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Monday, April 19, 2010

California's university system: What went wrong? - San Jose Mercury News

California's university system: What went wrong? - San Jose Mercury News
California's university system: What went wrong?

Updated: 04/18/2010 06:23:12 AM PDT

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Students listen to a lecture during a General Chemistry section at San Jose... (Pauline Lubens)


Fifty years ago this month, California promised a low-cost, high-quality university education for every qualified high school graduate in the state. But that promise — inflated by growing populations and academic aspirations — expanded beyond the state's willingness to pay for it.
What went wrong? How did the university system that was long the envy of the world suddenly become the focus of angry street protests, overcrowded classrooms, soaring tuition and a monumental debate over whether the state can ever make good again on its groundbreaking mission?
While the recession turned a slow-brewing problem into an instant crisis, a Mercury News analysis of California's higher-education mess reveals that many factors drove the inevitable and ugly collision between the university system's ambitious and uncoordinated growth and the state's declining ability and desire to pay for it. Among the most critical:

  • Plummeting state support: Since 1990, state spending per student has dropped by half in inflation-adjusted dollars. While the state paid about 90 percent of a student's education 40 years ago, it now pays 69 percent for California State University students and 62 percent for those in the University of California system.



  • No guaranteed funding: Unlike K-12 education, universities are not guaranteed a steady stream of funding. In the last 40 years, higher education's piece of the state's spending pie has been sliced in half — even while enrollment has jumped 2 1/2 times.



  • Continued expansion: In the past eight years, despite declining state support, UC added a new campus, seven new schools and at least 45 new programs. Cal State added a campus, many new science centers and even a Ph.D. program — adding a research emphasis that was not part of its original mission.



  • Kids are lining up for breakfasts of corn dogs,...

    Kids are lining up for breakfasts of corn dogs,...
    Kids are lining up for breakfasts of corn dogs,..

    Kids are lining up daily for breakfasts of sausage pizzas and corn dogs at Sacramento elementary schools, according to the April 18, 2010 Sacramento Bee article, by Melody Gutierrez, "Sacramento area schools try to serve healthier food."
    If the only place parents and teachers have to look is the U.S. Senate, then the nutrition guidelines pending there currently may be a step toward getting salty, fatty, and sugary processed foods out of public school lunch menus in Sacramento. You have to contend with what kids eat for breakfast in school and what they eat for lunch.
    School meals are a big issue with the government. Michelle Obama has been traveling across the USA or broadcasting on television for schools and families to take some action to prevent or reverse childhood obesity. Our children will be the first generation to develop chronic diseases related to diet and lifestyle at an earlier age than our grandparents did in the 1940s.
    You can't turn on your TV set without seeing reality shows about school cafeteria workers or comments about the quality of food served in public schools. It's going to take people with the power the change standards to make any improvements in the local nutrition standards of what's served in Sacramento's elementary school cafeterias.
    Instead of serving choices of raw food diets or lots of fruit and vegetables other than fried potatoes or battered zucchini and fried corn hush puppies, in most of the local and national elementary schools a large number of packages of frozen, processed foods arrive with the only cooking being done is a batch of salty, processed foods full of fat, salt, and sugar getting warmed up in an oven. Who's really cooking meals in the public school cafeteria kitchens?
    Most of the foods are processed. Once the food is processed, it's dead food. It's not sprouted grain, and not green leafy vegetables that are raw or balanced. It's food that has lost most of its nutritional value and taste. On one hand, you have Sacramento City

    Sunday, April 18, 2010

    voiceofsandiego.org | News. Investigation. Analysis. Conversation. Intelligence. - It's a Race Against Time for San Diego's Newest Teens

    voiceofsandiego.org | News. Investigation. Analysis. Conversation. Intelligence. - It's a Race Against Time for San Diego's Newest Teens

    It's a Race Against Time for San Diego's Newest Teens

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    • Viraj Ward is one of three Crawford High teachers in a special program for teen students new to English and U.S. schools.

    Sam HodgsonHawa Fallah says she got only four years of schooling in Guinea, where she had to sell bananas to pay her school fees.

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      Posted: Sunday, April 18, 2010 7:45 pm | Updated: 7:53 pm, Sun Apr 18, 2010.

      As a child in Guinea, Hawa Fallah had to sell bananas in the seaside city of Conakry to pay her school fees. When business was bad, she didn't go to school. The sixteen-year-old says she only got four years of schooling in her country. Her family moved to San Diego nine months ago for something better.

      "Here the school is free," Fallah said. "In our country, it is not free."

      She wants to be a doctor.

      Fallah is part of an extraordinary program for newcomers with extraordinary challenges. Her classmates come from Burma, The Gambia, China, Mexico and elsewhere. Many of them can speak three or four languages, but are still learning English. Some are scarred by war or genocide; their schooling may have been scant. But to graduate high school, they must catch up to their classmates in a few short years.

      It's a fact that one teacher reminds them of when they get distracted, ringing a bell to refocus them.

      "Don't waste our time," said Viraj Ward, chiding her class. "We don't have a lot of time toget

      Shameless Self-Promotion Smonday � Student Activism

      Shameless Self-Promotion Smonday � Student Activism

      It’s shameless self-promotion Smonday again!
      Last week, readers posted links to a racial resentment quiz, a story in a Latvian newspaper, a video about university privatization in Finland, and a report on plans for this Thursday’s Climate Camp at the University of Vermont.
      What do you have for us this week?

      THE EDUCATION FRONT Blog | The Dallas Morning News

      THE EDUCATION FRONT Blog | The Dallas Morning News

      Charlie Crist's odd Florida veto of a merit pay bill

      12:05 AM Mon, Apr 19, 2010 | | Yahoo! Buzz
      William McKenzie/Editorial Columnist Bio | E-mail | News tips
      This story last week about GOP Gov. Charlie Crist vetoing a Florida bill that would have directly linked teacher pay to classroom performance is a big deal beyond his state. It's a setback in one of the latest causes in education reform, and that is helping students get better teachers by determining how well they perform in the classroom.
      President Obama is in on this crusade. He's pressing for students to have more effective teachers, which is why he wants states and districts to link pay to classroom performance. This connection even is one of the fundamentals of his administration's Race to the Top effort.

      Michelle Rhee has pushed for the same link in Washington, D.C., where she is superintendent. And, to the surprise of some, she just got the city's teacher union to go along with her aim of getting rid of bad teachers in return for higher pay for good teachers.

      But here comes Crist, a Republican, undermining the effort to get more effective teachers in the classroom. He says he heard from many parents on this, urging him to veto the bill. But it's an odd move. Obama, a Democrat

      New York Schools Streamline Trade-Book Purchasing - NYTimes.com

      New York Schools Streamline Trade-Book Purchasing - NYTimes.com

      Small Vendors Left Out of Schools’ Book Purchasing


      Ramin Talaie for The New York Times
      Connie Attanasio, president of Attanasio & Associates, a trade-book vendor in Queens.




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      Even as recently as last year, the process by which books ended up in New York classrooms bore more resemblance to Avon than Amazon.
      Kalim A. Bhatti for The New York Times
      The warehouse of Ingram, the country’s largest trade-book wholesaler.
      Scores of salespeople traversed the city, going from school to school, peddling so-called trade books: the novels, works of nonfiction, test guides and other publications that teachers use to supplement textbooks.
      But the city has transformed the way it buys these books, abandoning the decades-old process in which numerous vendors competed in door-to-door or bazaar-like settings, to one in which nearly all such books — literally millions of volumes — are purchased via computer from two large discount wholesalers that have promised savings of at least 30 percent.
      In its first year, city school officials say, the streamlined process is on target to save $18 million. But, much as large book retailers have pushed out independent sellers, some of the small local companies that used to deal directly with the schools say they may be forced out of business, at a cost, they contend, to students.
      “You’ve got to sit and read through hundreds of books to make good selections,” said Connie Attanasio, a trade-book vendor who specializes in collections for English-language learners. “You can’t give a discount of over 30 percent and do the kind of work we did.”
      The city uses a different process to buy textbooks, which the city’s Education Departmenttypically buys directly from publishers in large quantities.