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Saturday, February 6, 2010

Curious2: Charter School Management Fees

Curious2: Charter School Management Fees
As the debate over the for-profit management company Victory Schools heats up, we reviewed the fees that some charter schools pay for management services, either to a for-profit Educational Management Organization (EMO) or to a non-profit Charter Management Organization (CMO). Using data available from the 2008-2009 fiscal audits, we found that 46 schools, or 60% percent of all charter schools, had some sort of CMO or EMO. Out of the 35 schools that actually paid for these services, the cost was, on average, $1,291, or 10 percent, per pupil.

Charters with a CMO paid an average of $986, or 7 percent of per pupil funds. EMO schools paid an average of $2,146, or 17 percent of per pupil funds— a $1,160 difference. To be clear, since different services are provided by different management groups and CMOs might subsidize their services with philanthropy, the amounts paid don’t necessarily indicate over-charging for services. A full spreadsheet, with a breakdown of the schools, philanthropy numbers, and explanatory notes, is available here.
While about 40 percent of all NYC charter schools are independent schools, the rest choose to enter into a contract with either an EMO or CMO for management services. Typically, these contracts stipulate the services that the management organization will provide in exchange for a fee, which is calculated as a percentage of the per-pupil funding that a school receives.
A typical arrangement is that of Uncommon Schools Inc, which charges a new charter school 10% of their per-pupil funds. In exchange, they provide charter application and start-up help, as well as accountability, budgeting, back office, legal, fund development, marketing, and educational services once the school is up and running.
Most schools that choose to have a management organization have a CMO. The rest, about 10 percent, use a for-profit company, generally Victory Schools, which dominates the market in New York City—operating 7 of the 9 EMO charters open in 2008-2009. This small number of EMO charters in New York City makes it difficult to make generalizations about the relative difference between EMO and CMO schools.
In 2008-2009, Harbor Sciences and Arts Charter School, a CMO school, and Peninsula

At Top City Schools, Lack of Diversity Persists - City Room Blog - NYTimes.com

At Top City Schools, Lack of Diversity Persists - City Room Blog - NYTimes.com


Just seven black students were admitted to Stuyvesant High School’s incoming freshman class, down from a dozen last year, according to numbers released Friday by the city’s Education Department. The number of Hispanics also dropped incrementally, with 17 being admitted this year, compared with 24 last year. A total of 958 students were admitted last week for next year’s freshman class at Stuyvesant, long regarded as the crown jewel of the city’s schools.
For the last several years, education officials have struggled to explain thelack of racial diversity in the city’s elite public high schools. Admissions to the schools, including Stuyvesant, Brooklyn Tech and Bronx Science, are based entirely on the Specialized High Schools Admissions Test, offered each fall. Over the years, several critics have charged that the test is inadequate, and that it is unfair to make it the sole criteria for admission.
Among the 5,261 eighth-grade students who learned this week that they had been admitted to the city’s top eight schools, 7 percent are black, among those whose race was known to the department. Hispanic students make up 8 percent of the students admitted, while 57 percent are Asian and 28 percent are white. Of the nearly 23,000 students who took the test, 23 percent were admitted to one of the schools.

Sacramento Press / A Warm Reception at McClatchy High School for Anti-Gay Protester Fred Phelps

Sacramento Press / A Warm Reception at McClatchy High School for Anti-Gay Protester Fred Phelps

  A small group of people started gathering in front of McClatchy High School today, at 3 o’clock, to show their support for gay rights. Among the group, were protesters who had gathered earlier at the capitol, students from neighboring schools, and the press. 
      It was nearing the scheduled time for the arrival of the notorious anti-gay protester, Fred Phelps and his clan, from the Westboro Baptist Church. They were scheduled to arrive at 3;15pm, according to their website godhatesfags.com. 
      The high school was ready with a dozen staff members standing guard in the front drive way. A number of students chose to dine in restaurants across the street, having a nice vantage point to enthusiastically view the scene.
      At 3:20, the school bell rang and students began to flood through the front doors. As the front of the school filled with students, more supporters joined the group. Some were wearing pro-gay t-shirts and others were wearing rainbow colored ribbons. Several students identified themselves as members of the gay-straight student alliance at high school. Other students made the point that they were straight, but believe in mutual respect for all people.
      The mass of demonstrators became larger. As cars drove by, honking their horns, the crowd would roar with delight. What was planned as a counter-protest became a gathering of people with a love for freedom and equality. The diversity of the crowd was greeted with the smiles on people’s faces.

Elk Grove Citizen : Feature Story

Elk Grove Citizen : Feature Story:

"Good physical health is only a hop, skip and a jump away for Elk Grove students who broke a world record on Feb. 1 for the most students jumping rope at one time.

The Jamba Jump Day Event challenged 80,000 students across California to jump rope for 10 minutes to break the world record held by Australia of 59,000 jumpers, and earn a spot in the Guinness Book of World Records.

California students succeeded and surpassed the goal.

Sponsored by Jamba Juice and California Association for Health, Physical Education, Recreation and Dance (CAHPERD), organizers say the event actually brought out 88,000 jumpers."

Folsom Lake College and Community Partners Awarded $389,000 in Career-Based Grant Funding — The Rancho Cordova Post

Folsom Lake College and Community Partners Awarded $389,000 in Career-Based Grant Funding — The Rancho Cordova Post:

"Folsom Lake College, in collaboration with several El Dorado County partners, has been awarded $389,000 in continued funding under the Governor’s Career Technical Education Initiative (SB 70/SB 1133), to raise the awareness of “middle skill” career opportunities among 6th through 12th grade students in El Dorado County schools. Middle skill careers are those that require some post-baccalaureate training, but may not necessarily require a Bachelor’s degree.

In conjunction with several El Dorado County partner businesses, agencies and organizations (including the El Dorado County Office of Education, the El Dorado Union High School District, the Black Oak Mine Unified School District, Lake Tahoe Community College, P.G. & E., SMUD, the El Dorado Irrigation District, Sierra Pacific Industries, the Apple Hill Growers Association, the United States Forest Service, Marshall Hospital, Barton Health, fire fighting agencies, local child care businesses, wineries, hotels, and rafting companies) the Grant will place 6th through 12th grade teachers in paid summer externships at jobs related to the following industry sectors: Natural Resources, Early Childhood Education, Travel, Hospitality and Tourism, and Allied Health."

Schools Matter: Turnaround Millions, Mass Insight, and Scrubbed Websites


Schools Matter: Turnaround Millions, Mass Insight, and Scrubbed Websites

When the corporate tutoring piece (Supplemental Services) was inserted into the NCLB legislation in 2001, Sen. Judd Gregg, who was Bush's chief water carrier, sought to rally the privatizers, who were distraught that school vouchers had finally been banished from the Bill:
Conservatives were angry and disappointed that school vouchers had once more been stripped out, but Gregg and others remained optimistic that in subsequent reauthorization of NCLB in 2007, vouchers would be an easier sell based on the private tutoring precedent and the anticipated failure rates on state assessments. The failure rates would provide the documentation to soften, and eventually eliminate, public resistance to school vouchers and private management companies. [Elizabeth] Debray quotes a Senate aide, who preferred to remain anonymous, on Gregg’s selling of the supplemental services compromise in March 2001:
“[Senator] Gregg was explaining why they [other Republican senators] should vote for the bill . . .and he said, ‘Well, the supplemental 

Education Week: A Midterm Report

Education Week: A Midterm Report:

"A MIDTERM REPORT"
As the first year of the American Recovery and Reinvestment Act ends and the second year begins, Education Week takes a close look at the impact education stimulus dollars have had and sheds light on what the next year will bring.




The deadline has arrived, and 40 states plus D.C. are hoping to win a share of a $4.35 billion "Race to the Top" pie. Who will get the money? How have they prepared? This video is part of a Learning Matters series covering the Race to the Top. Watch all related videos and listen to more podcasts here. Produced by: Cat McGrath & David Wald. Correspondent: John Merrow. Camera: David Wald, Bruce Liffiton, Carl Filoreto & Rudy Gelenter.
The long-term impact of the huge influx of federal education funding remains uncertain as the flow of $100 billion in aid continues. February 5, 2010 – Education Week
States and school districts are tapping into several pots of federal economic-stimulus money to rev up their educational technology. February 5, 2010 – Education Week
Both for-profit and nonprofit organizations are being tapped to play roles as the federal money opens new business opportunities. February 5, 2010 – Education Week
Advocates worry that districts’ choices to use the money to fill budget gaps and avoid layoffs may come back to haunt them later. February 5, 2010 – Education Week
The legislation emphasizes on-the-job performance as a gauge of teacher quality more than such criteria as formal credentials. February 5, 2010 – Education Week
The infusion of federal stimulus money is intended to supercharge efforts to overhaul the worst-performing Title I schools. February 5, 2010 – Education Week
Schools around Las Vegas made quick use of federal stimulus funding as Nevada copes with high unemployment and other problems. February 5, 2010 – Education Week
The extra funds offer Arkansas a chance for lasting investments, while officials remain aware that caution is the watchword in spending. February 5, 2010 – Education Week
States and school districts are already mapping strategies to maintain their momentum after the federal stimulus aid stops flowing. February 5, 2010 – Education Week
The Education Department is expected to keep championing many policies it has prodded states to adopt in the grant competition. February 5, 2010 – Education Week
Coverage of the American Recovery and Reinvestment Act is supported in part by grants from the William and Flora Hewlett Foundation, at www.hewlett.org, and the Charles Stewart Mott Foundation, at www.mott.org.

Districts turn to arbitration to settle teacher contracts - JSOnline

Districts turn to arbitration to settle teacher contracts - JSOnline:

"In an action that's likely to be repeated across the state, the West Bend School District is preparing to take contract negotiations with its teachers to arbitration, potentially among the first districts to do so since the Legislature removed teacher salary controls that held sway in Wisconsin for 16 years.

District negotiators and representatives for the West Bend Education Association have their first mediation session scheduled for next week, the first step they need to take before they can proceed to binding arbitration.

Administrators say they would prefer being able to resolve their issues with the teachers union by settling a contract through the mediation process. But they also say they are willing to go to arbitration if needed.

'We're not afraid of it,' said Bill Bracken, labor relations coordinator for Davis & Kuelthau, which is representing the school district."

The science of learning - The Denver Post

The science of learning - The Denver Post



Think of it as a chemistry experiment: Distill a coherent set of standards with a well-prepared teacher, then light a Bunsen burner under students with the latest technology and other hands-on resources.
Performed well, the exercise yields an eighth- grader grounded in science and eager to pursue the discipline into high school and beyond.
But economically strapped districts — and that covers most of Colorado — find it increasingly difficult to secure tools vital to the inquiry-based science model embraced as a "best practice."
Some schools already worry budget cuts will leave them short of materials, particularly the non-reusable sort such as chemicals, and behind the curve on ever-changing technology.

Read more:http://www.denverpost.com/ci_14345651#ixzz0elhdKBXm

Super Bowl a good peg to teach kids about finances - Yahoo! News

Super Bowl a good peg to teach kids about finances - Yahoo! News: "Super Bowl"


DES MOINES, Iowa – There's no denying that the Super Bowl is all about money, and lots of it.
Consider that advertisers will spend as much as $3 million to grab your attention during the football championship in hopes of convincing you to buy their products.
Also consider estimates that the average host of a Super Bowl party will spend more than $140 on food, drinks and supplies.
Payment processing giant Visa Inc., the NFL and educators believe the combination of football and finance creates an ideal teachable moment for youngsters.
"People spend a lot of money this time of year be it on a giant TV or just on chips and dip and the kids often get involved," said Jason Alderman, Visa's director of financial education. "What we're saying to parents is this is a great time to get kids involved, help them be a part of the decision-making process."
Kids can also learn about the basics of spending, borrowing and budgeting from a football-themed video game called Financial Football that is now used in high schools in 25 states.
Versions for high school and college-age kids can be played on the Practical Money Skills for Life Web site athttp://www.practicalmoneyskills.com/football.
Players move the ball down field by answering correctly multiple choice financial questions. An example: Which is not a way to decrease your debt to income ratio? The choices are: a. Increase your income; b. Decrease your debt; c. Take a loan to pay off your debt; or d. All of the above would decrease your debt to income ratio. (The answer is C).

Education Week: As Education's Funding Cliff Nears, Anxieties Rise

Education Week: As Education's Funding Cliff Nears, Anxieties Rise:

"States, Districts Already Mapping Strategies to Keep Momentum When Stimulus Aid Stops"

It’s a warning that’s etched in the mind of every state and local education policymaker: Beware the funding cliff.
States and school districts are already bracing for the budget crunch that is almost certain to hit when the up to $100 billion in education aid made available under the American Recovery and Reinvestment Act runs out starting later this year.
Aware that the fiscal picture in most states will likely remain bleak for the next few years, state and local leaders are trying to pinpoint new revenue sources for education, and are seeking ways to trim spending to blunt the impact of the stimulus aid’s end—the so-called “funding cliff.”
Since much of the funding under the economic-stimulus measure enacted by Congress a year ago was used to fill budget holes at the local level, many students, teachers, and administrators may not have been aware of just how much of a difference the money made in classrooms, said Jack Jennings, the president of the Center on Education Policy. His research organization, based in Washington, has been tracking the stimulus funds.

Education Week: Dueling Objectives Mark Stimulus at Halfway Point

Education Week: Dueling Objectives Mark Stimulus at Halfway Point:

"Long-Term Impact Still Uncertain as $100 Billion Aid Flow Continues"

A year ago, the federal floodgates opened for aid to education, releasing a one-time surge of up to $100 billion in economic-stimulus money aimed at both stabilizing and transforming the nation’s public education system.
The results so far have been mixed, as weighed against the Obama administration’s twin goals for its unprecedented infusion of education funding under the American Recovery and Reinvestment Act.
From the outset, the stimulus program’s education piece—among the largest elements of the $787 billion package intended to jump-start a recession-battered economy—was to serve both an economic and a school improvement purpose.
By pouring money into the coffers of states and districts already suffering from cuts to K-12 schooling, the ARRA aimed to stanch the fiscal bleeding 

Education Week: Aid Lets Hard-Hit State Keep Programs Aloft

Education Week: Aid Lets Hard-Hit State Keep Programs Aloft:

"In the nation’s fifth-largest school district, which encompasses the glitz and grime of Las Vegas, the economic-stimulus package has given school leaders a $193 million lifeline to continue the fundamentals needed to improve student achievement: tutoring for struggling students, credit recovery for those at risk of dropping out, and professional development for teachers.

While not trendy or flashy, those educational interventions met important criteria when officials here in the Clark County, Nev., district were weighing how to spend the federal largess. They were quick and easy to implement, and they already had a proven record of success. In other words, they were programs school leaders wanted to do anyway, except they had long ago run out of money."

Education Week: Title I, Spec. Ed. Aid Casts Long Stimulus Shadow


Education Week: Title I, Spec. Ed. Aid Casts Long Stimulus Shadow:

"Programs serving the nation’s economically disadvantaged students and those with disabilities are receiving massive funding boosts through the federal stimulus package—$13 billion for Title I aid and $11.3 billion for special education—but how school districts choose to use the money may set them up for problems when it dries up.

The fiscal fallout from the recession has forced many districts to use part of the stimulus money for short-term budget fixes, such as filling in funding gaps and avoiding layoffs. Those uses contrast with the kinds of one-time investments for technology, training, school improvement programs, and infrastructure that advocates and federal education officials say would have a long-term payoff."

Rutgers among universities awarded Google grant for greener internet | - NJ.com

Rutgers among universities awarded Google grant for greener internet | - NJ.com:

"NEW BRUNSWICK — Rutgers University will share a grant awarded by Google for research on how to make the internet more energy efficient, according to a report in the Asbury Park Press.
A team of computer scientists from the university studying 'green computing,' along with computer scientists at the University of California at Santa Barbara, the University of Michigan and the University of Virginia, were given the largest share of the $5.7 million Google awarded this week to 12 university projects, the paper reported.
Researchers will use the two-year grant to find ways to improve poorly efficient data centers, which consume huge amounts of power. A study by"

Education - Everything you need to know about the world of education.

Education- Everything you need to know about the world of education.


Readers question Challenge Index

After the release of every new Washington Post Challenge Index list, my rankings of local high schools based on college-level test participation, I get many questions, complaints and even an occasional compliment from readers. Here is a sample of this week's mail. There are some surprises.
Q: When you were compiling your list, I was developing my own, which I feel is equally important. I decided to look at the graduation rates for students with disabilities from the Virginia school report card. Last year Centreville High School had a graduation rate for students with disabilities of 63%. While it’s not the lowest in this category in Fairfax County – Edison and West Potomac have that esteemed title at 49%-- I still think that a rate where over one third of the students with disabilities do not graduate is a compelling statistic, and one that should be spotlighted. Here are the graduation rates for students with disabilities for the other high schools from your Challenge Index – Woodson 90%, McLean 72%, Langley 88%, Madison 81%, Herndon 52%, Oakton 84%, Lake Braddock 75%, Fairfax 61%, Marshall 61%, South Lakes 57%, Chantilly 71%, West Springfield 70%, South County 66%, Westfield 70%, Stuart 51%, Falls Church 55%, West Potomac 49%, Hayfield 61%, Lee 52%, Mt Vernon 61%.
Why should I be excited about my son attending a school where in all likelihood he will not take an AP, IB or college level class, and where he has a 37% chance of not graduating? ---JoNell M. Doyle
Continue reading this post »

Willingham: On Susan Engel

My guest today is cognitive scientist Daniel Willingham, a professor at the University of Virginia and author of "Why Don't Students Like School?"
By Daniel Willingham
In her February 2 Op-ed piece in The New York Times, Susan Engel of Williams College celebrates the current administration’s goal of education reform, but cautions that reform may not mean much unless the curriculum is changed. Test-driven accountability, she argues, has led to a curriculum that “is strangling children and teachers alike.” As an alternative, she suggests a curriculum with more authentic, real-world tasks, and greater student choice.
Engel does not mention that this curriculum has been tried again and again, and it has failed again and again.
Continue reading this post »


Latin American Herald Tribune - Study: Immigration Doesn’t Hurt Pay of Native-Born Workers

Latin American Herald Tribune - Study: Immigration Doesn’t Hurt Pay of Native-Born Workers:

"WASHINGTON – Immigration doesn’t make workers born in the USA earn less, but rather this group, regardless of education level, has enjoyed a modest pay increase as a result of the new immigration, according to a new study.

Immigration and Wages, a research paper released Thursday by the Economic Policy Institute, concludes that over the long term, immigration has no overall impact on the average national wage.

Figures from the U.S. Department of Labor show, according to the report, that the arrival of 9.6 million immigrant workers between 1994 and 2007 increased by 0.4 percent ($3.68) the weekly pay of U.S.-born workers compared with that of the foreigners.

Nonetheless, the arrival of new immigrants did reduce by 4.6 percent ($33.11) the weekly pay of foreign-born U.S. workers relative to that of their native-born counterparts."

CalSTRS expects rate-hike tussle in Legislature amid CalPERS' woes - Sacramento Business, Housing Market News | Sacramento Bee

CalSTRS expects rate-hike tussle in Legislature amid CalPERS' woes - Sacramento Business, Housing Market News | Sacramento Bee


CalSTRS officials say controversies at the state's other big pension fund, CalPERS, will complicate the already difficult task of persuading theLegislature to raise pension contributions for teacher retirements.
Staggered by a 25 percent loss in the last fiscal year, the board of the California State Teachers' Retirement System began crafting a strategy Friday to petition lawmakers for higher rates.
The investment loss left CalSTRS some $42 billion underfunded as of last June – an estimate of how much additional cash the fund needs to pay its bills over the next 30 years. The amount of underfunding doubled in about 12 months.
Although there's no immediate crisis, CalSTRS Deputy Chief Executive Ed Derman said the financial problem will only worsen the longer the fund waits to ramp up contributions. CalSTRS gets more than $6.6 billion in annual contributions from the state, school districts and teachers. About $1.6 billion of that comes from the state.
Unlike CalPERS, which has the authority to impose rate hikes, the teachers' retirement system 

Professor heads for the Hill to promote science education | ASU News

Professor heads for the Hill to promote science education | ASU News


Influencing practice and policy in science education is what drives ASU's Julie Luft and has led to her distinguished service to K-12 science teacher education and renowned research contributions to the field. She considers her recent call from Congress to testify about the status and future of science education to be among her most notable achievements.
Luft delivered her first-time testimony before the House Commerce, Justice, and Science Subcommittee at the STEM (science, technology, engineering and mathematics) Education Hearings that took place Feb. 3-4.  She was joined by Craig Strang, associate director of the Lawrence Hall of Science at University of California-Berkeley.
The purpose of the hearing was to inform Congressional subcommittee members about the status and future direction of STEM education in the K-12 sector. STEM education is considered vital to maintaining the United States’ leadership in the rapidly 

ETS Looking for California English Teachers to Make a Difference

ETS Looking for California English Teachers to Make a Difference:

"PRINCETON, NJ--(Marketwire - February 5, 2010) - During the upcoming California Association of Teachers of English (CATE) Conference in Los Angeles February 12 - 14, representatives of Educational Testing Service's (ETS) online scoring network will be recruiting English Teachers to participate as essay raters for vital student assessments.
ETS's Online Scoring Network operates over the Internet and allows raters to grade essays from home, work or on the road. Raters receive training and instruction and have the benefit of an online community of scoring leaders to whom they can turn with questions. An hourly honorarium is provided for participating English teachers."

Education Week: Debate Heats Up Over Replacing AYP Metric in ESEA

Education Week: Debate Heats Up Over Replacing AYP Metric in ESEA:

"The Obama administration’s proposal to revamp the signature yardstick used to measure schools’ progress under the Elementary and Secondary Education Act is being seen as a bold step toward revising a key feature of the law, even as questions loom about how a new system would work.

Under the plan, adequate yearly progress, or AYP—the accountability vehicle at the heart of the current version of the law, the 8-year-old No Child Left Behind Act—would be replaced with a new metric that would measure student progress toward readiness for college or a career.

Though many details remain up in the air, some education advocates say the administration proposal outlined in its fiscal 2011 budget request earlier this week is a good first step."

The Civil Rights Project University California, Los Angeles

The Civil Rights Project University California, Los Angeles


News


CRP's analysis of the 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students reveals that not only are charter schools more racially isolated than traditional public schools in virtually every instance, but troubling data gaps also make it impossible to assess charter schools enrollments of low-income and English Learner students.
  • Download the report and related documents from the press release page.

  • February 4, 2010

    Charter Schools' Political Success is a Civil Rights Failure: CRP--News and Media

    CRP--News and Media


    Los Angeles—February 4, 2010— Today, the Civil Rights Project/Proyecto Derechos Civiles at UCLA issued "Choice Without Equity: Charter School Segregation and the Need for Civil Rights Standards," a nationwide report based on an analysis of Federal government data and an examination of charter schools in 40 states and the District of Columbia, along with several dozen metropolitan areas with large enrollments of charters. The report found that charter schools continue to stratify students by race, class, and possibly language, and are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the country.
    "President Barack Obama just delivered his budget to the U.S. Congress which increases both incentives and resources to create more charter schools," Erica Frankenberg, co-author of the report said. "This report should be considered in evaluating new federal incentives to states that encourage the expansion of charter schools, such as the Race to the Top initiative."
    The study's key findings suggest that charter schools, particularly those in the western United States are havens for white re-segregation from public schools; requirements for providing essential equity data to the federal government go unmet across the nation; and magnet schools are overlooked, in spite of showing greater levels of integration and academic achievement than charters.