Latest News and Comment from Education

Thursday, May 13, 2010

On Politically Favored Groups Raiding Public Coffers � The Quick and the Ed

On Politically Favored Groups Raiding Public Coffers � The Quick and the Ed

On Politically Favored Groups Raiding Public Coffers


The National Bureau of Economic Research still has a big question mark in place for the end date of the U.S. economic recession that it says began in December 2007. During the most brutally dreadful and bleak moments of this recession, not many workers in any industry were faring well—wages were mostly flat or declining, and jobs were bleeding out like an ER patient on a tawdry episode of Grey’s Anatomy.
But please take note that the public school teachers, principals, and support staff who kept their jobs (i.e., the more “experienced” workers protected by their unions) were doing noticeably better, on average, than all other workers in America, as measured by BLS’s Employment Cost Index. As a politically favored group, the ARRA pumped a lot of money their way (see red spike in graph). Now that the money has been spent and public

Janice Adams VS. LAUSD Revisited... - Perdaily.com

Janice Adams VS. LAUSD Revisited... - Perdaily.com

Janice Adams VS. LAUSD Revisited...

ladyjustice.jpg

We recently received a comment regarding an earlier post on perdaily and my own rather continuing tenuous situation at LAUSD:

"Gloria Allread's firm took a hit in the Janice Adams vs. LAUSD case where it went to trial, the jury came back unanimously in her favor, they polled the jury on each count, they were unanimous in her favor, and then the judge did non obstante verdicto- he vacated the jury verdict which forced the case up on appeal. By that time Allread's firm was out of it and had out of pocket losses on the case of $70,000." --Leonard Isenberg

In response Michael wrote:

I believe that the amount of corruption in the courts is unbelievable in this country. I think that there are a lot of back-room deals that get made, which make it virtually impossible to get a fair shake if you are a small person going up against a big corporation, or in particular a government agency.

Small fish vs. small fish, you are probably OK. Small fish vs. big govt or big business and you are screwed from the beginning.

Take the case I mentioned (I believe in Texas.) A guy was tried and convicted of murder and sentenced to death. It was discovered after the fact that the judge on the case and the prosecutor were having a sexual affair during the trial. The accused appealed to have the trial overturned and a new trial ordered owing to what was

LaGreta Brown steps down from S. Philly Philadelphia Public School Notebook

Philadelphia Public School Notebook

LaGreta Brown steps down from S. Philly

by Paul Socolar on May 13 2010 Posted in Latest news
The School District has confirmed that LaGreta Brown, the embattled principal of South Philadelphia High School resigned effective immediately. A release from the District names Otis D. Hackney, III , principal at Springfield Township High School as the new principal.
According to a teacher at the school, a faculty vote of "no confidence" in Brown was scheduled for Thursday afternoon.
The Inquirer reports that Brown's principal's certification is currently inactive. She had agreed to leave at the end of the school year, but due to the certification issue she left today.

The Sound of Eyes Opening | Intercepts

The Sound of Eyes Opening | Intercepts

The Sound of Eyes Opening

On a personal level, it’s gratifying to see articles and blog posts like these all in one week:
* “One set of numbers really jumped out – from 2000 to 2008, the number of school-age children in Ohiodecreased 6.7% but the number of K-12 teachers increased 17.7%.
* “Gov. Jim Douglas is lashing out at Vermont lawmakers over taxes and spending, saying they’ve done little to stop school property taxes from rising in an era of declining student populations.”
* “In the past decade, states and districts spent the windfall that inflated property tax rolls generated during the good times. Now that the bill’s come due, Harkin is calling for the feds to subsidize this inflated level of spending even as the economy clanks and grinds its way out of the bubble years.”
* “Teacher Layoffs May Be Linked to Hiring Spree
* “Ed Week: ‘What Goes Up Must Come Down‘”
On a policy level, it’s too late to do anything about it the painless way. It’s only human nature to wait until it’s raining to think about fixing the leaky roof. It didn’t take any special insight to note in June 2008 that “If New York

Education Research Report: Time spent in school as the critical factor driving that improvement

Education Research Report: Time spent in school as the critical factor driving that improvement


Time spent in school as the critical factor driving that improvement

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Disadvantaged students who attend Boston’s charter schools showed significant improvement compared to peers at more traditional schools and a new report released today by the Boston Foundation identifies time spent in school as the critical factor driving that improvement.

On average, a student at a charter school in Boston will receive the equivalent of at least 62 full school days more school time over the course of a 180-day school year than his or her counterpart in traditional schools, the cumulative effect of two-plus hours more instruction time per day. And that is before adding extra days in the


Behavior Game Played in Primary Grades Reduces Later Drug-Related Problems

Complete article

Awarding smiley-face stickers to teams of first-graders in Baltimore for the good behavior of the individual team members greatly increased the likelihood that the students would experience an adolescence free of substance abuse and dependence. Teachers gave out the stickers and other token rewards and penalties in the Good Behavior Game (GBG), a classroom activity designed to inculcate appropriate behavior during children's first 2 years in school.

"The GBG gives teachers an effective method of managing behavior in the classroom and of teaching children how to be students," says Dr. Sheppard Kellam of the American Institutes for Research in Washington, D.C.

AS THE TWIG IS BENT Young adults who had played the Good Behavior Game in first and second grade were less likely to smoke cigarettes or abuse drugs than those who hadn't played the game. Males whose first-grad

NorthJersey.com: Senate committee approves school voucher bill

NorthJersey.com: Senate committee approves school voucher bill

Senate committee approves school voucher bill
Thursday, May 13, 2010
STATE HOUSE BUREAU
STATE HOUSE BUREAU
TRENTON -- A Senate committee approved legislation today creating scholarships for students to attend private schools during a racous hearing held in front of the Statehouse Annex building.

Hundreds of demonstrators, mostly students from private and charter schools, gathered to rally for the bill. Supporters said it provides students a chance to leave failing public schools, while opponents said it undermines the public school system.

The bill (S1872) could fund $24 million in scholarships for up to 4,000 children the first year. After five years, up to 20,000 children would receive $120 million in scholarships, they said. More money would be set aside for grants to public schools. The funding would come from donations by corporations who would receive tax credits equal to their contributions.

The New Jersey Education Association, the powerful teacher's union, said the bill would drain more money from public schools at a time when Gov. Chris Christie is already slashing $820 million in state aid to school districts.

"Don't participate in the dismantling of our public schools," Secretary-Treasurer Marie Blistan said. "Don't be a partner in the privatization agenda of this administration."

Swing awayCOMMUNITY NEWS (FAIR LAWN EDITION)

Klein to principals: real cuts to schools as high as $750 million | GothamSchools

Klein to principals: real cuts to schools as high as $750 million | GothamSchools

Klein to principals: real cuts to schools as high as $750 million

Real cuts to schools could be as high as $750 million, but projections for next year’s school budget are still plagued by uncertainty, and the Department of Education is still figuring out how cuts will affect individual schools.
That was the message of a webinar Chancellor Joel Klein held yesterday for the city’s principals to update them on next year’s dire budget scenario.
Listen to Klein’s webinar with principals:

Klein explained that in addition to the nearly $500 million city officials are projecting will be cut from state school aid, the school system’s uncontrollable costs, like special education and scheduled salary increases, will also rise by $250 million.
But it’s still unclear how those cuts will be spread around to individual schools, Klein said. The chancellor pledged to send schools preliminary budgets by June 1, giving principals at that time the information they will

Secretary Duncan Kicks Off National Lab Day – ED.gov Blog

Secretary Duncan Kicks Off National Lab Day – ED.gov Blog


Secretary Duncan Kicks Off National Lab Day

The question, “Who wants to be America’s next great scientist, engineer, mathematician, or designer of solar cars,” was answered with waving hands and enthusiastic replies of “me” from many of Netosh Jones’ third grade students during Secretary Arne Duncan’s visit at Martin Luther King Elementary School to launch National Lab Day 2010.
Duncan joined National Lab Day founder Jack Hidary, members of the scientific community, school officials, students and volunteer engineers from the business community for a hands-on lesson assembling and operating battery-powered “science” cars. Mr. Jones’ third graders joined students across the school, many across the District of Columbia, and thousands across the nation for a day of scientific inquiry, experiential learning and good old fashioned fun.


Click here for an accessible version of the video.
National Lab Day (NLD) is a nationwide effort to support science technology engineering and math (STEM) education in our schools by connecting teachers with STEM professionals to bring discovery-based science experiences to students in grades K-12. NLD, a component of President Obama’s “Educate to Innovate” campaign, was launched in response to the President’s call at the National Academy of Sciences last spring for all Americans to join the cause of elevating STEM education as a national priority.
The first annual National Lab Day was Wednesday, May 12th, though National Lab Day projects are taking place in schools throughout the year. To date, NLD has created over 1700 projects, matched 11,000 teachers and volunteers, and made over 69,000 connections between volunteers and supporting organizations and resources to help bring discovery-based science experiences to students across the country.
To learn more about National Lab Day, please visit www.nationallabday.org.
Todd May
Office of Communications and Outreach


Secretary Duncan Kicks Off National Lab DaySecretary Duncan Kicks Off National Lab DaySecretary Duncan Kicks Off National Lab Day
Secretary Duncan Kicks Off National Lab DaySecretary Duncan Kicks Off National Lab Day

Academic Performance Index (API) (CA Dept of Education)

Academic Performance Index (API) (CA Dept of Education)

State Schools Chief Jack O'Connell Announces Release of
Academic Performance Ranks for California Public Schools

SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell today kicked off California's annual reporting cycle of academic growth and achievement with the release of the public school rankings and the Base Academic Performance Index (API) report.
"How a school is faring in comparison to all schools in the state or to those similar in nature is of vital importance to parents, teachers, education advocates, and the business community who are all interested in student performance," said O’Connell. "This information gives the public additional knowledge about how their schools compare to other schools in their region and statewide."
A school's statewide rank is based on the school's Base API and is calculated separately for three types of schools: elementary, middle, and high schools. Ranks are established by deciles.Each decile contains 10 percent of all schools of each type.
It is important to note that there will always be schools ranked 1 and schools ranked 10 because of the nature of the decile system. Ten percent of schools will always be in each decile.
The similar schools rank is similar to the statewide rank, except that each school is ranked relative to a group of 100 schools determined to be similar to the comparison school based on certain school, student, and teacher characteristics. The school's similar schools rank is the decile where that school's Base API falls compared with the Base APIs of the 100 other similar schools in the comparison group.
Along with the release of the school ranks, the state accountability reporting cycle begins each year with the release of a Base API for each school. The Base API is calculated using the test results of the previous year. The Growth API, which is calculated using the test results of the current year, is compared against the Base API.
In addition, the Base API report includes API growth targets that each school and each numerically significant subgroup of students at each school, must meet. As part of his Closing the Achievement Gap initiative, O’Connell led an effort to change the way subgroup growth targets are calculated. As a result, now growth targets for lower achieving student subgroups are greater than for each school as a whole.
The 2009 Base API reports, including school rankings and growth targets, are posted on the CDE Accountability Web page at Academic Performance Index (API).



Academic Performance Index (API)

The cornerstone of California's Public Schools Accountability Act of 1999; measures the academic performance and growth of schools on a variety of academic measures.

First Lady Michelle Obama Launches "Chefs Move to Schools" Program | The White House

First Lady Michelle Obama Launches "Chefs Move to Schools" Program | The White House

First Lady Michelle Obama Launches "Chefs Move to Schools" Program

THE WHITE HOUSE – As communities and organizations get behind the First Lady’s Let’s Move! campaign to solve the childhood obesity epidemic within a generation, one group that could have a tremendous impact on the health and well being of children is the Nation’s chefs. As part of her effort to turn policies into practical solutions for America’s families, Mrs. Obama is calling on chefs to get involved by adopting a school and working with teachers, parents, school nutritionists and administrators to help educate kids about food and nutrition. By creating healthy dishes that taste good, chefs have a unique ability to deliver these messages in a fun and appealing way to the larger audience, particularly children.
The “Chefs Move to Schools” program, run through the U.S. Department of Agriculture, will pair chefs with interested schools in their communities so together they can create healthy meals that meet the schools’ dietary guidelines and budgets, while teaching young people about nutrition and making balanced and healthy choices. With more than 31 million children participating in the National School Lunch Program and more than 11 million participating in the National School Breakfast Program, good nutrition at school is more important than ever.
“Many children consume as many as half of their daily calories at school and as families work to ensure that kids eat right and have active play at home, we also need to ensure our kids have access to healthy meals in their schools,” said First Lady Michelle Obama. “We are going to need everyone’s time and talent to solve the childhood obesity epidemic and our Nation’s chefs have tremendous power as leaders on this issue because of their deep knowledge of food and nutrition and their standing in the community. I want to thank them for joining the Let’s Move! campaign.”
“Chefs and nutrition experts can play a critical role in addressing the childhood obesity crisis, and they are welcome partners as we work together to improve the overall health and nutrition of America’s children,” said Agriculture Secretary Tom Vilsack. “By passing a strong reauthorization of the Child Nutrition Act, Congress can provide important resources to improve school cafeteria equipment and expand training opportunities for chefs, school food service personnel, and nutrition experts in our schools, because they will be on the front lines of improving school meals for our kids.”
“School cafeterias are the frontline for fostering a healthy lifestyle for children,” said Secretary of Education Arne Duncan. “This initiative is a creative and vital opportunity for children to learn and practice healthy habits. When partnerships between schools and the broader community are created, everyone wins.”
Chefs interested in signing up can do so by going to www.letsmove.gov and clicking on the “Chefs Move to Schools” button. In coming weeks, chefs will be paired with a school in their community that is interested in using them as a resource.

MN VOICES | Syd Beane: "You learn organizing by doing organizing" | Twin Cities Daily Planet

MN VOICES | Syd Beane: "You learn organizing by doing organizing" | Twin Cities Daily Planet

Syd Beane: "You learn organizing by doing organizing"


Syd and Becky Beane (photo by Deb Pleasants)
November 22, 2009
Growing up at the height of the Civil Rights Movement inspired Syd Beane, 68, to become a community organizer/community developer and fight for Native Americans. For nearly 40 years he traversed the country advocating for Indians and others invisible to those in power. In 1993, Beane moved to Minnesota, ending an exile imposed on the Dakota 150 years ago. From his charming, rustic home in Plymouth, MN, Beane talked about his career, his beliefs and the struggles Native Americans face.
Here is his distinctive Minnesota voice: (Scroll to bottom for audio and video)
Planting the seeds for change
I come from a family of reformists. My great grandfather and my great uncle were actually involved in forming the first national Indian organization. My great grandfather (John Eastman) was a Presbyterian minister; one of the first Native American ministers. My great uncle (Charles Eastman) was one of the first Native American doctors and probably the first prolific Native American writers that became well read internationally. So, I grew up in a family that was exposed to the careers and professions that many Indians were excluded from. I was fortunate in that regard.
I was born on the Flandreau Santee Sioux Reservation in South Dakota. My parents worked for the Flandreau Indian School. I grew up in a boarding school environment. Federal policy didn't allow kids of parents at the boarding school to attend so we were bused to a public school in the small town. The Indian schools focused on trades. I was exposed to public education, which tends to be more eclectic. I think I had more opportunities to advance educationally and therefore end up with graduate degrees. If the policy had been that I could have gone to those schools, I may have gone the trade route.
Syd Beane's Notable Accomplishments
• In 1965, he graduated with BA from Yankton College, So Dakota. Upon graduation, he taught high school political science in Jasper, MN.
• In 1969 he graduated with Masters in Social Work from Arizona State University
• In 1970, he was accepted in the Industrial Areas Foundation's Community Organizing Program in Chicago.
• In 1971, he received a 3-year fellowship from the Robert F. Kennedy Foundation. Beane returned to Arizona where he held a variety of positions including Asst. Director-Southwester Indian Development., Exec. Director-Phoenix Indian Center, Asst. to Exec Director-Intertribal Council of Arizona, and Asst. Professor-Dir. of American Indian Projects at ASU, School of Social Work. In addition, he co-hosted 21st Century Native Americans TV show for eight years.
• In 1983, he moved to California and worked for Center of Community Change to help rebuild Los Angeles after the 1983 riots. Beane also created the Native Media and Technology Network (NMTN), then partnered with FOX entertainment Group (Slumdog Millionaire and Juno) to create a national program to train Native Americans in all aspects of the TV/film industry.
• In 1993, he moved to Minnesota ending a 150-year Dakota exile. In the Twin Cities, Beane utilizes his community organizing and community development skills with the Indian community on Franklin Avenue. Beane is also designing a community development/community organizing degree program at MCTC for which he will teach the first class in Spring 2010. He has retained his position as National Coordinator for NMTN.
• In 2008, he produced the first Native American film to be aired on commercial television titled "Native Nations, Standing Together for Civil Rights. It is also the first movie written, directed and produced with an all-Indian crew.
• He is attempting to market an Indian television adventure series titled Native Explorer
• He is currently working on a film about his great uncle Charles Eastman titled OHIYESA: The Soul of a Indian.
Looking for answers, finding Saul Alinsky
Minnesota is my original homeland. My family was exiled from Minnesota in 1862 from the Dakota war; all Dakota were exiled. That's what drove me, a certain sense of loss and anger. Wanting to understand the policies behind it, I started studying history and political science (in college). I understood American Indian policy was tied heavily to Arizona. I thought if I wanted to change policies pertaining to Native people, I ought to go where there'd be the greatest opportunity for me to interact with people involved with that policy. I applied to graduate school at Arizona State University and got a full scholarship.
While I was in graduate school, I read books by Saul Alinsky--Rules for Radicals, Revelry for Radicals--and I got interested. Saul Alinsky was recognized as the founder of modern day organizing. I wanted to understand him. He had this institute in Chicago called the Industrial Areas Foundation. So I went there. I told them I was out of grad school and wanted to know what I had to do. They told me the first thing I had to do is unlearn everything they taught me in grad school.
I was the first American Indian to go into the Industrial Area's Foundation longterm (18-month) program. But I didn't know it at the time. It exposed me to the world of large scale organizing and the people who were central to the Civil Rights Movement, the anti-war movement and the feminist movement. All were sort of converging and Chicago was a hot bed for a lot of that organizing. It was a tremendous exposure to seeing things in a broader perspective and understanding how we may think we're doing things in isolation but we never are. Everything is organized, nothing is not organized. It's just a question about where you fit.
Changing the paradigm
The dominant paradigm today is one of separation. We separate ourselves by income, by gender, by race, by age. In the real world, there is no separation; everything and everyone is connected. Major institutions use that major paradigm to maintain there separation from each other and therefore create a world of polarization. this, to me, is the opposite of the way nature works. The natural law is everything and everyone is connected. Not that there aren't difference, but we don't have to use that natural separation to destroy. I think that polarization ultimately leads to destruction.
I understand how to polarize, I also learned that methodology. It's modern politics. But survival is getting above that system of control and changing that paradigm back to one of no separation, no polarization. There is a political movement to do that. There are those who share that point of view. The question is will there be enough of us soon enough to reach what's called that breakpoint where thought and ideas behind that become the dominant paradigm.
I think Obama, who's actually an organizer from Chicago, understands that. That's why he's taking on all these issues--healthcare, the environment, the war--simultaneously. Some people say he can't do that. But he has to do that because all the issues are the same. They're all built on the same paradigm of polarization and control that ultimately leads to destruction. So you have to take them on all simultaneously in order to change the paradigm. I think he understand that.
Invisibility vs influence: the added challenge facing Native Americans
Native Americans were basically a reservation people, although most of us live in cities. We were invisible because of federal policy. When other groups were brought into the city, they were put in defined geographical areas. It was the opposite for Native Americans this was out

Schools Matter: When Test Scores No Longer Matter

Schools Matter: When Test Scores No Longer Matter

When Test Scores No Longer Matter

A slightly different version of this op-ed was posted Valerie Strauss at The Answer Sheet earlier today:
When Test Scores No Longer Matter

Jim Horn


When standardized test scores these days don’t conform to the demands of the official political playbook written by the bold reformers (as they like to be known), such test scores may be summarily denounced in the press as meaningless. On May 9, for example, New Jersey’s Education Commissioner Bret Schundler, who is leading a charge with Governor Christie to remake the state’s public schools in the corporate education reform image, denounced New Jersey Public Schools as a “wretched system” and the state’s #1 national rankings on the NAEP in both 4th and 8th grade reading and math as “irrelevant.” As Star Ledger columnist Bob Braun quipped in response to Schundler’s outrageous conclusions, “Good news is always bad news to those who see themselves as "reformers" — no sense reforming what works.”
A couple of other prominent examples of dissing-the-facts phenomenon are worth noting. After years of increasingly caustic applications of the same test and punish measures and market solutions favored by the perpetual education reform machine, the latest research findings show little to no reason to continue advancing either vouchers or charters as national policy solutions to