As expected, results were mixed from the spring 2009 administration of the Washington Assessment of Student Learning (WASL). Scores in grades three through eight and 10 mirrored 2008 results, increasing in seven subject areas, decreasing in seven and remaining unchanged in six.
Yet, preliminary results from AYP, the accountability arm of the federal No Child Left Behind Act, show 1,073 schools moved into improvement status, up from 618 last year.
“Our state testing scores are flat, yet the federal system shows an additional 500 schools are failing,” Dorn said. “What is failing is No Child Left Behind. The law is completely unfair. While we know there is certainly room for improvement in our schools, it’s a statistical guarantee in this law that all of our schools will soon be in federal improvement status. That’s unrealistic.”
Look, we're not yet completely sold on the claims that charter schools and performance pay are the end all, be all of school reform. And we still believe that the first step toward strengthening a school is to put a great principal in charge, surround her or him with teachers who are committed and work well together, and give kids -- every one of them -- the attention they need.
But what's going on with education here is not in the best Oregon tradition. This is a state that's been a bold, creative national trendsetter on everything from land-use planning to juvenile justice to protection of public beaches. And yet here we are, chugging along on schools, continually bickering over money and control, fighting most changes, and imagining all the while that we're actually in a race to the top.
"The driving force in the life of a child, starting much earlier than it used to be, is to be cool, to fit in," Grodd told the group. "And pretty universally, it's cool to rebel." In other words, prepare for you and your netbook to be jeered out of the room. "The best schools," Grodd told me later, "are able to make learning cool, so the cool kids are the ones who get As. That's an art."
It's an art that has, for the most part, been lost on educators. The notion itself seems incredibly daunting—until you look at one maligned subculture in which the smartest members are also the most popular: the geeks. If you want to reform schools, you've got to make them geekier.
"Geeks get things done. They're possessed. They can't help themselves," says Larry Rosenstock, founding principal of eight charter schools in San Diego County collectively called High Tech High. He has come up with a curriculum that forces kids to embrace their inner geek by pushing them to create.
Please show up to City Council tomorrow (Tuesday), August 25th after 6pm and urge the City Council to vote NO on using taxpayer resources to fix legal flaws with the "Strong Mayor" initiative.
Patrick Kennedy for Council 2010
The sustained degradation and subjugation of girls and women remains the world's most pervasive human rights violation.
Today, well over 100 million are 'missing' because of increased mortality from inequality and neglect and the majority of the 2.4 million victims of human trafficking, which treats people as products, are female. In its numbers and scale, the systematic discrimination outstrips even the wholesale abuses of the 18th and 19th century slave trade, which we today deplore as an obscene example of inhumanity from another era.
Yet, in supposedly civilised and enlightened times, girls and women around the world suffer unimaginable atrocities: forced marriage, rape, mutilation and death in pregnancy and childbirth. In Sierra Leone, a woman has a one in six chance of dying in childbirth in her lifetime -- a grotesque transformation of what should be the happiest time in a family's life into one of the most dangerous. Discrimination also means girls and women are more likely to be in poverty, denied schooling, deprived of health care, excluded from political and economic decision-making and die young.
The McKinsey report examined the economic dimensions of four distinct gaps in education: (1) between the United States and other nations, (2) between black and Latino students and white students, (3) between students of different income levels and (4) between similar students schooled in different states.
In each instance, the gap has come at an enormous cost, in the billions of dollars and even in the trillions of dollars, to the nation's economy and to its human capital. Just a narrowing of the gap in one of these four areas would mean hundreds of billion dollars to the U.S. economy.
So why aren't we paying attention? Is it because we have heard much of it before? Or is it that we are so caught up in the daily grind of this recession? Or are we hesitant because race and ethnicity are prominently figured in confronting this challenge?
http://www.docstoc.com/docs/10324805/The-Economic-Impact-of-the-Achievement-Gap-in-Americas-Schools
A recent study by Stanford University found mixed results on charter schools, which began in the 1990s and now number 4,600. In 17 percent of cases, especially in high-poverty areas, charters provided clearly superior education to the traditional public schools. But more than a third of the schools were actually inferior to the public schools, Stanford researchers found.
Teachers and their unions are skeptical about linking instructor evaluations and rewards to student test scores, arguing that it only would encourage teaching to tests, not creating richer learning experiences for children.
The largest teachers’ organization, the National Education Association, finds particular resistance in a number of its state affiliates.
Even Randi Weingarten, president of the American Federation of Teachers, which has an urban focus and a history of working with school reformers, says: “By doing this through regulation and not legislation, I worry that Arne will get some short-term results, but he’s not creating long-term educational reform,” she said.
