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WHAT THE PUBLIC REALLY WANTS ON EDUCATION |
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A comprehensive survey of public opinion polls shows that the public’s ideas for reform do not fit neatly into any one of the polarized partisan camps in the educational improvement debate. Despite criticisms of its current performance, the public’s views on educational reform start with strong support of the public school system -- particularly as it functions for low-income students. The public wants that performance improved, starting with higher standards, and is willing to tolerate fairly strict guidelines and testing regimes to accomplish this goal. But the public recognizes that these tougher standards need to be tempered with flexibility. And it believes the quest for educational excellence means that more money has to be spent on public schools -- to reduce class size, attract better teachers, modernize school infrastructure, provide more preschool and afterschool programs, and help lagging schools meet NCLB requirements. The more policymakers understand these nuanced views of the public on education reform, writes Ruy Texeira, the easier it will become to build public support for a strong reform agenda. |
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BEYOND NO CHILD LEFT BEHIND |
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Some education advocates are concerned that the national preoccupation with the No Child Left Behind law, understandable as it is, will cause us to do nothing or little about other important, far-reaching educational issues -- issues at least as important as those arising from NCLB. It would be unwise, writes Thomas Sobol -- not to give such matters the continuing attention they deserve. A loosely organized cadre of currently serving and recently retired school superintendents, called Public Schools for Tomorrow, has been discussing these issues throughout the past year. They believe that superintendents with a lifelong commitment to educating all children can bring a unique perspective to the dialogue. Here are six of the issues they have identified: (1) Equity and Adequacy; (2) Diversity; (3) Democracy; (4) Curriculum and Instruction; (5) Technology; and (6) Capacity. The piecemeal, underfunded initiatives that exist at present are inadequate to the need. We need a national, systemic, adequately funded program to develop the capacities of our teaching corps. These are issues that will affect our children’s education long after the No Child Left Behind Act has had its day. They should not be neglected now. |
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BOSTON PUBLIC SCHOOLS WIN BROAD PRIZE FOR URBAN EDUCATION |
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The Broad Foundation has announced that Boston Public Schools is the winner of the 2006 Broad Prize for Urban Education, the largest education prize in the country. The $1 million Broad (pronounced "brode") Prize is an annual award that honors large urban school districts that demonstrate the greatest overall performance and improvement in student achievement while reducing achievement gaps for poor and minority students. The money goes directly to graduating high school seniors for college scholarships. In a gracious speech, just-retired superintendent, Dr. Thomas Payzant singled out the district's partnership with the Boston Plan for Excellence, a local education fund: "We could not have done this without the Boston Plan's invaluable support and advice." He also thanked the Annenberg Foundation for its early support of an unproven venture and the many other educators, funders and partners who have been instrumental in sustaining the reform that led to the award. |
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OPPORTUNITY IN AMERICA: THE ROLE OF EDUCATION |
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Stagnating incomes for the middle class together with rising income inequality have raised questions about whether the United States remains the land of opportunity celebrated in the nation’s history and public philosophy. This brief, written by Isabel Sawhill, reviews the evidence on intergenerational mobility and the role of education in enabling less advantaged children to move up the economic ladder. It concludes that, in many respects, the U.S. education system tends to reinforce rather than compensate for differences in family background. Strengthening opportunity requires greater, and more effective, investments in education, especially for America’s youngest children. The public views education as the great leveler. Education is, in the eyes of many, a way of breaking the link between family or socioeconomic background and a child’s chance to succeed (or fail) later in life. |
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OPTING OUT OF PRIVATE SCHOOL |
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It's the lurking fear of every private-school parent: The kid next door is getting just as good an education at the public school -- free of charge. Across the country, some schools and education professionals report a growing movement from private to public. Among the possible reasons: Private-school tuition has grown sharply higher, while some colleges are boosting the number of students they take from public schools. New studies have suggested that public-school students often tested as well or better than their private school peers. And increasingly, public schools are enriching their programs by holding the same kinds of fund-raisers often associated with private schools, such as auctions and capital campaigns. Not all public schools are seeing these transfers, reports Nancy Keates: Top-scoring schools in affluent areas tend to get the highest influxes from private schools. In fact, the shift serves to highlight the gap between well-funded schools and their underfunded counterparts, often inner-city schools. |
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EDUCATING ALL STUDENTS TO BE CONCEPTUAL THINKERS |
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Studies have shown that many of our high schools, even those that boast of high graduation and college-attendance rates, rarely demand that students use information, skills, and technologies to construct new knowledge and to solve complex problems, integrate concepts and ideas across disciplines, communicate effectively orally and in writing, and work in diverse groups. Yet this is precisely the kind of learning students need for a Conceptual Age. Students themselves tell us that they want to be held to high standards but that they find their high schools boring, unchallenging, and disconnected from their lives. Closing the achievement gap between white and minority students -- and making sure all students are prepared to function successfully in a changing world -- will require a dispassionate examination of a high school system that all too often is failing students on two levels. Two serious gaps hold back most of our students and risk the prosperous future of the entire country. The gap we hear least about is the one between a rigorous, intellectually challenging curriculum and the rote instructional program that is commonplace in far too many classrooms. The gap we hear much more about is the one in student achievement that is exposed when data is disaggregated by race, ethnicity, and family income. Are we supplying the conditions in our schools to create a new crop of original thinkers? Are we making sure our curricula and instructional programs are not relegated to repetitive practice, gathering and organizing information, remediation, and test prep? Are we requiring all students to use their minds well to construct knowledge, to inquire, to invent, to make meaning and relevance out of their learning? Hardly, writes Gerry House in the most recent issue of America School Board Journal. |
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EDUCATION FOR ALL: A REPORT CARD |
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While some countries are making notable commitments to education, progress is often uneven within countries and others are making little progress at all. About 100 million children of primary-school age in the developing world do not attend school and, in about one third of countries, one out of every three children that begins primary school will not finish it. Getting kids in school is one thing; keeping them there is another. None of the above is to say that the international community has not come a long way in providing at least a primary school education for many of the world’s children. It has. Advancements since the 1950s, for example, have been substantial, with primary school enrollments increasing more than three-fold in the past 50 years. But there is still much to be done. In many cases, for example, the quality of education, which is fundamental to keeping kids in school, has received less attention than expanding access. About one fifth of the world’s adult population still cannot read or write. And, in many countries, the reality is that an individual will have greater educational opportunities if they are not poor, female, or residing in a rural area. |
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SCHOOLS STUMBLE OVER PLEDGE OF ALLEGIANCE |
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Students returning to schools across North Carolina this year have been surprised by a daily practice that many of their parents never knew had faded: reciting the Pledge of Allegiance. A new state law requiring schools to schedule time each day for students to recite the pledge has revived a tradition right out of a Norman Rockwell painting. But some schools are scrambling to complete that picture by finding flags for every classroom, and some students are questioning the value of a daily repetition as an act of patriotism. Teachers in some schools were unprepared for the change and unsure of what directions to give students, reports Todd Silberman. "We've been pledging to the flag even without the flags," said Tom Humble, principal of Raleigh Charter High School,. Humble said some teachers had put up pictures of the flag, and at least one downloaded an image onto his computer. North Carolina is now one of 37 states that require schools to include the pledge in their daily schedules, according to the National Conference of State Legislatures. Six other states have made the practice optional. Until this year, North Carolina law only "encouraged" schools to display flags in classrooms and recite the pledge. Many states have added or strengthened the requirement since the terrorist attacks of Sept. 11, 2001, said Sara Vitaska, a policy associate with the conference. |
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USING TURNAROUND SPECIALISTS IS COMMON -- AND FUTILE, STUDY SAYS |
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A new report says the Prince George's County (MD) school system consistently chose the least drastic option available to 16 schools when faced with the academic equivalent of a management shakeup after years of low test scores: appointing "turnaround specialists" to make the tough decisions that would improve them. Under-performing schools in Prince George's, Baltimore and elsewhere across the nation have seized on the turnaround specialist as a quick fix that satisfies the federal No Child Left Behind directive, which requires chronically low-performing schools to choose some form of alternative governance, such as a new staff or management by a private company. The report by the Center on Education Policy cites the Prince George's system as emblematic of a national trend, reports Daniel de Vise: When school systems are forced to take corrective action, they tend to choose the least radical -- and least corrective, it says -- option. "It is 'restructuring lite,'" said Jack Jennings, president of the nonpartisan center. |
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CHARTER SCHOOLS WARM UP TO SPORTS |
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Nobody predicted pompoms and cheerleaders when charter schools opened more than a decade ago. Or nail-biting tryouts for basketball, softball, baseball, and soccer. Giving up sports used to be inevitable when students enrolled in the small, experimental schools known for rigorous classes and long school days. But in recent years, charter schools have been forming competitive teams and shelling out money for uniforms and gym rentals, increasing tension with some regular public schools. Charter schools already compete with public schools for dollars and students and found resistance in some cases when they wanted to use public school gym space, reports Maria Sacchetti. Charter school officials say they try to make sure that sports don't intrude on academics. All students must pass their classes to practice or play games. From the sidelines, parents say the sports are an unexpected bonus for schools they chose for academics. |
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BILINGUAL BABIES: FOREIGN-LANGUAGE BENEFITS |
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Research shows that children who study languages are more imaginative, better with abstract ideas and more flexible in their thinking. Students of foreign languages also score statistically higher on standardized tests, such as the SAT. Consistently, students who have taken four or more years of a foreign language have scored higher on the SAT's verbal section than those who have studied four years of any other subject, according to the College Entrance Examination Board. Later in life, bilingual people have access to a greater number of career possibilities, and develop a deeper understanding of their own and other cultures. When children learn another language at a young age, writes Kellie B. Gormly, they are more likely to acquire greater proficiency and speak with near-native accents. While many of today's adults had to wait until junior high to get solid instruction in a foreign language, today's children have many more options that come a lot earlier. In fact, experts say, the earlier children learn a language -- ideally, as toddlers -- the better. Between ages 3 and 5, children are like intuitive little sponges that can absorb up to five or even more languages at a time, says Betsy Hanna, director of the regional Berlitz Language Center in Robinson. Their small brains actually have the ability to compartmentalize languages, too, so that learning a foreign tongue doesn't inhibit a young child's developing English skills, Hanna says. And unlike older children and adults -- who tend to learn a foreign language by studying its grammar rules, thinking and practicing carefully -- tots simply will develop an instinct for a language, just like they do for their native English. |
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CHEATING FOR GRADES: FLOUTING RULES TO PASS EXAMS |
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Cheating on standardized tests in Nevada schools nearly doubled last year as students relied on phone cameras, text messages and those old standbys -- wandering eyes and passed notes. School administrators say they expect the impulse to cheat will continue growing among high schoolers, as Nevada will again raise the minimum passing score next year on the statewide math proficiency test. "Kids understand to get out of high school they have to pass those exams, and the pressure is on them at school and at home," said John Barlow, principal of Del Sol High School in Las Vegas. "We have asked every one of our teachers to re-emphasize the honor code. We're hoping we can make kids more aware of the importance of being honest." Schools did report marked progress in one area, reports Emily Richmond. For the first time in memory, not one student pulled a fire alarm to disrupt tests in Nevada last year. The rise in cheating drew a swift response from the state's Education Department. The student honor code adopted by the Legislature in 2005 doesn't go far enough, said Keith Rheault, Nevada's superintendent of public instruction. He wants strong, uniform penalties. "It should be an automatic two- or three-day suspension for cheating," Rheault said. "If it were better known that there were severe consequences to even attempting it, that might curb some of the temptation." |
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SCHOOLS TAKING LONGER LOOK AT EXTENDED CLASSROOM TIME |
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Demands for more tests and more academic rigor are spurring schools to consider something that makes most students shudder: more time in class: Massachusetts is paying for longer days at 10 schools this year. Minnesota is considering whether to add five weeks to the school calendar. A smattering of schools around the country, including schools in Iowa, North Carolina and California, already have increased the time some students spend in class. The argument that students should spend more time in school isn't new, writes Ledyard King. It might make academic sense, but convincing parents and students to reshuffle their busy lives won't be easy. |
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YOUTH PERCEPTIONS OF MENTAL ILLNESS |
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Youth seem to have an easier time understanding a physical illness than a mental illness. About three in four youth recognize asthma as a physical illness, but only about half recognize depression and Attention Deficit Hyperactivity Disorder (ADHD) as mental illnesses. When asked how well they understand what it means when someone has depression, 42 percent report understanding it "not at all" or "somewhat" well. This response is the same among youth in relation to ADHD (44%), though few youth (17%) report understanding asthma "not at all" or "somewhat" well. These are the results of a recent online survey by Harris Interactive. Youth were asked questions in relation to a fictional character, Michael, with one of three conditions -- depression, ADHD or asthma. Based on responses surrounding these scenarios, results show that youth expect that a child with depression or ADHD is more likely than a classmate with asthma to be socially shunned. More youth indicate that Michael with depression (38%) would be made fun of by most students when he is not around than Michael with ADHD (31%) or asthma (23%). Fewer youth say that students at their school would invite Michael with depression to parties or outings (27%) than Michael with ADHD (34%) or asthma (45%), and fewer would expect other students to sit with him to eat lunch (depression 31%, ADHD 38%, asthma 49%). Youth feel the top three causes of Michael's depression could be experiencing more stressful events than most children do (49%), having a brain that works differently than a normal brain (48%) and having a family member with the same condition (25%). One in ten youth say that Michael's depression could be caused by his parents not raising him right (10%), or because Michael abuses drugs or drinks alcohol (11%). |
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WHY WE NEED A NATIONAL SCHOOL TEST |
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Out of respect for federalism and mistrust of Washington, much of the GOP has expected individual states to set their own academic standards and devise their own tests and accountability systems. That was the approach of the No Child Left Behind Act -- which moved as boldly as it could while still achieving bipartisan support. It sounds good, but it is working badly, writes William J. Bennett and Rod Paige. A new Fordham Foundation report shows that most states have deployed mediocre standards, and there's increasing evidence that some are playing games with their tests and accountability systems. NCLB is starting to suffer from the law of unintended consequences. The law gives states entirely too much discretion over standards and tests while giving federal bureaucrats too much control over how schools operate. The remedy? Washington should set sound national academic standards and administer a high-quality national test. Publicize everybody's results, right down to the school level. Then Washington should butt out. States that prefer to cling to their own standards and tests -- and endure the rules and meddling of federal bureaucrats -- would be free to do so. Some surely would. But many would welcome a new compact with the Education Department. |
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NEW GRANT AND FUNDING INFORMATION |
"Rewarding Exemplary Community and Volunteer Service"
The Prudential Spirit of Community Awards honor young people in grades 5 through 12 who have demonstrated exemplary voluntary service to their communities. Maximum Award: $5,000. Eligibility: Students grades 5-12 who have conducted a volunteer service activity within the past year. Deadline: October 31, 2006.
"Promoting Community Soccer Programs in Disadvantaged Urban Areas"
United States Soccer Foundation Grants are available to projects and programs that develop players, coaches, and referees in economically disadvantaged urban areas. Maximum Award: $100,000. Eligibility: individuals or an incorporated or unincorporated entities, including "not-for-profit" or "for-profit", qualified to do business within the United States (if for profit, must be for a grant project that is in furtherance of a charitable 501(c)(3) purpose. Deadline: November 22, 2006.
"Grants to Fund Efforts to Improve Basic Literacy"
Verizon Foundation Literacy grants are available to organizations committed to basic literary skills in the United States. Verizon has invested in a network of collaborative literacy partners, offering wide variety of programs with a focus on e-learning. Verizon's leadership in technology and communications provides the distribution network. Maximum Award: $10,000. Eligibility: 501(c)3 organizations. Deadline: November 30, 2006.
"Honoring Exemplary Elementary and Middle School Principals"
The National Distinguished Principals Program is an annual event to honor exemplary elementary and middle school principals who set the pace, character, and quality of the education children receive during their early school years. The recognition afforded by the NDP designation instills pride in principals' accomplishments and reinforces their continued leadership in helping children develop a lifelong love of learning. Maximum Award: participation in a two-day event and culminating award banquet. Eligibility: principals of public, private, and overseas schools K-8. Deadline: nomination forms for 2007 now available.
For a detailed listing of numerous EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
"I heard about this spiritualist who claimed that she could put me in touch with the other world, the dear departed. And I thought, who would I really like to talk to? And I decided, John Dewey. So I approached this person, and put my money down, and sure enough, she put me in touch with John Dewey. I asked him the question that is most on my mind, ‘Is it possible, really, to fix America's schools?’ Dewey said, ‘Yes. Yes. There are two ways you can do it. You can do it the miraculous way, or you can do it the natural way.’ And I said, ‘What is the natural way?’ He said, ‘Well, the natural way would be if a band of angels descended from heaven and scattered across the landscape, and went into every school in the land, and waved their hands and fixed the schools.’ I said, ‘My God, what's the miraculous way?’ And Dewey said, ‘The miraculous way would be if the people did it themselves.’"
- Ron Wolk (journalist/founder of Education Week)
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