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LETTERS TO THE NEXT PRESIDENT: WHAT DO YOU PLAN TO DO ABOUT PUBLIC EDUCATION? |
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The latest edition of this book is a remake of the previous letters written in advance of the 2004 presidential election. The letters, directed at the next president of the United States, aim to restore the original mission of public schools to ensure young people are prepared to be productive and active community members. As the founding fathers knew, the people themselves were the only true guardians of society, as each society begins to crumble when left to the rulers alone. As the 2004 edition foresaw, students have experienced more testing, a narrowed curriculum, and an increase in "drill-and-kill" teaching as a result of the Elementary and Secondary Education Act as re-authorized by No Child Left Behind. The book charges that with a new administration coming into office, it is time for Americans to discuss the best ways to fully educate students and how best to hold schools accountable to this vital goal. Public engagement needs to increase to ensure the original intent of public education is realized, i.e. educated Americans capable of participating in democratic processes. Public schooling was supposed to be the ultimate insurance against a tyrannical government. This collection of letters helps frame the necessity of reinvigorating both public education and the public’s engagement in ensuring every citizen regardless of birth is a contributing member of society. |
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ACADEMIC CHEATING IS AT AN ALL-TIME HIGH |
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What do major league baseball players, professional wrestlers, New England Patriots’ head coaches and students have in common? They all cheat. As Regan McMahon reports in the San Francisco Chronicle, the two most common answers to the "prevalence of cheating" question by high school and college students is "everybody does it, and it’s no big deal," and those answers are unequivocally correct. According to a 2005 Duke University study, 90 percent of high school students admit they have copied another person’s homework, and 75 percent admit to cheating in general. One reason the level of cheating has risen is that there are no serious consequences. A new school syllogism has been created: everyone’s doing it, no one is getting caught, therefore I’d be a fool not to do it. Whereas at one time cheating was reserved to those who couldn’t obtain good grades on their own, now, since there is no shame attached to the act, cheaters are more likely to be the good students. One major issue driving smart students to cheat is that a single ‘B’ on a transcript could keep that student out of a good college, which in their eyes would prohibit them from a good job, and consequently a good life. While schools and students seem to be shrugging off the increase in cheating, remember that today’s scholars will be America’s next generation of doctors, lawyers and CEOs -- hello Generation Enron! Like professional athletes, students are also turning to performance enhancing drugs. Instead of HGH and steroids, kids have Adderall and Ritalin. Students similarly see the use of these drugs as "no big deal," because it is "still their work," obviously disregarding the health risks. Some experts see the rise in cheating as the outcome of the 1980s Gordon Gecko "greed is good" mantra, where the idea of "doing anything to get ahead" was raised above the idea of a social contract. |
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OTHER E-MAIL HEADACHES: SECURITY BREACHES, EMPLOYEE CARELESSNESS, SPAM |
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E-mail has become an intrinsic part of both personal and business life, and it is no different for schools. While it has helped district operations, e-mail can cause headaches for information-technology directors, reports Michelle Davis in Education Week. As e-mail continues to be integrated into daily practices, some schools and districts have not taken the time to teach staff appropriate e-mail etiquette and procedures. A major issue is security, as some teacher’s leave their passwords in full view and often resist changing passwords periodically. Obviously if a student obtains a teacher’s password, it could give that pupil access to many things he shouldn’t be seeing, such as correspondences between teachers and parents. It also is important for teachers to note that e-mails sent through work accounts can be reviewed by information-technology staff members at any time -- while e-mail may seem private, technology staff can retrieve almost any e-mail sent or received. Most school systems do require employees to sign an e-mail policy, however the policy usually goes unnoticed and forgotten. The Jefferson County, Colorado school district has installed a pop-up message that appears when employees sign on to their e-mail, which requires them to check a box stating they are aware of the e-mail policy. Districts have also begun to take multilayered approaches to filtering e-mail, in the hopes of eliminating junk mail and viruses. |
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SCHOOLS REALLY AREN’T PREPARING KIDS FOR COLLEGE |
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In a perfect world, graduating from high school and earning a diploma would guarantee that student was capable of performing well in college (i.e., no remediation) or if they enter the workforce, advancing. Unfortunately, this is not often the case as outlined by a recent panel discussion convened by the Alliance for Excellent Education (AEE) in conjunction with an issue brief the organization released. Additional research from the Center on Education Policy (CEP) on high school exit exams found that when looking at so-called "high stakes" tests, only six states say the purpose of the exam is to measure knowledge and skills required for college, and nine indicate work-readiness as the purpose. The AEE brief and CEP report seem to suggest a fundamental disconnect between how teachers are preparing their students for success, and how they should be preparing them for life after high school. As Meris Stansbury reports in eSchool News, a recent ACT study finds that only 18 percent of high school freshman graduate in four years, go to college, and earn a degree. Of those who do go on to college, one-third require remedial education, which costs $1.4 billion annually. However, this is not shocking news -- according to an Achieve, Inc. poll conducted in 2004-2005, college instructors believe 42 percent of their students were inadequately prepared for the demands of college, and 39 percent of recent graduates themselves say their high school education left them unprepared for college and work. Apparently, the situation has gotten worse, as the ACT study suggests 65 percent of college professors believe high school standards do not prepare students for post-secondary education. The "alphabet soup" of education policy organizations all agree that high school is not rigorous enough, and the cost is mounting for students, families and the American economy. |
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PARENTS & STUDENTS WISHY-WASHY ABOUT INCREASED ACADEMIC RIGOR |
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A new study based on research conducted in Kansas and Missouri details parent and student thinking about math and science education. While experts, business community leaders and policymakers have long touted the need for rigorous math and science classes, students and their parents alike do not share this level of concern. In fact, the report notes their satisfaction with the existing curriculum, which experts regard as behind the times and global competitors. The report also explains that advanced courses have not become a priority for families because parents see their children doing more difficult coursework than they experienced in their school days. Even with the apparent lack of interest in ramped up math and science courses, parents and students believe that those courses are critical to future success. The age-old disconnect occurs for students as they believe math and science is irrelevant to their lives: to quote a student: "I hate math because it’s hard for me to understand how that’s ever going to come back and help me." The report does note a chance to change perceptions, as the research suggests that recent national attention given to algebra and algebra II has raised the subject as a priority -- 79 percent of parents and 70 percent of students believe algebra is an essential course. Students and parents appear open to changing their perceptions on the necessity of rigorous math and science courses. They simply need a little push. |
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HARDER COURSES DO PRODUCE GAINS |
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Maryland Scholars, a pilot program launched in Hartford County, Maryland four years ago, has increased the number of students taking a more challenging high school curriculum than what is required by the state. The largest increases occurred among minority students from lower-income households, reports Madison Park of the Baltimore Sun. In fact, since the program’s inception, the number of African-American high school students completing algebra I by their freshman year rose 158 percent, the number of lower-income children finishing chemistry rose 115 percent, and the number of students overall taking a fourth science course more than doubled. To become a Maryland scholar, students must complete algebra II, chemistry, physics and a foreign language, while maintaining a 2.5 grade point average. If students satisfy these criteria and are eligible for Pell grants, they will receive additional tuition aid. In their freshman year, students could expect to receive an extra $750 and if they maintain a 3.0 GPA, an additional $1,300 in their sophomore year. Students who major in math, science or specific foreign languages can receive an additional $4,000 through the Academic Competitiveness Grant in their junior and senior years. Since 2003, there has been a 33 percent increase in the number of students receiving free and reduced-price meals who qualified as Maryland Scholars. The program’s success in increasing the numbers of low-income and minority students opting into rigorous high school courses has led to its adoption throughout the state. |
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FOR ONE SCHOOL, A NEW HOPE AND A FRESH START |
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First receiving a ‘B’ became the new ‘C,’ now a ‘C’ has become synonymous with a ‘D,’ at least at one New Jersey school bent on raising test scores. Students at the Newton Street School of Humanities in Newark, N.J., are told they are better than average, and should strive for As and Bs -- the head science teacher, Ernest Whitaker, went so far as to outlaw Cs altogether. Whitaker hopes this policy will curb students and parents from settling for middling grades, reports Winnie Hu in the New York Times. There has been an increased culture of reform at Newton, as the administrators and teachers attempt to turn around its lagging standardized test scores in the face of No Child left Behind sanctions. To go beyond typical methods of reform, Newton has enlisted the help of the Newark Teachers Union and Seton Hall University and has formed a governance committee that gives the union and university along with district and state education official’s approval of the school’s daily operations. This powerful partnership has allowed the school to make significant changes, like replacing teachers, lengthening the school day, and committing more than $100,000 for teacher training, supplies and field trips. The school has a long way to go, as just 41.1 percent of Newton students in grades six through eight passed reading and 25.2 percent passed math on state tests. At a recent visit to the school, Mayor Cory A. Booker asked a fifth grade class who the vice president of the United States was, and instead of "Dick Cheney" was told "George Bush," "George Washington," and "George Washington Carver." Yet Jerome Hancock, a 35-year-old math teacher who has worked at Newton for 10 years, believes the new reforms will work; in his words "you’ve got this new fire behind you now." |
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ENGLISH LEARNERS GETTING MANGLED INSTRUCTION IN CLASS |
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Would you feel confident attending driver’s education courses taught by someone without a license? Additionally, how could those students possibly become good model drivers? Similarly, why are English language learners being taught by teachers without an adequate grasp of both grammar and pronunciation? According to the Arizona Republic, students learning English in Arizona could expect to hear "read me first how it was before," "how do we call it English?," and "sometimes you are not gonna know some" in daily instruction. For the past five years, the state has monitored language classes to explain how grades on Arizona’s Instrument to Measure Standards have continued to drop. Last year, officials visited 32 districts and found nine where instruction was conducted in this type of broken English, and 12 where students were taught in Spanish (a violation of state law). As if teachers struggling with the English language weren’t a big enough roadblock, the state also found that some schools had failed to apply for tutoring grants designed to help English learners. In response to this five year study, Arizona, beginning this year, requires schools to set aside four hours of class each day for English learners to study grammar, phonetics, writing and reading. For the students’ sake, let’s hope the four hours are taught by someone with a grasp of the English language. |
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BUYING TIME FOR OLDER HIGH SCHOOL DIPLOMA SEEKERS |
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Across the country and especially in the Houston Independent School District, the dropout problem is wrecking havoc on schools and communities. As Jennifer Radcliffe reports in the Houston Chronicle, national research indicates that as many as 45 percent of the district’s students fail to graduate from high school in four years. To help solve this issue, Texas has introduced a unique reform that will give students an additional five years to earn diplomas. The law, which will cost an estimated $1.7 million dollars, will allow school districts enrolling students aged 21 to 26 to collect an extra $30 per student, per day. State Representative Scott Hochberg, who sponsored the bill, believes the legislation will affect those who want to come back to school but were otherwise unable to do so. In fact, the law is already impacting lives, as Abraham Velasquez, who will be 23 when he graduates in May, has taken full advantage -- in his own words: "high school diplomas are very important...without that you can’t do anything." Velasquez quit school at 14 to work and now works full time in addition to attending class on Saturdays and from 5 p.m. to 10 p.m. every weekday. He admits the schedule is rigorous, but recognizes the chance he has been given and hopes one day to become a nurse. In dollars the law could cost almost $2 million, but the benefits to people like Abraham Velasquez are almost immeasurable. |
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SCHOOL CONSOLIDATION: HOW SMALL IS TOO SMALL |
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A major battle in South Dakota’s last legislative session centered on a proposal to force consolidation of schools below a certain enrollment number, reports Terry Woster in the Sioux Falls Argus-Leader. The task force assigned to present information on the topic suggested that 200 students would be the floor to avoid consolidation. This number and a subsequent suggestion of 130 students, or 10 per grade level in K-12, failed to win a majority of votes. The final bill, which included a 100-student minimum, immediately affected nine districts. State Representative Ed McLaughlin is convinced setting the floor at 100 is too low, as the task force discussed setting it as high as 300. McLaughlin is concerned that the smallest schools are unable to offer the necessary educational opportunities. Still, don’t tell that to Cori Bortnem, as she is convinced she received a better education at Rutland High School (enrollment of just over 100 students) than any bigger school could possibly have provided. The current South Dakota State University senior said that she "received almost one-on-one education sometimes" and that "all the courses [she] wanted were available." She was able to experience a full curriculum probably due to the major distance-education center at North State University. Steve Volk, chief executive officer at Herried School (129 students), agrees with Bortnem and has created a curriculum where students can take all the courses necessary to qualify for the state-supported Opportunity Scholarship. |
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MALE TEACHERS ARE BECOMING INCREASINGLY SCARCE |
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Canada and America have more in common than a border, as both countries currently experience drastic shortages of male teachers. This fact is strikingly true in Canada at the elementary/primary level, where only 27 percent of teachers are male, as reported by Roger Collier in the National Post of Canada. Additionally, the percentage of male teachers could get even lower, as 21 percent of teachers over 55 are male, while only 11 percent of teachers younger than 30 are men. Women have consistently dominated the education field, yet ratios between female and male educators had remained constant until the 1980s. At that time, women began attending universities in record numbers, being responsible for 75 percent of the enrollment growth in Canadian universities since 1981. This has made it far more difficult to get into teacher’s colleges, and in 2005 males made up only 27 percent of total enrollment. Canadian men also are moving away from teaching for similar reasons to American males: poor earning potential, perceived lack of nurturing ability, and society’s suspicion of men who enjoy being around children. Yet unlike America’s National Education Association, Canadians are not as sure having a male teacher matters. A study conducted by the universities of Alberta and Winnipeg suggest that boys who struggle to read respond better to female educators. Parents are not as convinced. They believe boys -- especially those without fathers -- need good male role models, and teachers usually fit that bill. |
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RAP MASTER GIVES STUDENTS A BOOST |
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It’s stock boilerplate for celebrities and politicians to claim they care about education and want to help kids, but do most truly mean it? Well at least one, Percy Miller, better known as "Master P," has proved he walks the walk. Shawn Cetrone in the Raleigh News & Observer reports that Miller was asked to speak with students on a lark, as teacher Bonnie Mwanda saw he was in town to promote a book and sent him an e-mail. Much to her surprise, Miller responded and recently spoke with 800 students at the predominantly low-income Monroe Middle School in North Carolina. His speech centered on the absolute importance of education. Miller shares the students’ roots, having grownup in public housing in New Orleans. The difference is that since he left the Big Easy, he has gone on to sell millions of albums, produce movies, TV and music and even played professional basketball. In addition to discussing the importance of good education, Miller discussed his new label, Take a Stand Records, which has policies about only releasing "responsible lyrics." In his own words, Miller said "the most important thing I’ve done with my life is clean my act up." He also issued a promise -- if the students’ grades keep improving, he’ll have his star son, Romeo, perform for the school. That is one great merit-"pay" bonus. It’s worth noting that as Miller walked the walk out of the gymnasium, the students screamed and clapped. |
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NBC NEWS GOES TO "CLASS" FOR THE NEXT 13 YEARS |
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Forget "Kid Nation." NBC News is now attempting to bring the ultimate "reality" of young people to your television screen. The project is called "Class of 2020," and the plan is to follow a group of Los Angeles kindergarteners through high school graduation, reports the Reuters/Hollywood reporter. The series will have a web page as its dedicated home and will appear on the "Today Show." In visualizing the show, the producers are hoping to bring to life critical teaching moments that everyone can learn from, and help display the positive sides of American public education. NBC selected a diverse elementary school in North Hollywood and an 11-year veteran teacher to serve as the centerpieces. Not to worry, the film crews use hand-held cameras and shoot only once a week to avoid disrupting learning. However, this will not be the National Education Longitudinal Study (NELS) on tape, as it is probable most of the students tracked will have changed by the finish of the 13-year project. The producers want to ensure they are reflecting a true public school, and will discontinue tracking students who go on to private school or move away. While the end product will not be "gold standard" NELS data, it is hoped the series can encourage Americans to renew their interest in public schools. |
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BACK TO SCHOOL: READING, WRITING & INTERNET SAFETY |
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Students in Virginia will be learning something new this year, as the state has become the first to require public schools to teach Internet safety, reports Adam Hochberg of National Public Radio. The mandate is in response to concerns about sex offenders and adults preying on young people they meet through social networking Web sites. It is one of many steps states are taking to ensure young people are safer online. The main thrust of the Virginia lesson on Internet safety is for the students to act as if they were in public, i.e., don’t talk to strangers and don’t share personal information. But there is the added caveat of don’t agree to meet people who approach you on the web. While Virginia is the first state to implement education surrounding Internet safety, other states such as Connecticut and North Carolina are calling for stronger regulation of social networking sites. In Connecticut and North Carolina, attorney generals have pushed proposals requiring minors who want to use these types of Internet sites to get parental consent. However, legislation in the two states has stalled as they face fierce opposition from Internet privacy advocates and the social networking sites themselves. Supporters of the so-called parental consent" legislation concede some young people would likely find ways around it, but they do see it as a positive step. At least both social networking Web site security officers and "parental consent" supports agree that an important need is to educate young people to make the right decisions online. |
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GIRL TALK LINKED TO DEPRESSION, ANXIETY |
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Talking about and venting angst can be too much of a "good thing" for young women. As Denise Gellene reports in the Los Angeles Times, constantly discussing crushes, popularity or other personal problems may lead to anxiety and depression in girls, but not boys according to new research. The study, which surveyed 813 students ages 8 to 15 twice over six months, found that excessive rumination and reflection about problems did strengthen the bonds of friendship for both sexes. However, forging these tight-knit friendships came at a cost for girls. The findings question the age-old adage that young people should share their problems rather than bottle them up. As the study suggests, talking about personal problems is good, but laboring over the issues can be "too much of a good thing." The problem for girls is that they get caught in a vicious cycle wherein the original cause of depression/anxiety spur additional reflection, which in turn increases the depression/anxiety. Carol Dweck, a Stanford University psychology professor not connected with the study, said the results are in line with previous research which suggests support groups can reinforce bad habits such as eating disorders. So, perhaps it is a good thing when your daughter says she doesn’t want to talk about it. |
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CREATING CLASSROOMS WHERE TEACHERS LOVE TO TEACH AND STUDENTS LOVE TO LEARN |
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Could you use help setting limits in your classroom without anger? Would you like to learn how to create a culture of learning among faculty and parents? Wouldn't it be great if you could build strong connections between home and school? How about if you could send fewer students to the principal's office? All of this is possible and explained in the easy-to-read storytelling style of Bob Sornson's latest book, "Creating Classrooms Where Teachers Love to Teach and Students Love to Learn." He captures the essence of using Love and Logic to build successful school cultures and is great at translating psychological research into practical applications. Click below to read a free chapter: |
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NEW GRANT AND FUNDING INFORMATION |
"CTE Month Public Service Announcement Contest"
The Association for Career and Technical Education (ACTE) announces the first CTE Month Public Service Announcement (PSA) Contest to celebrate and promote CTE Month during February 2008. The contest requires students to submit a video incorporating CTE Month’s logo and theme, "Discovering Skills for a Competitive Workforce," in the PSA and highlighting the importance of CTE. Maximum Award: $750, Apple Final Cut Studio 2. Eligibility: secondary and postsecondary students in CTE-related film, video and production classes. Deadline: November 15, 2007.
"Air Force Association Educator Grants 2007"
The Air Force Association Educator Grant program aims to encourage development of innovative aerospace activities within a prescribed curriculum. The program also encourages establishing an active relationship between the school and the local Air Force Association organization. Maximum Award: $250. Eligibility: classrooms K-12. Deadline: November 15, 2007.
"Verizon Foundation: Building More Literate Communities"
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: varies. Eligibility: 501(c)3 organizations. Deadline: November 30, 2007.
"Leaders in Learning Awards"
Cable in the Classroom’s Leaders In Learning Awards recognize teachers, administrators and community leaders who are helping to improve and transform education for children in and out of school, creating 21st century learning environments children need to succeed in the world that awaits them. Maximum Award: $3,000. Eligibility: teachers, administrators, and community leaders. Deadline: January 16, 2008.
"Innovations in American Government Award"
Applications and nominations are now being accepted for the 2008 Innovations in American Government Award competition. Administered by the Ash Institute for Democratic Governance and Innovation at the John F. Kennedy School of Government, the Innovations in American Government Award is heralded as the premier public-sector honor in the nation. It is given annually to programs that serve as examples of creative and effective government at its best. All units of government -- federal, state, local, tribal, and territorial -- within the United States are eligible to apply. Each of the winners of the 2008 Innovations Award will receive a $100,000 grant to support replication and dissemination activities. Deadline: October 15, 2007.
For a detailed listing of numerous EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
"Remember that our nation's first great leaders were also our first great scholars."
- John F. Kennedy
"Education is the most powerful weapon which you can use to change the world."
- Nelson Mandela
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