The Test Passes, Colleges Fail

Peter Salins:

FOR some years now, many elite American colleges have been downgrading the role of standardized tests like the SAT in deciding which applicants are admitted, or have even discarded their use altogether. While some institutions justify this move primarily as a way to enroll a more diverse group of students, an increasing number claim that the SAT is a poor predictor of academic success in college, especially compared with high school grade-point averages.

Are they correct? To get an answer, we need to first decide on a good measure of "academic success." Given inconsistent grading standards for college courses, the most easily comparable metric is the graduation rate. Students' families and society both want college entrants to graduate, and we all know that having a college degree translates into higher income. Further, graduation rates among students and institutions vary much more widely than do college grades, making them a clearer indicator of how students are faring.

So, here is the question: do SATs predict graduation rates more accurately than high school grade-point averages? If we look merely at studies that statistically correlate SAT scores and high school grades with graduation rates, we find that, indeed, the two standards are roughly equivalent, meaning that the better that applicants do on either of these indicators the more likely they are to graduate from college. However, since students with high SAT scores tend to have better high school grade-point averages, this data doesn't tell us which of the indicators -- independent of the other -- is a better predictor of college success.

At Transition High, teens leave past behind

Dani McClain:

From the corner of N. 27th St. and North Ave., Transition High School looks more like a strip mall than a place where teenagers are turning their lives around.

The Milwaukee public school, which opened in March, is home to students working through challenges beyond the scope of what most traditional high schools can handle. Some have been expelled. Others have served sentences in the House of Correction or a youth facility. Some have been truant for more than a year.

But on a recent day, as they wrapped up online coursework and got ready for an afternoon of off-campus rock climbing, students talked about how safe they felt.

"This is a non-violent place," said Charles Banster, 16, and a sophomore. "Nobody has problems here."

Another student, who said he had spent time in a large school on the city's south side, agreed. The small environment makes him feel like he's among family.

"I don't like too many people around me," said 14-year-old Tim Owens-Rice. "I just feel paranoid." In the past, that need to define and defend his personal space has led to fights, he said.

Study Abroad Flourishes, With China a Hot Spot

Julia Christensen:

The big-box aesthetic does not immediately lend itself to any other use. The buildings are often upward of 150,000 square feet. There simply aren't many enterprises that need that much space, and because the buildings are built for a single-use purpose, it's not so easy to break them up into smaller units. Yet all over the country, resourceful communities are finding ways to reuse these buildings, turning them into flea markets, museums, schools--even churches.

">Tamar Lewin:

Record numbers of American students are studying abroad, with especially strong growth in educational exchanges with China, the annual report by the Institute on International Education found.

The number of Americans studying in China increased by 25 percent, and the number of Chinese students studying at American universities increased by 20 percent last year, according to the report, "Open Doors 2008."

"Interest in China is growing dramatically, and I think we'll see even sharper increases in next year's report," said Allan E. Goodman, president of the institute. "People used to go to China to study the history and language, and many still do, but with China looming so large in all our futures, there's been a real shift, and more students go for an understanding of what's happening economically and politically."

Washington DC Schools' Chancellor Michelle Rhee Proposes Parent Academy, Better Security

Bill Turque:

Revamped security and discipline policies, more specialized schools, a "Parent Academy" to help District parents take charge of their children's education and the possibility of more school closures are part of the long-term vision proposed by Chancellor Michelle A. Rhee in a new document.

The 79-page "action plan," which Rhee will present to the D.C. Council tomorrow, pulls together a broad variety of ideas that have been only hinted at publicly, including a possible end to out-of-school suspensions and an increase in the number of "theme" schools, focusing on high technology, language immersion, or gifted and talented students.

Other goals in the draft document -- the need for new and better-paid teachers, higher test scores, closing the achievement gap between white and minority students -- are ones she has frequently articulated. Taken together, they provide the most detailed picture of Rhee's aspirations for the 120-school system, which is affected by declining enrollment and poor academic performance.

Wisconsin Poll on Public Education:
A Slight Majority Believe They Received a Better Education than Students Do Today
Residents Support Major Reforms in Teacher Compensation

Wisconsin Policy Research Institute:

There are some issues that seemingly never change. Twenty years ago 49% of Wisconsin residents thought they had received a better education in elementary and secondary schools than students today. In 2008, 47% of Wisconsin residents had the same view. Twenty years ago 70% of our residents rated their local schools as excellent or very good. Today, 69% rated their local schools as excellent or good.

Twenty years ago 76% of our residents supported merit pay for teachers; today 77% of our residents support merit pay for teachers. Twenty years ago 58% of our residents thought that discipline in our public schools was too lenient; today 60% hold this view.

These are among the key findings about statewide policy issues from the most recent survey of 600 Wisconsin residents conducted by the Wisconsin Policy Research Institute, Inc. and Diversified Research between November 9 and 10, 2008.

The Overall Quality Of Education

47% of the respondents in this survey thought that they had received a better education at the elementary and secondary level than students do today; 44% disagreed. Twenty years ago 49% thought they had received a better education and 45% thought they had not. Demographically there is a large gap in this response based on race--46% of Whites in 2008 thought they had received a better education, but 90% of Black respondents thought they had received a better education and only 10% thought that students today received a better education.

Head of Teachers' Union Offers to Talk on Tenure and Merit Pay

Sam Dillon:

Randi Weingarten, president of the American Federation of Teachers, said Monday that given the economic crisis, her union would be willing to discuss new approaches to issues like teacher tenure and merit pay.

"Faced with declining tax revenues, state and local governments are cutting" education budgets nationwide, Ms. Weingarten said in a speech to education policy makers in Washington.

"In the spirit of this extraordinary moment, and as a pledge of shared responsibility, I'll take the first step," she said. "With the exception of vouchers, which siphon scarce resources from public schools, no issue should be off the table, provided it is good for children and fair to teachers."

It is unclear how much practical effect Ms. Weingarten's speech will have on the stance her 1.4-million-member union and its locals take in negotiations with school districts or in lobbying state legislatures.

My Son Was Autistic. Is He Still?

Jayne Lytel:

Paging through 176 MRI scans of my 9-year-old's brain on my home computer, I discovered a button that let me play them as a movie. Gray swirls burst onto the screen, dissolving into one another and revealing a new set of patterns. Beams of light faded in and out, some curving and traveling around the different regions of his brain. I saw the squiggly folds of his cerebral cortex, the gray matter that is the center of human intelligence.

These scans, the most intimate pictures I had ever seen of my son, Leo, may help researchers understand what's going on in his head -- and relieve him of a diagnosis that I have devoted several years to helping him overcome.

Leo, identified as No. C1059, underwent the scans as part of a research study at the Olin Neuropsychiatry Research Center at Hartford Hospital in Connecticut. He was thrilled to earn $200 for taking part. I smiled along with him, because I could remember the days when he had a limited range of emotions, and pride was not one of them.

Charter schools to buy three Minneapolis district buildings

Tom Weber:

The Minneapolis School District is close to finalizing the sale of three of its shuttered buildings. But unlike previous real estate deals, the district this time entertained offers from charter schools.

St. Paul, Minn. -- Minneapolis School Board member Pam Costain calls the sale of Franklin, Putnam, and Morris Park Schools "uncharted territory." That's because, even though the district has leased space to private schools before, there used to be a policy banning the sale of any of district buildings to charter schools -- with the idea that they're the competition.

But that's exactly who's in line to move into these buildings, in North, Northeast, and South Minneapolis.

On College Choice

Stephen Kreider Yorder & Isaac Yoder:

When we get lots of reader email, we know we've struck a chord. College choice is clearly a chord.

After our column discussing how much college is worth -- and my plan to narrow my search to small liberal-arts schools -- many readers agreed with us that getting the best-fitting education is the top priority.

Marina E. Marra from Tucson, Ariz., writes that her son, like me, "was very concerned about spending his parents' money for a degree that can be purchased for less elsewhere. I, too, advised him that it is his job to be accepted at the best school possible with the best education and it is my job to figure out how to pay for it." She adds: "There is an intangible element that isn't apparent in a cost/benefit comparison among colleges, something that can be found only at smaller liberal-arts colleges."

Others held that price should be a top consideration. "YES -- Price DOES Matter!," writes Pat Diamond, also of Tucson. "I can't understand why either of you would consider going into debt for a college education when there's the option of a perfectly good state university system that would provide an education equal to that of a small expensive elite liberal-arts college."

An expensive education is fine if I know what I plan to do with it, writes Robert Lowrie of Georgetown, Texas. "To spend $48,000/year, and then not know what he's going to do with the B.A. degree after four years, is insanity," he says, suggesting that I "look into getting [my] bachelor's degree at a less expensive state university, and then enter a small, probably more prestigious and expensive school for [my] graduate studies."

Not Everyone Wants to Move Toward Rating Educators by Student Progress

Jay Matthews:

For a while, the fight over how to improve public schools seemed to be quieting down. During the presidential campaign, Republican and Democratic education advisers happily finished each other's sentences on such issues as expanding charter schools, recruiting better teachers and, in particular, rating schools by how much students improve.

Moving to the growth model for school assessment, by measuring each student's progress, seems to be the favorite education reform of the incoming Obama administration. Up till now, we have measured schools by comparing the average student score one year with the average for the previous year's students. It was like rating pumpkin farmers by comparing this year's crop with last year's rather than by how much growth they managed to coax out of each pumpkin.

The growth model appeals to parents because it focuses on each child. It gives researchers a clearer picture of what affects student achievement and what does not. Officials throughout the Washington area have joined the growth model (sometimes called "value-added") fan club. The next step would be to use the same data to see which teachers add the most value to their students each year.

Keeping Notes Afloat in Class

Michael Alison Chandler:

Third-graders at Hunters Woods Elementary School are required to learn the fundamentals of the violin. They know how to stand up straight, how to hold their instruments and how to use the tippy tips of their fingers when they press on the strings so they don't make what their teacher calls "an icky sound."

After learning a grand total of eight notes, they also know how to make music. Their repertoire one fall morning included pieces from a range of cultures and styles: "Caribbean Island," "Seminole Chant," "Good King Wenceslas."

In Fairfax County and elsewhere, students often begin studying violin in fourth grade. Hunters Woods, an arts and science magnet school in Reston, gives them a one-year head start. Experts say the earlier children begin, the more likely they are to succeed in music.

Hunters Woods, with 950 students, is one of more than a dozen local schools in which teachers are trained through the Kennedy Center for the Performing Arts to infuse arts education into other subjects. For instance, students might build instruments from recycled materials, learn science through lessons on sound and vibration or study math through measurement and patterning. Some also compose songs with lyrics inspired by Virginia history.

But music programs and the rest of the education budget are under scrutiny as the county School Board seeks to close a $220 million budget shortfall for the fiscal year that begins in July. One proposal to save about $850,000 would trim band and strings teaching positions, making it tough to keep such programs in third and fourth grades, said Roger Tomhave, fine arts coordinator for Fairfax schools.

This tune sounds familiar. Madison formerly offered a 4th grade strings program (now only in 5th).

Another Look at the Madison School District's Use of "Value Added Assessment"

Andy Hall:

The analysis of data from 27 elementary schools and 11 middle schools is based on scores from the Wisconsin Knowledge and Concepts Examination (WKCE), a state test required by the federal No Child Left Behind law.

Madison is the second Wisconsin district, after Milwaukee, to make a major push toward value-added systems, which are gaining support nationally as an improved way of measuring school performance.

Advocates say it's better to track specific students' gains over time than the current system, which holds schools accountable for how many students at a single point in time are rated proficient on state tests.

"This is very important," Madison schools Superintendent Daniel Nerad said. "We think it's a particularly fair way ... because it's looking at the growth in that school and ascertaining the influence that the school is having on that outcome."

The findings will be used to pinpoint effective teaching methods and classroom design strategies, officials said. But they won't be used to evaluate teachers: That's forbidden by state law.

The district paid about $60,000 for the study.

Much more on "Value Added Assessment" here.

Ironically, the Wisconsin Department of Public Instruction stated the following:

"... The WKCE is a large-scale assessment designed to provide a snapshot of how well a district or school is doing at helping all students reach proficiency on state standards, with a focus on school and district-level accountability. A large-scale, summative assessment such as the WKCE is not designed to provide diagnostic information about individual students. Those assessments are best done at the local level, where immediate results can be obtained. Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum."

Related:

• Wisconsin, Mississippi have "easy state K-12 exams" - NY Times
• Much more on Wisconsin's state exam; the WKCE, here.
• The Fordham Foundation gave Wisconsin's standards a "D".
• The Death of WKCE? Task Force to Develop "Comprehensive Assessment System for Wisconsin"
• Alan Borsuk has more

Beautiful

D-PAN: Deaf Performing Artists Network. Worth Watching.

Teachers union talks of big goals in Washington

Greg Toppo:

The head of the American Federation of Teachers signaled the union's willingness Monday to work broadly on education reform with the incoming Obama administration. It said that, with the exception of school vouchers, "no issue should be off the table."

AFT president Randi Weingarten cautioned lawmakers nationwide against a "disinvestment in education" in the face of the economic meltdown. She warned that cutting aid to schools "places our economy in a race to the bottom for years to come."

Weingarten already has told Congress that schools must be included in economic stimulus plans. She testified last month that lawmakers should add $20 billion to a social-services block grant to help state and local governments balance budgets without cutting education. She also said schools need $286 billion for buildings improvements.

Public vs. Private Schooling: Is There A Wrong Answer?

NPR:

As the Obama family prepares to transition into the White House, one of the most pressing matters is choosing a school for their two daughters, Sasha and Malia. Mary Lord, of D.C. State Board of Education; Mark Gooden, an education professor and Jay Matthews, education columnist for the Washington Post talk about the sometimes complicated choice between public or private schooling for children.

New York City's School Grades

Jennifer Medina:

The A-through-F grading system for New York City schools is billed as a public information tool, helping people sort out which schools are teaching children and which schools are just moving them along. Instead of inscrutable education jargon and endless score charts, the letter grades act like billboards broadcasting achievements and failures.

But for parents shopping for the best schools, the letter grades can obscure some of the most salient information, because they are determined largely by how much progress students make year to year rather than how well their skills stand up against objective standards.

While the question of how effective teachers are at moving students forward is a critical one for their bosses, many parents are equally interested in which schools are most likely to, say, have students reading at grade level or ensure that sophomores are mastering algebra. The heavy emphasis on peer comparisons to schools serving similar populations is clearly a fairer yardstick for educators, but it can hide schools burdened by particularly challenging demographics.

Obama and the War on Brains

NICHOLAS D. KRISTOF

Barack Obama's election is a milestone in more than his pigmentation. The second most remarkable thing about his election is that American voters have just picked a president who is an open, out-of-the-closet, practicing intellectual.

We can't solve our educational challenges when, according to polls, Americans are approximately as likely to believe in flying saucers as in evolution, and when one-fifth of Americans believe that the sun orbits the Earth.

Yet times may be changing. How else do we explain the election in 2008 of an Ivy League-educated law professor who has favorite philosophers and poets?

Granted, Mr. Obama may have been protected from accusations of excessive intelligence by his race. That distracted everyone, and as a black man he didn't fit the stereotype of a pointy-head ivory tower elitist.

An intellectual is a person interested in ideas and comfortable with complexity. Intellectuals read the classics, even when no one is looking, because they appreciate the lessons of Sophocles and Shakespeare that the world abounds in uncertainties and contradictions....

Incompletes
Most from class of 2000 have failed to earn degrees

James Vaznis:

About two-thirds of the city's high school graduates in 2000 who enrolled in college have failed to earn degrees, according to a first-of-its-kind study being released today.

The findings represent a major setback for a city school system that made significant strides in recent years with percentages of graduates enrolling in college consistently higher than national averages, according to the report by the Boston Private Industry Council and the School Department.

However, the study shows that the number who went on to graduate is lower than the national average.

The low number of students who were able to earn college degrees or post-secondary certificates in a city known as a center of American higher education points to the enormous barriers facing urban high school graduates - many of whom are the first in their families to attend college. While the study did not address reasons for the low graduation rates, these students often have financial problems, some are raising children, and others are held back by a need to retake high school courses in college because they lack basic skills.

The students' failure to complete college could exacerbate the fiscal problems in the state's economy, which requires a highly skilled workforce, say business leaders and educators. While tens of thousands of students around the globe flock to the region's colleges each fall, many of them leave once receiving their degrees.

Continue reading "Incompletes
Most from class of 2000 have failed to earn degrees"

Bill Gates: "breaking large high schools into smaller units, on its own guaranteed no overall success"

Via a kind reader's email:

Excerpt: "A main strategy of the schools, breaking large high schools into smaller units, on its own guaranteed no overall success, Gates said.
He said the New York City small schools were an example of successes in raising high school graduation rates -- but a disappointment in that their graduates were no likelier than any city student to be prepared to go onto college.

Gates said the small number of successful schools did well not because they were structured as small schools, but because they enacted many different innovations: improved teaching quality, a longer school day, innovative instructional tools, a focus on tracking student achievement data."

The implementation of "Small Learning Communities" in Madison has not been without controversy.

"Good News isn't News": Addressing Health Care Costs

FoxPolitics via a Steve Loehrke email:

Fremont School District Board of Education and FoxPolitics reader, wrote to update me with positive (!!) financial news from a school district. Refreshing!

In early March, 2007, the Post-Crescent, striving to illustrate the Freedom of Information Act for readers, requested invoices for legal charges from Weyauwega Fremont (W-F), a 1000-student school district west of Appleton. Per one of the newspaper's articles at the time:

Using the state's Open Records law, the newspaper fought for 10 months to see detailed invoices for attorney services after the district released heavily redacted copies ....

(P-C, March 11, 2007. The articles are no longer linkable. You can pay the P-C for an archived copy, or access articles from 1999 and later, free with your library card via Newsbank on the Appleton Public Library website.)

Loehrke objected to carte blanche (unredacted) release of the information and the P/C suit ended up costing district taxpayers about $25,000.

Quoting again from the March 11, 2007 P/C article:

District officials maintain they have not broken the law nor spent money irresponsibly, that the media is hyping the issue, and a handful of antagonistic residents are digging for dirt where none exists.

"We have willingly and openly responded promptly to more than 30 open records requests in the last year," school board president Steve Loehrke wrote in an e-mail to The P-C this past week.

Much of the legal work paid for by W-F and questioned by the P-C, was in response to actions by district retirees unhappy with health insurance changes the board and administration were considering - changes which ultimately led to substantial savings for the District.

Loehrke is proud of his school district and concerned that good news isn't reported.

To update you, our school district changed to a self-funded insurance plan and got rid of the WEAC owned insurance carrier. This year the school district put $800,000 (8%) of our budget into the Fund Balance. Tax rate is lowest of all surrounding school districts. Test scores are up. Permanently fixed the OPEB [Other Post-Employment Benefits] problem. Balanced the next year's budget. Many things the newspaper could have and should have reported. Instead they wanted a whipping boy to help them sell papers. They never showed up at this year's annual meeting. News silence. Good news isn't news.

I talked with W-F District Administrator Jim Harlan to confirm Loehrke's claims, and if accurate, to get the low-down on how the district achieved all this good stuff.

It seems to me the primary story is one of doggedly doing everything they can to reduce costs - to reduce costs that don't impact learning in the classroom. Lo and behold, one way W-F reduced costs was by controlling - surprise, surprise - health insurance costs.

Continue reading ""Good News isn't News": Addressing Health Care Costs"

Research scientist helps Edgewood eighth-graders explore biochemistry

Pamela Cotant:

Students at Edgewood Campus School are learning with the help of a research scientist.

This is the third year Edgewood is participating in the SMART (Students Modeling A Research Topic) Team program where students learn what active research scientists investigate in their labs. Along the way, students learn hands-on molecular modeling to better understand biochemistry and what happens when diseases occur.

"It tries to show students what research science is like," said Edgewood Campus School teacher Dan Toomey. "Science is not a collection of facts."

Toomey's three eighth-grade science classes are participating in the program, which was integrated into his classroom after he first ran it as an after-school program.

For one activity this year, the students created a three-dimensional model of amino acids to learn how they interact.

"It's a lot easier than, like, seeing a picture," said eighth-grader Anna Heffernan.

Fenty, Rhee Look for Ways Around DC Teacher's Union
Proposals Would Set Stage For School System Rebuild

Bill Turque:

Mayor Adrian M. Fenty and Schools Chancellor Michelle A. Rhee are discussing a dramatic expansion of their effort to remove ineffective teachers by restoring the District's power to create nonunionized charter schools and seeking federal legislation declaring the school system in a "state of emergency," a move that would eliminate the need to bargain with the Washington Teachers' Union.

If adopted, the measures would essentially allow the District to begin building a new school system. Such an effort would be similar to one underway in New Orleans, where a state takeover after Hurricane Katrina placed most of the city's 78 public schools in a special Recovery School District. About half of the district's schools are charters, and it has no union contract.

Pursuit of the ideas would intensify the considerable national attention that Washington has drawn as a staging ground for school reforms. The moves could force a major confrontation with the union and its parent organization, the American Federation of Teachers, which has denounced the changes in New Orleans. The proposals also could place Fenty (D) and Rhee at odds with President-elect Barack Obama, who has praised their reform efforts but who also counts federation President Randi Weingarten as a major supporter in the labor movement.

Fenty and Rhee referred questions about the proposals to mayoral spokeswoman Mafara Hobson.

Social Security Administration looks at Dallas schools' practice of issuing fake numbers

Tawnell Hobbs:

he Social Security Administration is looking into DISD's practice of issuing fake Social Security numbers to employees hired from foreign countries and will determine whether a formal investigation is needed, Wes Davis, the agency's spokesman in Dallas, said Friday.

Mr. Davis said the review would look at whether there was any criminal intent by the Dallas Independent School District and whether further investigation or prosecution is called for by the U.S. attorney's office. He said he hasn't heard of any other school districts issuing false Social Security numbers.

Richard Roper, U.S. attorney in Dallas, said he could not comment on whether his agency would investigate the matter.

DISD had been issuing the fake numbers - some of which had already been assigned to people elsewhere - for several years before ending the practice this past summer. The false numbers were issued to get the foreign citizens - mostly teachers brought in on visas to teach bilingual classes - on the payroll quickly.

Milwaukee's neighborhood schools' troubles go unaddressed

Dave Umhoefer:

A slight improvement in enrollment this fall - equal to about one student per building - is about all that has changed for 25 schools that were at the heart of a troubled $102 million construction program for Milwaukee Public Schools.

Officials have taken no major steps to change the situation at schools where enrollment is far below the goals set when the Neighborhood Schools Initiative was launched in 2000. A series of stories in the Journal Sentinel in August described how millions of dollars of building projects had brought little visible gain.

The lack of action has at least one School Board member unhappy.

"I see waste in the district, but no one wants to cut," said Michael Bonds, chair of the board's finance committee. "We have to reduce the number of buildings we have. It's almost a mockery."

No serious proposals related to the neighborhood project have been discussed publicly this fall to close schools or take other steps aimed at getting more bang from the $102 million.

Outliers by Malcolm Gladwell

Jonah Raskin:

Still, "Outliers" is unabashedly inspiring. Education is at its vital heart; teachers and parents ought to put it on Christmas lists and bring it to PTA meetings. The students in my own classes, many of whom never seize opportunities, and blame others for failures, would benefit greatly by reading Gladwell's provocative and practical book about the landscape of success.

Gladwell's website. Jeffrey Trachtenberg has more.

A Fascinating Look at Wisconsin's K-12 and Higher Ed Finance Battles

Much continues to be written about Wisconsin's K-12 and Higher Education spending growth, an issue that will be front and center as the State grapples with a structural deficit and slowing tax revenue growth. Following is a recent roundup of rhetoric on this matter:

• Wisconsin Taxpayers Alliance: K-12 Spending Growth Far Exceeds University Funding
• Retiring University of Wisconsin-Madison Chancellor John Wiley: "From Crossroads to Crisis"
• Dave Blaska looks at Wiley's article.
• The "Club for Growth" made an open records request on Wiley's communications around the Madison Magazine article.
• Former Madison Mayor Paul Soglin on Wiley's article.
• An Interview with Todd Barry on Wisconsin's structural deficit and significant increase in debt.
• A roundup of articles on Wisconsin's budget deficit.
• Jason Stein: Whos to Blame for the State Budget "Shortfall"?

We'll certainly see many more articles on this topic as the Governor and Legislature address the state's spending difficulties.

High School Rugby Team Breaks Down Barriers

Will Bardenwerper:

The rugby practice field at Hyde Leadership Public Charter School bears little resemblance to the manicured lawns of the English boarding school where the sport was born. It is more brown than green, and sirens sometimes drown out the shouts of players. Then there are the occasional interruptions, like when play was briefly halted during a recent practice as a man darted about wildly on a nearby street, calling football plays and evading imaginary tacklers.

But this patch of mud and grass is more than the home of what is believed to be the nation's first all-African-American high school rugby team. It is also where a growing number of students have been exposed to a sport they once knew nothing about and to parts of society that once seemed closed to them.

Hyde players have a hard time explaining rugby to friends who do not attend their school and who do not know much about the sport. Others say things like, "You're crazy, that's a white person's sport," said Lawrenn Lee, a senior on the team. One parent, Clifford Lancaster, recalled his reaction when his son Salim announced he was going to play: "My eyes got this big. I said, 'That's a wild sport.' "

Putting education -- not unions -- first

Ben DeGrow:

This year brought the biggest electoral Democratic wave in more than three decades. Yet Colorado teachers union officials may have lost, rather than gained, political ground.

Sometimes, the interests of the Democratic Party and teachers union officials align closely. The Colorado Education Association and Colorado Federation of Teachers together give Democrats about $50 in contributions for every $1 they give Republicans.
Of course, not all Democratic legislators are in the pockets of the teachers union hierarchy. It is remarkable, though, to see not one but two legislators without union connections assume the highest positions at our state Capitol. Peter Groff's Democratic peers voted to re-elect him as state Senate president, and Rep. Terrance Carroll was selected to become the new speaker of the House.

Supporters of public school parental choice could find no better friends in the Democratic caucus than Groff and Carroll. Both men have a strong record of protecting charter schools against union-backed legislative attacks, even attacks launched by other Democrats.

ADHD Primer for Parents Part I

Susan Crum:

Although called Attention Deficit Disorder, and thus many parents and teachers believe that the primary problem is distractibility or poor attention, in reality this disorder is primarily a disorder of impaired executive function. When an individual has ADHD, executive functions are not emerging or unfolding as expected for the child chronological age. By executive functions I refer to a wide range of central control process of the brain that temporaneously connect, prioritize and integrate cognitive functions in the same manner that a conductor directs a band. Clearly, this does not refer to a single task at a given point in time such as focusing on getting a hamburger when hungry, or pushing a button at a given moment in order to stop a character is a video game from going forward. But, it does mean there is impairment in the ability to sustain concentrated focus on a task that requires constant monitoring and adjustment, as well as intermediate and long-term projection into the future such as driving a car, following a complicate classroom lecture or interacting with others and anticipating their reactions and the long-term outcomes of my statements or actions. In short, impaired executive functions negatively impact the real stuff of day to day life.

Should Schools Tackle Poverty?
Yeah, let's add that between recess and lunch.

Alexander Russo:

Don't be surprised if you hear a lot more from teachers and board members about "out of school" social issues and programs this year. Chatter about more daring and wider-ranging approaches to school improvement is all the rage right now, as part of a longer-term pushback against accountability-based reform like NCLB.

Jumping into efforts to reach children in their home lives, however, may stretch schools' abilities to make a real difference--and may take you and your team's eyes off quality classroom instruction and academic improvement.

Over the past few months, there has been a slew of ideas and proposals to move beyond reform efforts that are primarily school-based. Just as the Democratic primary was wrapping up, a coalition of educators put out a call for a "broader, bolder" approach to education reform. Later in the summer, aft president-elect Randi Weingarten called for "community schools" that would provide social services as well as education. Early in the fall, Democratic presidential nominee Barack Obama began touting a proposal to create "Promise Neighborhoods" around the country, in which low-income children and their parents would receive a comprehensive set of medical and social services in addition to a quality education. About a third of states have recently embarked on new antipoverty programs, according to Stateline.org .

Top national honor goes to Simpson Street Free Press

The Capital Times

Madison's Simpson Street Free Press, the newspaper written and produced by young people for other young people, was recognized Thursday in a White House ceremony as one of the country's best youth programs.

The paper, which was founded in 1992 to help struggling students on the south side of Madison improve their writing and academic skills, received the 2008 "Coming Up Taller" award, an initiative of the President's Committee on the Arts and the Humanities that is designed to recognize the nation's best and most innovative youth programs.

The national honor is one of several awards the paper has earned in recent years for its effective methods of engaging and building the skills of young people.

The Free Press' first headquarters was a makeshift community center in the old Simpson Street apartments on the city's southeast side and involved just a handful of students. It now has its office and newsroom in nearby South Towne Mall and has a staff of nearly 40 student reporters who come from diverse backgrounds and neighborhoods. Young people apply for jobs at the paper and, once hired, meet assignment deadlines and attendance and school performance guidelines while they produce regular issues of the newspaper.

The staff, which ranges in age from 11 to 18, writes and produces the content of the Free Press. They research and produce articles on history, geography, science, literary criticism and the arts. Some write sports stories, and others write regular columns. The young reporters all work in an authentic newsroom environment. They write and rewrite articles several times before they are accepted for publication.

The paper is circulated at numerous outlets in the Madison area, including in all city schools. The Free Press provides lesson plans to teachers who want to use the paper in their classroom. Currently about 23,000 copies of each issue are printed. Subscription information is available online.

Competing for Grammar School

Lisa Freedman:

It's a brisk Friday morning and a skinny little boy in a large blazer stands shivering by locked school gates. Close beside him are his mother, his father and his two grandmothers, both in saris. The trembling child is right to be anxious. He is about to sit the entrance tests for Queen Elizabeth's School in Barnet, north London, one of England's leading grammar schools, and the odds against him passing through this narrow gateway to academic success are extremely slim. There are just 180 places available in the school's Year Seven each year and 1,200 boys hoping to fill them.

Grammar schools have always been popular but with the financial meltdown affecting many affluent families, a free education in a traditional environment is looking highly attractive to parents of bright 10-year-olds. Fees for three children at independent secondary schools cost £50,000 or more a year, and four out of five parents pay those fees out of income.

Jenny Jones, secretary of the National Grammar Schools Association, a non-political body of parents, teachers and heads promoting grammar schools, confirms that "there have definitely been more applications from families who would normally go to independent schools".

Universal preK brings new challenges for public elementary schools

David McKay Wilson:

In 2005, when Boston mayor Thomas Menino announced his plan to make prekindergarten available to all four-year-olds in the city, parents and early childhood advocates applauded this initiative to add a 14th year to the city's public school system.

Three years later, after preK classrooms were established in 50 of the city's 67 elementary schools, educators say implementing the mayor's vision has proved to be a major challenge. There were facility issues: none of the classrooms had running water or bathrooms, so administrators lobbied to build toilet facilities in the rooms--at the cost of $35,000 each. There were oversight issues: many of the elementary school principals weren't sensitive to the needs of four-year-olds, so Boston established a professional development academy for administrators faced with the prospect of educating preschoolers.

Then there was the impact on the elementary schools where those four-year-olds were getting ready for kindergarten. When those students turned five, they were so well prepared that the district had to retool its kindergarten curriculum to keep pace with children much more ready to learn.

AP Students Forced to Accept Less

Jay Matthews:

A teacher with the sign-on name of pfelcher posted a provocative comment on the Web version of my Nov. 3 column for the Post's Metro section. I was repeating for the 4,897th time my view that even low-income students who have not performed well in school can learn in a college-level high school course, like Advanced Placement or International Baccalaureate, if given extra time and encouragement.

Pfelcher would have none of my argument. To support his opinion, he cited a personal experience in his classroom. I always find first-person accounts helpful when debating this issue. I decided to send his comment to a few other AP teachers I knew, and see what they had to say.

Here is the post from pfelcher, whom I do not know and cannot identify further, followed by the reactions of three teachers, plus a student who sent me his view. If we want to make our high schools better, we have to work this out. I think such exchanges help us figure out what to do:

......

It's not about who wins in a class of students with such disparate preparation and skill; it's about who loses. The students ready to march ahead are forced instead to grind to a halt as the other students have to be taught the basics with which they should have entered the class.

At the end of the year, those unprepared students who might have gained from my class but who still had too far to go to attain the literacy and competence the test requires, failed miserably on the AP exam. So, did these lower-end students gain from the experience? Yes, they did to some degree, even though egos that had never really been tried suffered when they saw how they compared to the nation.

Madison School Board Update

Board President Arlene Silveira:

Thank You: On behalf of the BOE, I would like to thank the community for their support in the recent referendum vote. Your support of our students and schools is appreciated. Because of your support, you have maintained our foundation and provided us three years to focus on ways to improve our schools without the constant specter of compulsory budget slashing. We are committed to continuing the "Partnership Plan" that was at the heart of the referendum. We look forward to working together, with each other and with the community. More information on our future plans is below.

Governance: As we have stated, the referendum was only a piece of a bigger plan for the district. This week the Board and the Superintendent have continued discussions on governance models which will allow us to focus our energies and attention on student achievement. We plan on starting the implementation of a new governance model in December. Community engagement will be a key part of any model we pursue. More details will be available after our November 24 BOE meeting.

Vouchers in Texas, A Worthy Experiment

The Economist:

THE Edgewood independent school district covers an unassuming part of west San Antonio, a district of fast-food joints and car-body shops, with houses that run from modest to ramshackle. It is mostly poor and mostly Hispanic, and in 1968 its government-funded public schools were so bad that a parents' group sued the state, prompting a debate over school funding that lasted for decades. By 1998 the situation had improved. The National Education Association, America's largest teachers' union, said that Edgewood could be a model for other urban school districts.

Then its voucher programme started. In 1998 the Children's Educational Opportunity Foundation, a private group, announced that it would put up $50m over the next ten years to provide vouchers for private education to any low-income Edgewood student who wanted one. The "Horizon" plan was meant to show legislators that vouchers could help students and motivate schools through competition.

Critics said the programme would take money from a school district that was poor already. One teacher wrote an angry editorial comparing Horizon to Napoleons invasion of Russia">Napoleon's invasion of Russia, destined for "history's trash heap of bad ideas".

But a report published in September [3.5MB PDF Report] by the Texas Public Policy Foundation (TPPF), a conservative think-tank, argues that the programme was a hit over its ten-year span. More than 4,000 students claimed the vouchers; their test scores jumped, and only two dropped out.

The Best Places in the USA to Raise Your Children

Prashant Gopal:

A Chicago suburb beats out thousands of other communities around the U.S. as the best, most affordable place to raise kids.

Mount Prospect, Ill., is a quiet Chicago suburb with a population of just over 56,000. It is a tight-knit town where over the past eight years Prospect High School's football team won three state championships, its Marching Knights picked up their 26th straight grand champion title at the annual state marching band festival, and just last month the school itself ranked 12th among all state high schools. Now the town is also the winner of Businessweek's second annual roundup of the Best Places in America to Raise Kids.

Founded by German immigrants and incorporated in 1917, Mount Prospect hasn't strayed far from its values of fiscal conservatism and community involvement, even as it has expanded to include new immigrants from Poland, Mexico, Korea, and India. It is a middle-class community with low crime, affordable homes, award-winning schools, ethnic restaurants, a major regional mall, and a small-town charm that makes the big city less than an hour away seem much farther away.

Other cities mentioned include: Euless, TX, Murfreesboro, TN, Huntsville, AL and Eau Claire, WI.

Tempe High relishes chance to become IB school

Georgann Yara:

A 3.7 grade-point average and a schedule stacked with honors classes may be enough for Tempe High School sophomore Fabian De La Cruz to attain his goal of attending Harvard University.

A new program slated for implementation at his school next year could only help the aspiring surgeon reach his dream and become the first person in his family to go to college.

The International Baccalaureate program comprises a rigorous interdisciplinary curriculum that emphasizes an international perspective and critical and creative thinking skills.

Arts Integration Aids Students' Grasp of Academics

Julie Rasicot:

Teacher Karen McKiernan's science class at Dr. Charles R. Drew Elementary School seemed more like a lesson in art appreciation than the laws of physics as students focused on a poster of an abstract painting propped against the blackboard.

The room buzzed with questions as the fifth-graders at the Silver Spring school queried each other about the piece, "People and Dog in the Sun," by Joan Miró.

"What would this painting look like if it was not abstract?" 10-year-old Annesha Goswami asked her classmates.

"Why do you think there are so many dark colors and only one bright color?" asked Elizabeth Iduma, 10.

The students, participants in the school's talented and gifted magnet program, were practicing a thinking routine called "creative questions" which was designed to help them "think outside the box," McKiernan said. For the class's next meeting, McKiernan said, she planned to have students relate their thoughts about the artwork to the concepts of force, motion and energy that the fifth-graders had been studying.

Bill Gates on Ed in '08 & School Reform Impediments

Erik Robelen quotes Bill Gates:

"We have not found a way to do it. We have not been very successful at it...the problem we tend to run into is that the most influentia