacher" in Rhode Island, including who is allowed to train to become a teacher, the rigor of the programs, mentoring of new teachers, support and training for veteran teachers, and the reward of higher pay for high performance. However, the state's colleges and universities, where the majority of Rhode Island's teachers are trained, are resisting a raise in cutoff scores, instead proposing modest, phased increases over time. "It will disenfranchise too many students," said Roger Eldridge Jr., dean of the School of Education at Rhode Island College, who estimates that 85 percent of RIC's education students would be unable to reach the higher score and would therefore be barred from the program if it were required next year. The majority of Rhode Island's 12,000 public school teachers have received their degree from RIC.
Read more | Back to top
|
|
| Anti-Abbott film gains traction |
| |
A new highly critical documentary looks at funding for New Jersey's Abbott districts, and condemns the state's Schools Development Authority for wasteful spending, reports The Courier-Post of New Jersey. "The Cartel" was written, produced, and financed by journalist and Hoboken resident Bob Bowdon. The 90-minute film asserts that in the poorer, mostly urban Abbott districts, average cost per classroom can run to several hundred thousand dollars, but after a teacher's salary is subtracted, some districts can't account for the remainder. In Camden, N.J., for instance, the total cost per pupil in 2007-2008 was $15,407 -- higher than the state average of $14,359 for similar districts. Abbott districts spend money wastefully, Bowden believes, because they must use up all their money to get similarly funded the following year. In his opinion, students would be better served with school vouchers that can be used at charter schools and independent schools. "Schools that need to attract students are run better than those guaranteed a supply of kids. I want parents to have as many options as possible. There shouldn't be a one-size-fits-all approach to education," he said. He says the level of interest at film festivals has been "tremendous" for what started as a "humble, low-budget project."
Read more | Back to top
|
|
|
|
|
| |
It still takes a village
Federal policymakers may need a reminder that schools themselves are not the only entities who can guide improvement and innovation. Does current federal policy overlook family and community involvement?
http://blog.eduflack.com/2009/10/09/it-still-takes-a-village.aspx
Adults 'too old' for Homecoming dance
An Oregon high school has stepped on some toes with its decision to restrict their homecoming dance to students currently enrolled in high school.
http://www.oregonlive.com/news/index.ssf/2009/10/eagle_point_high_says_adults_t.html
A more 'nuanced' picture of Christopher Columbus
The stature of Columbus in U.S. classrooms continues to slide, with teachers trying to present a more balanced perspective of what happened after he reached the Caribbean.
http://www.google.com/hostednews/ap/article/ALeqM5gx_efOKg_m0OdSqgMRK4SN4BDwYAD9B8UI2G1
Related: http://online.wsj.com/article_email/SB125512754947576887-lMyQjAxMDI5NTE1NDExMjQ3Wj.html
Buffalo "oversaturated" with charter schools?
Richard Ianuzzi, president of New York State's teacher union, says the state should be more demanding when asked to create new charter schools there or to relicense existing ones.
http://www.buffalonews.com/cityregion/story/821270.html
What exactly constitutes violence?
Study says over 60 percent of U.S. kids are exposed to violence annually, but skeptics feel its definition of violence is over-inclusive.
http://www.usatoday.com/news/nation/2009-10-07-children-violence_N.htm
First-grade Cub Scout can return to school
District relents in suspension of a boy who brought a camping utensil to eat his lunch.
http://www.msnbc.msn.com/id/33289924/ns/today-today_people/
Related: http://abcnews.go.com/GMA/zachary-christie-suspended-bringing-camping-utensil-school/story?id=8812939
Austerity measures in Utah hit charters hardest
Budget cuts may close 18 charters, which operate on less money than traditional public schools.
http://www.deseretnews.com/article/705336328/13-of-charter-schools-may-close.html |
|
| NEW GRANT AND FUNDING INFORMATION |
ECS: Corporate Award
The Education Commission of the States Corporate Award recognizes a for-profit corporation, nonprofit organization, or foundation that has demonstrated a sustained commitment to improving public education in the United States. The award is presented to organizations or companies that support improvement consistent with ECS' mission and priorities, support promising practices for all students, particularly those who are currently not well-served by the education system, and enjoy broad-based support in the states or communities in which they operate. Maximum award: recognition. Deadline: October 24, 2009.
http://www.ecs.org/ecsmain.asp?page=/html/aboutECS/Awards.htm
McDonald's USA: Champion Kid Correspondents
McDonald's USA is offering the chance for 10 young people from across the country to attend the Vancouver 2010 Olympic Winter Games in February 2010 as a McDonald's Champion Kid and hometown correspondent. Maximum award: a trip to Vancouver, Canada for 4 days and 3 nights for winner and parent or legal guardian to the Vancouver 2010 Olympic Winter Games to attend events, meet athletes, tour cultural sites of Canada, meet other participants from around the world, and as serve as a McDonald's Champion Kid Correspondent. Champion Kid Correspondents report back to their friends, family, and the world all about what they are experiencing at the Olympic Winter Games by posting online journals, videos, and photos. Eligibility: American youth ages 11-14. Deadline: October 30, 2009.
http://www.mcdonalds.com/championkids
Payless ShoeSource: Holiday Giving Campaign
Payless ShoeSource's 2009 Holiday Giving Campaign provides new shoes to children in need throughout the United States. Payless will award allotments of $15 merchandise gift coupons to nonprofit organizations in order for its clients to receive new shoes for the holiday season. Maximum award: varies. Eligibility: 501(c)3 organizations in the U.S. and registered charities in Canada that serve disadvantaged children in an area where Payless stores are easily accessible. Deadline: October 30, 2009.
http://www.paylessgives.com
College Board: Bob Costas Grants
Bob Costas Grants support exceptional teachers who through their innovative teaching methods motivate their students to write. Winning teachers are awarded grants to enhance successful projects currently under way. Projects can be carried out in school (public or nonpublic), through an after-school writing workshop, or during a summer program. Maximum award: $2,000. Eligibility: Teachers from all academic disciplines grades 6-12. Deadline: November 20, 2006.
AAPT: High School Physics Teacher Grant
The American Association of Physics Teachers High School Physics Teacher Grant will reward a proposal designed to result in better teaching practice, student understanding and interest, and increased class enrollment. The proposal may use a new teaching method or an adaptation of an existing idea. Maximum award: $500. Eligibility: members of AAPT. Deadline: December 1, 2009.
http://www.aapt.org/Grants/hsgrant.cfm
For more grants, see http://www.publiceducation.org/newsblast_grants.asp
"Many ed schools do relatively little to prepare students for the rigor of teaching in high-poverty and high-need schools. In all but a few states, education schools act as the Bermuda Triangle of higher education -- students sail in but no one knows what happens to them after they come out. No one knows which students are succeeding as teachers, which are struggling, and what training was useful or not."
Secretary of Education Arne Duncan
http://www.ed.gov/news/speeches/2009/10/10092009.html
The PEN Weekly NewsBlast, published by Public Education Network, is a free electronic newsletter featuring resources and information about public school reform, school finance, and related issues. The NewsBlast is the property of Public Education Network, a national association of 79 local education funds working to improve public school quality in low-income communities throughout the nation. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts.
Some links in the PEN Weekly NewsBlast may change or expire after their initial publication here, and some links may require local website registration.
Your e-mail address is safe with the NewsBlast. It is our firm policy never to rent, loan, or sell our subscriber list to any other organization, group, or individual.
TO UPDATE OR ADD A NEWSBLAST SUBSCRIPTION
PEN wants you to receive each weekly issue of the NewsBlast at your preferred e-mail address. If you are already a subscriber and would like us to change your e-mail address, please click on "Update Profile/Email Address" near the bottom of the NewsBlast mailing.
People wishing to add a NewsBlast subscription can go to PEN's website (http://www.publiceducation.org) and follow the instructions in the lower left-hand section of the homepage. Current subscribers can unsubscribe by clicking the appropriate link near the bottom of the NewsBlast mailing.
If you use spam filters to protect your inbox, you may wish to take a moment right now to add PEN@publiceducation.org to your e-mail address book, spam-software whitelist, or mail-system whitelist. Adding the address will help ensure that you receive the NewsBlast and that your e-mail software displays HTML and images properly.
To view past issues of the PEN Weekly NewsBlast, visit http://www.publiceducation.org/newsblast_past.asp.
If you would like to submit a proposed article or news item about your local education fund, public school, or school-reform organization for a future issue of the NewsBlast, please send a note to PEN@PublicEducation.org. For the NewsBlast's submission policy, see http://www.publiceducation.org/newsblast_submission_policy.htm.
Kate Guiney
Contributing Editor
PEN Weekly NewsBlast
Public Education Network
601 Thirteenth Street, NW
Suite 710 South
Washington, DC 20005-3808
PEN@PublicEducation.org |
|
