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Comprehensive on Completion

Paul Fain:

Maryland's public colleges are six months into complying with one of the nation's most ambitious college completion bills. The state-mandated push puts Maryland in a class with Tennessee, Indiana and Georgia. "It represents a defining moment for public higher education in the state of Maryland," said Charlene M. Dukes, president of Prince George's Community College. "It sets a whole new tone." A few educators said they were uneasy about the state's Legislature getting so deep in the weeds with legislation that touches on everything from dual enrollment to remediation and completion plans for each student. (See below for more details about the measure.) Making the many required changes has been a heavy lift at times. But several college leaders said the comprehensive nature of the legislation was a virtue. That's because Maryland's completion law, which was enacted in July, deals simultaneously with K-12, community colleges and four-year institutions. Experts say attempted completion fixes, such as improving remedial course success rates, can benefit from reaching across the various stages of public education. "If we really want to deal with developmental education," said Bernie Sadusky, executive director of the Maryland Association of Community Colleges, "we have to go to the source of the problem. That is K-12."

How the College Bubble Will Pop In 1970, less than 1% of taxi drivers had college degrees. Four decades later, more than 15% do.

Richard Vedder & Christopher Denhart:

The American political class has long held that higher education is vital to individual and national success. The Obama administration has dubbed college "the ticket to the middle class," and political leaders from Education Secretary Arne Duncan to Federal Reserve Chairman Ben Bernanke have hailed higher education as the best way to improve economic opportunity. Parents and high-school guidance counselors tend to agree. Yet despite such exhortations, total college enrollment has fallen by 1.5% since 2012. What's causing the decline? While changing demographics--specifically, a birth dearth in the mid-1990s--accounts for some of the shift, robust foreign enrollment offsets that lack. The answer is simple: The benefits of a degree are declining while costs rise. A key measure of the benefits of a degree is the college graduate's earning potential--and on this score, their advantage over high-school graduates is deteriorating. Since 2006, the gap between what the median college graduate earned compared with the median high-school graduate has narrowed by $1,387 for men over 25 working full time, a 5% fall. Women in the same category have fared worse, losing 7% of their income advantage ($1,496). A college degree's declining value is even more pronounced for younger Americans. According to data collected by the College Board, for those in the 25-34 age range the differential between college graduate and high school graduate earnings fell 11% for men, to $18,303 from $20,623. The decline for women was an extraordinary 19.7%, to $14,868 from $18,525.

WWC Review of the Report "The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?"

What Works Clearinghouse:

This study used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. The study also reported whether the impacts of dual enrollment programs were different for first generation college students versus students whose parents had attended at least some college. In addition, a supplemental analysis reports on the impact of different amounts of dual enrollment course-taking and college degree attainment. Dual enrollment programs offer college-level learning experiences for high school students. The programs offer college courses and/or the opportunity to earn college credits for students while still in high school. The intervention group in the study was comprised of NELS participants who attended a postsecondary school and who participated in a dual enrollment program while in high school (n = 880). The study author used propensity score matching methods to create a comparison group of NELS participants who also attended a postsecondary school but who did not participate in a dual enrollment program in high school (n = 7,920).
Via Noel Radomski

Florida private schools hit by funding change to dual enrollment

Sherri Ackerman:

ome Florida private schools face an unexpected dilemma this school year: Find extra dollars to pay for state college courses their high school students want to take - or deny them the option. The problem stems from a new law requiring public school districts and individual private schools to cover tuition for students enrolled in the state's popular dual enrollment program. Though it's unclear how many private school schools and students are affected, the change has left some schools curbing participation and others anxious about what they'll do if local colleges, prompted by the new law, end up hiking charges. The change "caught everybody off guard,'' said Howard Burke of the Florida Association of Christian Colleges and Schools, and immediate past president of Florida Association of Academic Nonpublic Schools (FAANS). "This is a hardship for parents already paying taxes for public schools and paying for private school.''

Competency Gains More Traction

Michael Stratford:

Two Democratic U.S. senators are giving a boost to the growing interest from members of both parties in Congress to make it easier for alternative models of higher education -- such as competency-based education -- to gain access to federal funding. Sens. Christopher Murphy of Connecticut and Brian Schatz of Hawaii said Thursday that they planned to introduce legislation next month that would create a competitive pilot program to fund innovations in higher education that would bring down costs and reduce the time needed to complete a degree. "We're at the very early stages of the competency-based learning ecosystem," Murphy told reporters Thursday. "But the federal government should be a bigger partner in helping to develop these new innovative ecosystems around shorter-timeframe degree programs." He said the fund would be aimed at innovations in online courses, competency-based degrees, dual-enrollment programs and accelerated degrees.

Voucher enrollment more than doubles in Racine

Erin Richards:

In its first year operating free of a state-imposed enrollment cap, Racine's private school voucher program saw enrollment more than double to 1,245 students, according to fall enrollment figures released by the state Department of Public Instruction. Growth in the Milwaukee private-school voucher program continued its steady climb, increasing by about 3.6% from last year to 25,820 students, up from 24,941 last September. Including the 512 students using a voucher to attend a private school in a new statewide program, the traditional third Friday of September head count reveals a total of 27,577 students using public dollars to attend 148 private, mostly religious schools in the state in the 2013-'14 school year. Participating private school leaders and voucher-school champions celebrate the growth, saying they're meeting a parent need and offering more children an opportunity to pursue a quality education. "I think the community has responded very positively," said Frank E. Trecroci, the founder and administrator of Mount Pleasant Renaissance School in Racine, which more than tripled its number of voucher students to 280 this fall, up from 89 voucher students in September 2012. But many public-school advocates see the growth of voucher programs as a threat, and those concerns are now coming from a chorus of voices outside Milwaukee. "I struggle with the wisdom of moving in this direction," Patricia Deklotz, the superintendent of the Kettle Moraine School District in Waukesha County, said Thursday. "We're building a dual system of funding here."

Boston Charter School Demand and Effectiveness

Sarah R. Cohodes, Elizabeth M. Setren, Christopher R. Walters, Joshua D. Angrist & Parag A. Pathak:

Boston charter schools have had many reasons to tout their performance in 2013. Research reports and MCAS scores have shown exceptional progress by charter students. But while we were buoyed by these findings, the Boston Foundation and NewSchools Venture Fund sought to better understand in more detail not only how well charters are working, but for whom. The answer--or at least the beginnings of it--is described in this report by a team of researchers from MIT's School Effectiveness and Inequality Initiative (SEII). This is the third in a series of studies examining charter and Boston Public Schools (BPS) student performance. The first, released in 2009, was groundbreaking in its use of individual student data, its research design--which incorporated an observational study--and a lottery analysis. The second report, released in May 2013, examined Boston's charter high schools and found gains in their students' MCAS, Advanced Placement and SAT scores compared to their peers in the Boston Public Schools. This report updates the 2009 study and uses a similar methodology. It examines the performance of all students enrolled in Boston's charter schools as well as that of important subgroups of high-needs students, including those whose first language isn't English or who have special needs. Importantly, this report also examines demand and enrollment patterns and finds a changing student population that includes more of these subgroups. Like earlier studies, this report finds that attending a charter school in Boston dramatically improves students' MCAS performance and proficiency rates. The largest gains appear to be for students of color and particularly large gains were found for English Language Learners. At the same time, it is important to note that the analysis showed that charter school students are less likely to have special needs or to be designated as English Language Learners. While that gap has narrowed since the passage of education reform in 2010, the charters' success with high-needs students should provide an even greater impetus to connect those student populations with charter schools. In addition, the research team found that charter schools continue to be a popular option for Boston families. As the number of available seats grows, so too does the number of applicants. Nonetheless, the report finds that the odds of receiving a charter offer are roughly comparable to a student receiving his or her first choice through the BPS school-assignment process. Readers of this report will draw many different conclusions, but the takeaway for us is clear: charters work for their students. It's not only evident that we need more of these schools, but we must also redouble our efforts to ensure that students who have the most to gain are afforded greater access to them.

Dual-enrollment key to lowering higher education costs, Gov. Rick Snyder says

Lindsay Knake:

When Gov. Rick Snyder was a student at Lakeview High School in Battle Creek, he started taking college courses at Kellogg Community College. He had 23 credits by the time he was a senior. But the credits didn't count toward his high school graduation, he said after speaking Oct. 4 at an event at Saginaw Valley State University promoting science, math, engineering and technology instruction as key to preparing public-school students for the careers of the future. Now, Snyder is a proponent of dual-enrollment for high school students as a means to save money on their college educations. He would like the college credits to also count toward a high-school diploma. "It's a great opportunity. Students could complete a year of college before they graduate high school," he said. That would save them 25 percent on a degree at a four-year university or 50 percent toward an associate's degree at a community college, Snyder said.
Related: Credit for non-Madison School District Courses.

Wyoming Community College Commission director calls for remedial course changes

Joan Barron

Rose threw out a number of sobering statistics during his talk. He said one-third of merit scholars in the Hathaway Scholarship Program need remedial work when they enter college. However, the prospects for a student who takes a remedial courses in college isn't that bright, he noted. Rose said only two of five remedial students go on to complete a credit course in their remedial subject within one year. He said dual and concurrent enrollment, or high school students taking college courses, is one remedy to the students' need for remedial courses. Some high school students already take remedial classes at community colleges to experience the secondary-level work that will be required. Rose said the ability for high school students to earn credits for college classes can be motivational -- providing a way to avoid the traditional "wasted senior year." Last month, Rose returned his focus toward community college commission director full-time after having pulled double-duty as interim director of the Wyoming Department of Education.
Related: Credit for non Madison School District Courses.

K-12 Governance Post Act 10: Kenosha teachers union is decertified; Madison Appears to Continue the Status Quo

Erin Richards:

The union representing Kenosha teachers has been decertified and may not bargain base wages with the district. Because unions are limited in what they can do even if they are certified, the new status of Kenosha's teachers union -- just like the decertification of many other teachers unions in the state that did not or could not pursue the steps necessary to maintain certification in the new era of Act 10 -- may be a moral blow more than anything else. Teachers in Milwaukee and Janesville met the state's Aug. 30 deadline to apply for recertification, a state agency representative says. Peter Davis, general counsel for the Wisconsin Employment Relations Commission, said the Milwaukee and Janesville districts will hold recertification votes in November. To continue as the recognized bargaining unit in the district, 51% of the union's eligible membership must vote in favor of recertification, according to the controversial Act 10 legislation passed in 2011. With contracts that were in place through the end of June, teachers in the three large southeastern Wisconsin districts were protected the longest from the new legislation, which limits collective bargaining, requires unions to hold annual votes to be recognized as official entities, and mandates that teachers and other public employees pay more out-of-pocket for their health care and retirement costs. ..... "It seems like the majority of our affiliates in the state aren't seeking recertification, so I don't think the KEA is an outlier or unique in this," Brey said. She added that certification gives the union scant power over a limited number of issues they'd like a voice in. Sheronda Glass, the director of business services in Kenosha, said it's a new experience for the district to be under Act 10.
Terry Flores
Contrary to some published media reports, however, the union did not vote to decertify. In fact, no such election was ever held, according to KEA Executive Director Joe Kiriaki, who responded to a report from the Conservative Badger blog, which published an article by Milwaukee radio talk show host Mark Belling, who said he had learned that just 37 percent of the teachers had voted to reauthorize the union. In a prepared statement, Kiriaki criticized the district for "promoting untrue information" to Belling. Union chose to focus on other issues Kiriaki said the union opted not to "jump through the hoops," such as the recertification requirement, created by Act 10, the state's relatively new law on collective bargaining. The law, among other things required the annual re-certification of unions if they want to serve as bargaining representatives for teachers and other public workers. It also prohibits most public employees from negotiating all but base wages, limiting them to the rate of inflation. Kiriaki cited a ruling by a Dane County Circuit Court judge on the constitutionality of Act 10, saying he believed it would be upheld.
Interestingly, Madison School District & Madison Teachers to Commence Bargaining. Far more important, in my view is addressing Madison's long standing, disastrous reading results. In my view, the unions that wish to serve their membership effectively going forward would be much better off addressing new opportunities, including charters, virtual, and dual enrollment services. The Minneapolis Teachers Union can authorize charters, for example. Much more on Act 10, here. A conversation with retired WEAC executive Director Morris Andrews. The Frederick Taylor inspired, agrarian K-12 model is changing, albeit at a glacial pace. Madison lags in many areas, from advanced opportunities to governance diversity, dual enrollment and online opportunities. Yet we spend double the national average per student, funded by ongoing property tax increases. An elected official recently remarked to me that "it's as if Madison schools have been stuck in a bubble for the past 40 years".

Nashville Area Chamber of Commerce seeks boost in dual enrollment

Josh Brown:

For some high school students who want to get a head start on college, scraping together the roughly $160 needed to pay for a dual enrollment class in Tennessee can be a barrier. Now, a coalition of business and education groups is shining light on the issue in a bid to reduce or eliminate the cost for students to participate in the classes, which count both as college and high school credit. Earlier this year, the coalition led by the Nashville Area Chamber of Commerce commissioned a study to look at how to improve the state's dual enrollment program. The study, performed by the Community College Research Center at Columbia University, recommended increasing funding for the program.
Much more on dual enrollment here.

Higher Higher Ed Data Central: Why is Tuition Increasing? Not for the Reasons You Think

Andrew Gillen:

The question "why does tuition keep increasing?" is one of the most important questions in all of education policy. But the most common answers to this question--that it's a result of inadequate state funding, increases in faculty compensation, or even that it might not be rising at all, are individually and collectively inadequate. Let's take these explanations one at a time. First up is state funding. Hundreds, if not thousands, of articles and op-eds have attributed the increase in tuition to declines in state funding: If the government cuts funding by $1 per student, the college has to charge each student $1 more. This is logical enough, but the data doesn't support it. The chart below shows the change in tuition from the previous year, and the change in appropriations (federal, state and local) per student for all 632 public four-year colleges with sufficient data. (Note that figures in this post are enrollment-weighted averages.) The change in appropriations is multiplied by minus one, so if a $1 decrease in state funding per student leads to a $1 increase in tuition, the two bars for each year should be exactly equal. They are not.

Daytona State, school districts reach agreements on dual enrollment

Daytona Times:

As opening days for fall classes draw near, agreements in support of dual enrollment have been reached between Daytona State College and Volusia and Flagler school districts. The college's District Board of Trustees on Aug. 13 approved agreements to cover the majority of the schools' costs for services associated with dual enrollment in 2013-14. The Volusia and Flagler school boards will vote on the agreements in upcoming weeks. Dual enrollment provides college-credit classes on Daytona State campuses, giving college-bound students a head start on their higher education, at no cost to them.
Related:Obtaining credit for non Madison School District Courses has been an ongoing challeng. Perhaps this issue has faded away as past practices die? Madison'snon-diverse or homogeneous governance model inflictsnumerous cost, fromone size fits all curricula to growth in the 'burbs accompanied byever increasing property taxes on top of stagnant or declining income.

Free dual enrollment is a big deal for many Roanoke students; Madison continues one size fits all approach

David Kaplan:

It's now even easier and cheaper for local high school students to get a college education. At a joint meeting between City Council, The Roanoke City School Board and Virginia Western the community college talked about it's newest program. Back in March, Virginia Western announced it's waiving tuition for students taking dual enrollment classes. Those are classes students can take in high school and earn college credit, but many students weren't. They can now.
Related: Obtaining credit for non Madison School District Courses has been an ongoing challenge. Perhaps this issue has faded away as past practices die? Madison's non-diverse or homogeneous governance model inflicts numerous costs, from one size fits all curricula to growth in the 'burbs accompanied by ever increasing property taxes on top of stagnant or declining income.

The Coming Online World of the College Drop-In

Eric Rabkin:

Every day, students find it easier to take courses anywhere and anytime and accumulate them into a degree at a growing number of fully accredited institutions. StraighterLine, which Fast Company calls "An eBay For Professors To Sell College Courses Directly To Students", offers general education courses at $999/year for 10 courses. According to the Education Advisory Board, over 250 institutions across America, from Georgetown University in Washington, D.C., to the University of Southern California in Los Angeles, have accepted at least some of these credits. Without their captive audience, how will most schools survive? One answer, I call "the college drop-in." In the long run, the drop-in phenomenon should drive a very desirable revolution for educational institutions, for individuals, and for business. Harvard Business School already outsources one of its entry-level courses to Brigham Young University because the online offering is "so good," freeing HBS resources--including faculty--for more specialized work. HBS students become BYU drop-ins, and both institutions--and their students--win. Similarly, under-enrolled courses in any specialized subject, for example rarely taught languages or advanced seminars in string theory--can meet their enrollment targets by inviting properly qualified drop-ins from vetted institutions. Institutions and individuals waste resources--classroom seats--when a course is dropped or unsuccessfully completed. Instead of remaining in residence, a student can retake a single course--or even a single course module--online while working elsewhere in the summer, or in any other semester, dropping in to back and fill or, for underprepared students, dropping in for review or prerequisites so that when they do occupy those seats, they will succeed. Learning success and lowered total costs obviously serve the drop-in student.

With wide-open school choice, marketing becomes name of the game

Alan Borsuk

In a steady trickle, the come-on's for schools arrive in our mail. Usually in large-postcard format, they offer a photo of cute kids, stylish designs, and upbeat messages about the great program our child needs. They come from individual Milwaukee Public Schools, religious schools, charter schools, even Headstart programs. Some of the schools are at hefty distances from our neighborhood. Our youngest child graduated from high school eight years ago and none of our kids were ever candidates to go to the schools we hear from. I understand mass mailings are done from broad lists, but are these people serious? The answer is yes, when it comes to marketing. Selling your school to potential parents has become an imperative in Milwaukee. Mass mail, billboards, tables at community events, door-to-door recruitment, print and electronic advertising, brochures, sidewalk solicitations -- they're all used by many schools. Use of computer-based social media is on the rise, of course. Children and parents hold the power to make or break schools by deciding where to enroll, and unlike, oh, say, when I grew up, there is little presumption that people will choose the public school nearest to them just because that's what they're supposed to do. You may associate school choice with private schools in the voucher program, charter schools and the thousands of City of Milwaukee kids who enroll in suburban public schools. You're right -- every enrollment decision in those situations is a product of choice, and frequently involves marketing. But choosing what school you go to is pervasive among MPS parents, as well. There's a reason the main pillar of MPS enrollment is called the "three-choice" process. In the broad sense of the term, MPS is a powerful example of school choice in action. Again, marketing is a big part of this.

"The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking."; "For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools...."


Where have all the students gone?
Madison School Board President Ed Hughes:

Esenberg sets out to identify the fundamental differences between voucher advocates and opponents. His thesis is that views on vouchers derive from deeper beliefs than objective assessments of how well voucher schools perform or concerns about vouchers draining funds from public schools. To him, your take on vouchers depends on how you view the world. Esenberg asserts that voucher advocates are united by their embrace of three fundamental principles: that a centralized authority is unlikely to be able to decide what is best for all; that families should be trusted to select their children's schools since ordinary people are capable of making choices for themselves without paternalistic direction; and that "government does not do diversity, experimentation and choice very well." By implication, he asserts that voucher opponents think that a centralized authority will be able to decide what's best for all, that families shouldn't be trusted to make choices for their children, and that government control is the best way to foster innovation. And there you have it. Your views on school voucher expansion are entirely explained by whether you prefer individual freedom, like the voucher advocates, or stultifying government control, like the voucher opponents. In cinematic terms, voucher opponents are the legions of lifeless, gray drones in Apple's famous 1984 commercial and voucher supporters are the colorful rebel, bravely challenging the control of Big Brother and hurling her sledgehammer to smash mindless conformity. You couldn't ask for a more sophisticated analysis than that, could you? While his thesis invites mockery, Esenberg's short article does present a bit of a challenge to voucher opponents like myself. Can we set out a coherent justification for our opposition that doesn't depend on the facts that voucher schools drain needed resources from public schools and don't perform any better? Sweeping those fairly compelling points aside, Esenberg asks, in effect, what else you got?
Mr Hughes anti-voucher rhetoric is fascinating on several levels: 1. The Madison School District's long term, disastrous reading results. How much time and money has been wasted on anti-voucher rhetoric? Reading has long been job one. 2. Local private schools do not have much, if any availability. 3. Madison spends double the national average per student (some of which has been spent on program explosion). Compare Milwaukee Public and Voucher Schools' Per Student Spending. 4. Madison's inability to address its long-term disastrous reading results will bring changes from State or Federal legislation or via litigation. 5. Superintendent Cheatham cited Long Beach and Boston as urban districts that have "narrowed the achievement gap". Both districts offer a variety of school governance models, which is quite different than Madison's long-time "one size fits all approach". I recall being astonished that previous Madison School District administrators planned to spend time lobbying at the State level for this or that change - while "Rome is burning". Ironically, Superintendent Cheatham recently said:
"Rather than do a lot of work on opposing the voucher movement, we are going to focus on making sure our schools are the best schools possible and the schools of choice in Madison," Cheatham said.
Mr. Hughes in 2005:
This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker - and it can be someone from the administration, or MTI, or the occasional school board member - believes that the audience for an assertion is composed entirely of idiots.
A great, salient quote. I would hope that the District would focus completely on the matter at hand, disastrous reading scores. Taking care of that problem - and we have the resources to do so - will solve lots of other atmospheric and perception issues. In closing, I sense politics in the voucher (and anti-open enrollment) rhetoric. Two Madison School Board seats will be on the Spring, 2014 ballot. One is currently occupied by Mr. Hughes, the other by Marj Passman. In addition, local politics play a role in becoming school board President.

Why Study Humanities? What I Tell Engineering Freshmen

John Horgan:

What's the point of the humanities? Of studying philosophy, history, literature and "soft" sciences like psychology and poly sci? The Commission on the Humanities and Social Sciences, consisting of academic, corporate, political and entertainment big shots, tries to answer this question in a big new report to Congress. The report is intended to counter plunging enrollment in and support for the humanities, which are increasingly viewed as "luxuries that employment-minded students can ill afford," as The New York Times put it. Titled "The Heart of the Matter," the report states: "As we strive to create a more civil public discourse, a more adaptable and creative workforce, and a more secure nation, the humanities and social sciences are the heart of the matter, the keeper of the republic--a source of national memory and civic vigor, cultural understanding and communication, individual fulfillment and the ideals we hold in common. They are critical to a democratic society and they require our support." I find this a bit grandiose, and obscure. I have my own humble defense of the humanities, which I came up with a couple of years ago, when I started teaching a new course required for all freshmen at Stevens Institute of Technology. The syllabus includes Sophocles, Plato, Thucydides, Shakespeare, Descartes, Hobbes, Locke, Kant, Mill, Marx, Nietzsche, William James, Freud, Keynes, Eliot--you know, Greatest Hits of Western Civilization.

Wisconsin Leglislative Fiscal Bureau Budget Memo on Fund 80 and School Related Changes

Bob Lang, Wisconsin Legislative Fiscal Bureau (PDF):

COMMUNITY SERVICE LEVY (FUND 80) Prohibit a district from levying more for community service activities in 2013-14 and 2014- 15 than it did in the most recent year preceding 2013-14 in which the district levied for those activities. Provide that if a district wishes to exceed the limit on the community service levy, the school board could adopt a resolution to exceed the limit by a specified amount and submit the resolution to the electors of the district for approval. Specify that the limit otherwise applicable to the district would be increased by the amount approved by a majority of those voting on the question. Under ASA 1, a school district would be prohibited from levying more for community service activities in 2013-14 and 2014-15 than it did in 2012-13. 3. PARENTAL CHOICE PROGRAMS -- STUDENT PRIORITY Specify that under the ~xpandedchoice program outside of Milwaukee and Racine, a private school would be required to give preference to a pupil who satisfies either of the following: (a) the pupil was enrolled in a public school in the school district in the previous year and is applying to attend the school in grades 2 through 8 or 10 through 12; or (b) the pupil was not enrolled in school in the previous school year. Under current law, choice schools must select pupils on a random basis, except that they may give preference in accepting applications to siblings of pupils selected on a random basis. Under ASA 1, schools would be allowed to give preference in accepting applications to any of the following: (a) pupils who attended the school under the choice program during the school year prior to the school year for which the application is being made; (b) siblings of pupils who attended the school during the school year prior to the school year for which the application is being made and to siblings of pupils who have been accepted to the school for the school year for which the application is being made; and (c) pupils who attended another school under a parental choice program during the school year prior to the school year for which the application is being made. PARENTAL CHOICE PROGRAMS -- RELEASE OF INFORMATION Require DPI, when publicly releasing data related to, but not limited to, enrollment of, standardized test results for, applications submitted by, waiting lists for, and other information related to pupils participating in or seeking to participate in parental choice programs, to release the data all at the same time, uniformly, and completely. Provide that DPI may selectively release portions of the information specified above only to the following: (a) the school district or an individual school; and (b) an entity requesting the information for a specific participating school or the school district, provided that the entity is authorized to obtain official data releases for that school or the school district. 5. PARENTAL CHOICE PROGRAMS -- REQUIRED CREDENTIALS FOR TEACHERS Modify current law that specifies that a teacher in a choice school have a bachelor's degree, to also allow a degree or educational credential higher than a bachelor's degree, including a masters or doctorate.

The Dark Side of Dual Enrollment

Ken Smith and Diana Nixon:

Different students learn in different ways--we know that. Students know that too. A precalculus student I talked to on a recent afternoon failed the class last fall and was on her way to failing it again this spring. Sadly, she will probably fail the class in the fall, too. Despite all the class aids (and there were many), she had not reacted to her consistently low exam scores until I spoke to her after class. Her science major requires that she complete Calculus 1 and possibly Calculus 2. Her mathematics SAT score was 380. We talked a little bit about the class, her performance, and where she should go next. The student explained that my class is not compatible with her "learning method." She said that she prefers "that multiplying method, you know, where there are letters, A, B, C." I said, "You mean, multiple choice?"

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