LONDON SCHOOLS WRESTLE WITH DAY OF CHAOS
The chaos caused by the terrorist bombings in the heart of London prompted some schools in the area to close for the rest of the week, while others chose to stay open in a bid to avoid further disruption. Ian Comfort, the chief education officer for the City of London school district, which includes eight schools and about 5,000 students in central London, said in an interview with Education Week that all but one of his schools remained open the day of the terrorist strike, which killed scores and injured hundreds at railway stations and on buses. Most schools in London have gates surrounding their buildings, and closed-circuit television cameras on the gates that monitor people coming and going, Mr. Comfort said. Some schools have metal detectors and security officers on campus, but he pointed out that those measures are primarily put in place to deal with student violence, not potential terrorist attacks. By contrast, schools in the United States are more leery than schools in England of discussing the possibility of a terrorist attack on schools, suggested Kenneth S. Trump, the president of the National School Safety and Security Services. "We need to recognize that schools are soft targets," Mr. Trump said. "Whether directly or indirectly affected by terrorism, terrorism is one of the many potential emergency situations that a school may face." Read article on edweek.org

EARLY CHILDHOOD EDUCATION AT A CROSSROADS
A growing body of research has demonstrated the critical role high-quality early childhood education plays in students’ success, not only in the elementary grades but throughout their lives. The decisions we make now about the ways today’s preschool and early elementary students are taught will affect our society for many years to come. "Focus on Early Childhood Education" offers the full text of a Harvard Education Letter article series on preK-3 education, along with links to the latest research and other resources on early childhood education. In the lead article, Stanford School of Education dean and early childhood education expert Deborah Stipek assesses the state of preschool and elementary education in the U.S., evaluates current federal initiatives and their impact, and suggests directions for future development. She writes, "Preschool education programs offer us an important opportunity to narrow achievement gaps before children begin school. A question that is not yet settled, however, is what kinds of instruction will narrow these gaps without undermining young children’s enthusiasm and self-confidence. …Increased attention to academic skills is not a problem as long as it does not come at the expense of attention to social skills, emotional well-being, and other resources (such as dental care) that Head Start centers traditionally have provided." Also, Harvard Graduate School of Education professor Catherine Snow, an expert in early reading and literacy development, talks about the importance of vocabulary and other literacy skills in preparing young children for later academic success and in closing early achievement gaps. Read article hel-earlyed.org

WHERE DO SIXTH GRADERS BELONG?
After decades of experimenting, schools are still debating whether sixth graders should be placed with younger or older kids. In her final story in a series on the "Building Blocks" grades, Valerie Strauss looks at life in Grade 6, where, says a middle level principal, "the students are wonderful, creative and curious, but they are still kids, trying to grow up, and that makes them very, very emotional." The story quotes middle school expert Paul George on the trend in a dozen large cities toward K-8 schools: "There are so many unknowns, and I'm afraid in these dozen school districts, where admittedly good middle school programs are not commonly found, that they are going to do K-8 the same way they do 6-8, and that is with ignorance." Read article on middleweb.com

FEDERAL SPENDING INCREASES, BUT MORE SCHOOLS WILL GET LESS MONEY FOR LOW-INCOME STUDENTS
A new analysis of federal money that public schools receive for low-income students shows that a record number of the nation's school districts will receive less in the coming academic year than they did for the one just ended. For the 2005-2006 school year, spending under the Department of Education's Title I program, which helps low-achieving children in high-poverty areas, is increasing by 3.2 percent, to $12.6 billion. But because of population shifts, growing numbers of poor children, newer census data and complex formulas that determine how the money is divided, more than two-thirds of the districts, or 8,843, will not receive as much financing as before, reports Michael Janofsky. The analysis, based on data from the department, was made by the Center on Education Policy. A similar study by the group last year showed that 55 percent of the schools would receive less money than they did in the previous year. "It's an alarming number," said Tom Fagan, a former department official who conducted the analysis. "It's clear that the amount of overall increase is not keeping pace with the number of poor kids." Mr. Fagan said the increasing number of districts that are losing money is making it harder for the schools to meet the goals of the federal No Child Left Behind Act. That is giving critics of the program more ammunition to accuse the administration of underfinancing the program while demanding greater results. Title I provides the largest component of financing for No Child Left Behind. "The federal government is concentrating more money in fewer districts," said John F. Jennings, the president and chief executive of the Center on Education Policy. "It means there is lots of anger and lots of tension.
They're asking us to do more and more with less and less." Read article on nytimes.com

FULL-DAY KINDERGARTEN: EXPANDING LEARNING OPPORTUNITIES
As districts across the country focus on closing the achievement gap between different socioeconomic and ethnic groups, research points to early childhood as a potent time for preventing the gap before it becomes established. Many policymakers are turning to an extended kindergarten program as part of the solution. This brief summarizes the most recent research available on full-day kindergarten, provides information on state and local reform efforts, and identifies policy implications. It also touches on the characteristics of an effective kindergarten program. Read article on wested.org

DO SOME TEACHERS NEED A DRESS CODE?
School boards and superintendents increasingly are pursuing dress codes for teachers. At issue is the same kind of questionable attire most often associated with students. In some districts, teachers can get dressed down for wearing skimpy tops, short skirts, flip flops, jeans, T-shirts, spandex or baseball caps. Spaghetti is fine in the cafeteria, but shirts supported by spaghetti straps are not welcome in the classroom. District 11 in Colorado Springs, Colorado, for example, prohibits sexually provocative items. That includes clothing that exposes "cleavage, private parts, the midriff or undergarments," district rules say. In Georgia's Miller County, skirts must reach the knee. Elsewhere in the state, hair curlers are disallowed and male teachers must wear ties two or three times a week. "There's an impression that teachers are dressing more and more -- well, the good term for it would be 'relaxed,"' said Bill Scharffe of the Michigan Association of School Boards. "Another term for it would be 'sloppy."' Regulating dress is touchy, teachers say. Teachers may view policies that get too specific as restrictive and demeaning. And what to do about broad policies that are enforced inconsistently? What works for a physics teacher may not fit a kindergarten teacher who sits with students on the floor. "Because we work with children, and we're trying to relate to them, sometimes we need to have guidelines that say, 'You know folks, here's the line, and you really need to stay on this side of it,"' said Karen Moxley of Grapevine, Texas, who teaches gifted seventh-graders. But, she added, "I don't know that it needs to go down to what style of outfit you wear." Read article cnn.com

CLASSROOM COMPETITION
How much competition is too much? In today’s accountability-driven world, many teachers believe competition is the best way to push kids to make their best efforts. And often principals and other supervisors agree, writes Susan Black. Teachers construct competitive activities because of mistaken assumptions, writes Alfie Kohn. Competition, in his view: (1) Does not motivate students to do their best; (2) Does not build students’character or self-esteem; and (3) Does not help students build good social skills. Author and speaker Marvin Marshall agrees that competition "dulls the spirits" of kids who find themselves outside the winner’s circle. Competition can be useful and fun when it’s fair and is used to improve students’ performance in extracurricular activities, says Marshall, who promotes a motivational approach to learning. But classroom competition is counterproductive, he says -- especially when students are at the beginning stages of acquiring new knowledge and skills. Many teachers openly rank students according to test scores, grades, or some other competitive criteria. For students who strive to be at the top -- and who care about their class rank -- ratings might be an incentive, Marshall
says, but rankings and ratings often depress kids who have no chance of making it. Competition seldom leads to meaningful learning, he says, and it doesn't turn kids into lifelong learners, a major goal found in many school mission statements. In competitive classrooms, teachers and students focus on an extrinsic interest in winning rather than on an intrinsic interest in learning. Marshall says that focus can lead to other problems, such as widespread cheating. For kids who struggle to learn, competition can feel like constant punishment, perpetuating the notion that school is unfair and unjust. Read article on asbj.com

SKIPPING CLASS TO WRESTLE, TEACHER LANDS IN TROUBLE
A high school social studies teacher took 11 sick days so he could perform as a professional wrestler. The school system is seeking reimbursement from Matthew Kaye, 31, who has resigned. According to investigators, Kaye told school officials he was taking the sick days in December and February to care for an ill sister, and he sometimes provided doctors' notes. They said they later discovered that his wrestling Web site listed him as being on tour for World Wrestling Entertainment on those days. Kaye's site lists him as Matt Striker, saying he has also performed under names including Matt Martel and Hydro, part of a tag team called Los Lunatics. "He isknown for his charisma, his ability to adjust and his innovative maneuverslike: The Over Drive (a modified swinging neckbreaker) as well as theLungblower and other unusual submission and impact moves," the site says.Kaye, who taught social studies at Benjamin Cardozo High School, steppeddown in April after investigators tried to interview him about his secondcareer. Read article on cnn.com

TEACHERS DIG DEEP FOR CLASSROOM SUPPLIES
As the school year came to a close, Michigan teachers estimated they duginto their pockets to spend $466 on average for books, pencils, paper, artsupplies, snacks and other items for their classrooms, a survey concludes.In a telephone poll of 1,016 Michigan public school teachers conductedlast month, teachers said the quantity of provided equipment and supplieshas declined in the past four years as Michigan has struggled with budgetshortfalls, reports Judy Putnam. The survey found that nearly 67 percentof teachers, including those in Saginaw County, said they were spendingmore of their own money than four years ago. About 10 percent werespending less, and 19 percent about the same. David King, an industrialarts teacher for 35 years, said he spends $1,000 to $1,200 each year for
supplies. "The school system doesn't have the money to supply what weneed, and it's important to teach the kids," he said. "I could use theexcuse that we don't have the money, but then the kids are shortchanged."Most of the items he buys are textbooks and manuals, he said. With more than 100,000 public school teachers in Michigan, the $466 out of pocketadds up. "That's $47 million last year that the teachers contributed forthe state of Michigan out of their own personal salaries. That's a prettybig number," said Ed Sarpolus. "Are we asking doctors to buy medicine for their patients?" asked Margaret Trimer-Hartley. "Professionals ought to begiven the tools to do their jobs and not be expected to dip into their ownpockets for such basics." Teachers receive a federal tax break for aportion of out-of-pocket purchases. They can deduct up to $250 forsupplies for the classroom under legislation that started for the 2002 taxyear, extended through 2005. Read article mlive.com

"Siemens Westinghouse Competition"
The Siemens Westinghouse Competition in Math, Science & Technology recognizes remarkable talent early on, fostering individual growth for high school students who are willing to challenge themselves through science research. Through this competition, students have an opportunity to achieve national recognition for science research projects that they complete in high school. Students may submit research reports either individually or in teams of two or three members. Students whose projects are selected for further competition are invited to give an oral and poster presentation at one of the six regional events hosted by partner universities. At each of these regional competitions an individual and a
team are selected as Regional Winners. These students receive scholarships of $1,000 each as a regional finalist (including team members) and $3,000 each as an individual regional winner. The winning team will receive $6,000 to be divided among team members. Regional winners then receive an invitation to advance to the National Competition in New York City. In the national competition, students' presentations are judged by research scientists recruited for their specific expertise in the area of research for each project. The top individual and team winners receive additional scholarships of $100,000. Runners up receive scholarships ranging from $10,000 to $50,000. Deadline: October 3, 2005. Go to site

"Lorrie Otto Seeds for Education Grant Program"
The Lorrie Otto Seeds for Education Grant Program gives small monetary grants to schools, nature centers, or other non-profit educational organizations for the purpose of establishing outdoor learning centers. Maximum Award: Funds will be provided only for the purchase of native plants and seed. Eligibility: Schools, nature centers and other non-profit and not-for-profit places of learning including houses of worship. Deadline: November 15, 2005. Go to site

"SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards"
2006 SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards recognize the outstanding efforts of students and teachers across the country who are working at the grassroots level to protect and preserve the environment. Maximum Award: $10,000. Eligibility: All schools (grades
K-12). Deadline: Wednesday, November 30, 2005. Go to site

"Recognizing Hispanic Youth: Making a Difference in their Communities"
The Líderes de Hoy essay contest is an Allstate and National Council of La Raza (NCLR) initiative to recognize and celebrate the work of Hispanic youth leaders making a difference in the Latino community. Applicants must answer the question: "As a young leader, how have you been a catalyst for
positive change and contributed to inspiring your community?" Ten young Hispanic leaders will be awarded a $5,000 academic scholarship and invited to participate in the Líderes de Hoy awards ceremony in Washington, DC in commemoration of Hispanic Heritage Month in September. Applicants must be legal residents of the United States, full-time high school students of Hispanic descent, between the ages of 14 and 18, and have a minimum GPA of 2.0. Deadline: July 29, 2005. Go to site

"National Geographic Teacher Grant Program"
National Geographic Teacher Grant Program to promote geographic literacy
for all children. Maximum Award: $5,000. Eligibility: Teachers K-12. Deadline: September 02, 2005. Go to site

"Do Something BRICK Awards"
The Do Something BRICK Awards honors 6 outstanding youth leaders who develop projects to improve their community. Maximum Award: $5,000 scholarship and a $5,000 grant. Eligibility: Students age 18 and under. Deadline: November 1, 2005 Go to site

"Mini-Grant Program for Service-Learning"
Constitutional Rights Foundation's Robinson Mini-Grant Program for service-learning projects designed to address serious community issues. Maximum Award: $500. Eligibility: K-12. Deadline: October 14, 2005. Go to site

"American Honda Foundation Grants Program"
American Honda Foundation Grants Program for organizations working in the areas of youth and scientific education. Maximum Award: $40,000 to $80,000. Eligibility: K-12. Deadline: August 1, 2005. Go to site

"Rural Teacher Grants"
National Geographic Society Grable-Curtis Rural Teacher Grants for teachers or school administrators in a rural area. The Society has a special interest in supporting teachers in Idaho and Maine. Maximum Award: $500. Eligibility: K-12. Deadline: August 15, 2005. Go to site

"Nominate a Teacher to be an ‘American Star in Teaching’"
The U.S. Department of Education again plans to honor classroom teachers by recognizing the 2005 American Stars of Teaching. The Department's Teacher-to-Teacher Initiative is seeking nominations and information about teachers who are improving student achievement, using innovative strategies, and making a difference in the lives of their students. Teachers across all grade levels and disciplines will be honored this fall. One teacher or team of teachers from each state will be recognized. To learn more or nominate a teacher to become an American Star of Teaching, please visit: Go to site

"Toshiba America Foundation Grants"
The Toshiba America Foundation seeks to support projects designed by classroom teachers to improve K-12 science and mathematics education. Maximum Award: $1,000 K-6, $25,000, grades 7-12. Deadlines: Oct. 1 for K-6 programs; year-round for 7-12 projects under $5,000; and Feb. 1 and Aug. 1 for 7-12 projects over $5,000. Go to site

"Kids In Need Foundation Teacher Grants"
The 2005-06 Kids In Need Teacher Grant applications will become available July 15. This year more than $105,000 is being offered in grants to certified K-12 teachers at any public, private, or parochial school in the U.S. The grants are from $100 to $500 for innovative classroom projects. National sponsors of the program are Jo-Ann Stores, Inc. and Office Depot. Regional sponsors include Fred Meyer, Publix, and Price Less Drug Stores. The website currently has the guidelines posted, which teachers can use to prepare to apply. The deadline to submit applications, which can be completed and submitted online, is September 30, 2005. Applications will be available after July 15 at the sponsors’ locations or at: Go to site

"Show Me the Money: Tips & Resources for Successful Grant Writing"
Many educators have found that outside funding, in the form of grants, allows them to provide their students with educational experiences and materials their own districts can't afford. Learn how they get those grants -- and how you can get one too. Included: Practical tips to help first-time grant writers get the grants they need. Go to site

"Department of Education Forecast of Funding"
This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2005 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and includes previously announced programs and competitions, as well as those planned for announcement at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. They expect to provide regular updates to this document. Go to site

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