| Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
March 26, 2010
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Connecticut high court lays groundwork for funding change
The Connecticut Supreme Court has cleared the way for significant changes to state funding for public education, reports The Hartford Courant. The 4-3 ruling found that the Connecticut Constitution guarantees students not only a public education, but one that prepares them for employment, higher education, and civic responsibilities such as voting and jury duty. Though the ruling did not prescribe changes or even say they were necessary, it established a new framework by explicitly stating that students have the right to a certain level of education. The 2005 lawsuit argued that the state failed to maintain a suitable and substantially equal education system, giving inadequate resources to many districts and leading to conditions that set students up for failure. It cited a range of statistics -- including gaps in test scores, graduation rates, teachers with advanced degrees, number of books in school libraries -- and argued that the way the state funds education fosters educational inequality and inadequacy. Lindsey Luebchow, a Yale law student who co-directs the legal advocacy clinic that is handling the case for the plaintiffs without charge, said that the ruling puts Connecticut in the center of a national effort to use state constitutions to close the achievement gap.
Read more: http://www.courant.com/news/education/hc-school-funding-lawsuit-0323.artmar23,0,3475898.story
Related: http://www.ctlawtribune.com/getarticle.aspx?ID=36644
Progress stalls on NAEP
The Christian Science Monitor reports that for the first time since 2003, America's fourth-graders made no improvement in reading on the National Assessment of Educational Progress (NAEP), also known as the "nation's report card." Achievement gaps between whites and blacks, whites and Hispanics, boys and girls, public and private school students, and low-income students and their middle- or upper-income peers also remained unchanged, compared with 2007 and with 1992, when NAEP was first administered. Overall, "we've stopped making gains, we've stopped closing gaps... the last thing we need right now is an educational recession," says Amy Wilkins, vice-president of the Education Trust, which works to close achievement and opportunity gaps. One "glimmer of hope," The Monitor says, is that individual states have succeeded in whittling both racial and income-based achievement gaps. Still, "anybody paying attention over the past eight years" to NCLB's implementation should not be surprised, writes Valerie Strauss on The Answer Sheet blog of The Washington Post. At its heart, NCLB supported specific approaches to literacy instruction that emphasized explicit phonics instruction and didn't do enough to foster comprehension. Reading experts warned that the program would fail, according to Strauss, but the Bush administration didn't listen.
Read more: http://www.csmonitor.com/USA/Education/2010/0324/US-report-card-on-reading-8th-graders-gain-4th-graders-don-t
Related: http://voices.washingtonpost.com/answer-sheet/reading/naep-reading-scores-bad-news-w.html
See the results: http://nationsreportcard.gov/reading_2009/
Spellings: blueprint is topsy-turvy
Comparing it to Lewis Carroll's Alice in Wonderland, former Secretary of Education Margaret Spellings writes in The Dallas Morning News that the Obama administration's NCLB overhaul "[takes] us to an imaginary place where what made sense before no longer does." In Spellings' opinion, the new blueprint abandons accountability, letting 90 percent of schools off the hook for student performance. It also signals a return to "a fantasy world, where billions of taxpayers' dollars will be spent in the mistaken belief that more money equals higher-quality education." School choice will become a casualty of the revamped law, and the achievement gap "that has finally begun to close" as a result of NCLB will once again yawn if only 10 percent of schools are made "to accept any responsibility or feel any urgency." She does, however, praise the administration's building upon "existing initiatives to reward achievement in the classroom, to focus on college readiness, and to measure teacher effectiveness." NCLB has furnished data to measure students' progress and to reward our best teachers, she writes. She also finds the Race to the Top program "encouraging, providing the best state innovators with resources to help children succeed."
Read more: http://www.dallasnews.com/sharedcontent/dws/dn/opinion/viewpoints/stories/DN-spellings_19edi.State.Edition1.26853a5.html
Big cities make gains
A new report by the Council for Great City Schools finds that students in big-city schools are advancing in mathematics and reading on both state and national tests, and racial achievement gaps appear to be narrowing. The study analyzed 65 urban school systems in 37 states and the District of Columbia, and found test-score gains from 2006 to 2009 in fourth- and eighth-grade mathematics and reading on state assessments. The report compiles data on city-by-city percentages of public school students performing at or above "proficiency" and those scoring at the lowest levels. The study strongly suggests urban students are making substantial progress in both reading and mathematics, says Council Executive Director Michael Casserly, "but there's still a long road ahead." Seventy-nine percent of large urban school districts increased the percentage of fourth-grade students who scored at or above proficient between 2006 and 2009, and 88 percent of districts increased eighth-grade student performance. Forty-four percent of urban districts showed increased performance for all grades tested on their respective state assessments, with 95 percent showing increased performance for half or more of the grades tested. America's big-city school systems are more likely to enroll black, Hispanic, or Asian American students, as well as students from low-income families and students raised in non-English-speaking homes.
See the report: http://www.cgcs.org/publications/achievement.aspx
New evals for Pittsburgh
Pittsburgh Public Schools is poised roll out a new teacher evaluation system this fall, after initially testing it in 24 of its 66 schools, according to The Pittsburgh Post-Gazette. The evaluation model is part of a larger series of initiatives backed by the Bill and Melinda Gates Foundation to improve teacher effectiveness, and is designed as an antidote to the "gotcha culture" that long has pitted teachers against administrators, the paper writes. Part of the reason for the new model, says Jody Spolar, the district's chief performance officer, was that the district's plan for teacher observations was inconsistent. The new system is based on transparency, clear definitions of good and bad teaching, and evidence-based evaluations. The earlier model had been a binary system that simply rated teachers satisfactory or unsatisfactory. The Research-Based Inclusive System of Evaluation consists of a series of teacher-principal meetings interspersed with observation of a teacher's lesson. The teacher and principal meet at least three times to discuss teaching style, lesson plans, and overall objective. In the end, the principal grades the teacher as unsatisfactory, basic, proficient, or distinguished, but in a key difference, the teacher has substantial input in the final report.
Read more: http://www.post-gazette.com/pg/10080/1044501-298.stm#ixzz0jBeBKcCz
Grading the standards
A review by the Thomas B. Fordham Institute of the National Governors' Association Common Standards proposal finds that contrary to other analyses, the draft's math component is stronger than its English language arts one, earning an "A-". ELA standards are in greater need of "adjustment," in the view of the reviewers, with "vague spots" and insufficient specific references to essential content. As such, it rates a "B". The reviewers also caution that while they find this first pass promising, it has only two subjects among the many that make up a strong curriculum. The reviewers also call attention to the fact that without an actual curriculum, the standards are merely aspirational. All this said, "assuming this draft only improves in the process of revision, the Common Core represents a rare opportunity for American K-12 education to re-boot," the reviewers write. It is "a chance to set forth, across state lines, a clear, ambitious, and actionable depiction of the essential skills, competencies, and knowledge that our young people should acquire in school and possess by the time they graduate. Most big modern nations -- including our allies and competitors -- already have something like this for their education systems."
Read more: http://edexcellence.net/index.cfm/news_review-of-the-draft-k-12-common-core-standards1
Why so few?
A new study from the American Association of University Women considers why, at a time when women are increasingly prominent in medicine, law, and business, there are still so few women in science and engineering. Drawing on a large and diverse body of research, this report gives compelling evidence that social and environmental factors contribute to the underrepresentation of women in STEM fields. For instance, 30 years ago there were 13 boys for every girl who scored above 700 on the SAT math exam at age 13; today that ratio has shrunk to about 3:1. "While biological gender differences, yet to be well understood, may play a role," write the authors, "they clearly are not the whole story." Moreover, while the foundation for a STEM career is laid early in life, research in the report demonstrates that small improvements by physics and computer science departments in colleges, such as providing a broader overview of the field in introductory courses, can yield big gains in female student recruitment and retention in STEM fields. "To diversify the STEM fields we must take a hard look at the stereotypes and biases that still pervade our culture. Encouraging more girls and women to enter these vital fields will require careful attention to the environment in our classrooms and workplaces and throughout our culture."
See the report: http://www.aauw.org/research/whysofew.cfm
Related: http://blogs.ajc.com/get-schooled-blog/2010/03/23/forty-percent-of-women-in-science-discouraged-from-entering-field/?cxntfid=blogs_get_schooled_blog
Reform in Motor City, but collateral damage too
On the same day that it profiled the highly successful Carstens Elementary School in Detroit, the Public School Insights blog from the Learning First Alliance learned that the school was slated for closure due to low enrollment. In its profile, the blog hailed the school as "a beacon of light for the surrounding community... one of the top-performing schools in Detroit." In 2009, third graders at the school, where 98 percent of students are from high-poverty homes, outscored the state as a whole on all tested subjects. According to school staff, its turnaround from a chaotic school "where achievement was zero" was the result of school leadership, collaboration among all staff, and recognition of the importance of meeting more than simply academic needs. In the words of parent liason Abby Phelps: "We were fortunate to have secured [principal] Dr. Mattison as our leader in 1997. And let me tell you something -- write this down for the record -- this institution has never been the same. We were able to transition from a failing school to a school beyond all degrees of expectations. And this is a testimony from someone who has been here and knows the truth." The future of the staff is uncertain, with possible plans to merge with that of a middle school.
Read more: http://www.publicschoolinsights.org/motor-city-miracle-conversation-carstens-elementary-school-community
Related: http://freep.com/article/20100310/NEWS01/303100003/1318/Plan-for-Detroit-schools-Ambitious-transformation
Cue the platitudes about Chicago politics
When current Secretary of Education Arne Duncan was chief of Chicago Public Schools, his office kept a log of those seeking special intervention for student admission to sought-after public schools, according to The Chicago Tribune. A quarter of those on the log simply wanted spots for their special-needs child or were new to the city, but three-quarters of requests came from the politically connected. Petitions did not always lead to first-choice placement, the paper reports, and were often rejected. The list surfaced amid a federal probe and an internal investigation into admissions practices at the city's top high schools, and was maintained by a top Duncan aide, David Pickens, currently chief of staff to the president of the Chicago Board of Education. Pickens said he created the log at Duncan's behest to track the flood of calls to district offices from parents, politicians, and business leaders trying to navigate the system's murky application process, and to provide a firewall for principals. Competition to get into the city's selective enrollment schools is fierce, with thousands of students applying each year for openings. Chicago parents have long complained that the system is rigged, and anecdotes abound of friends and neighbors whose children were admitted through back channels.
Read more: http://www.chicagotribune.com/news/education/ct-met-cps-admissions-0323--20100322,0,5656688.story?page=1
Related: http://www.suntimes.com/news/education/2116854,cps-duncan-list-political-school-requests-032210.article
BRIEFLY NOTED
A few ponderables re: the ESEA blueprint
Alexander Russo has food for thought on the proposed overhaul.
http://scholasticadministrator.typepad.com/thisweekineducation/2010/03/nclb-what-next-for-the-duncan-blueprint.html
What they're not getting over at ED
The Chicago Tribune's Steve Chapman calls the Race to the Top "a fresh, promising idea in a field where fresh, promising ideas go to die."
http://www.chicagotribune.com/news/education/ct-oped-0321-chapman-20100322,0,2470782.column
R.I.P., R.I.F.?
Reading is Fundamental, which provided 15 million books to low-income children last year, is slated to have its $25 million a year in federal funding cut in President Obama's proposed budget for FY 2011.
http://www.chron.com/disp/story.mpl/headline/metro/6917793.html
So much for that one
Arizona lawmakers permanently cut the funding that made full-day kindergarten possible in many schools, leaving parents, districts, and charters struggling to find ways to keep programs open.
http://www.azcentral.com/arizonarepublic/news/articles/2010/03/19/20100319arizona-cuts-to-all-daykindergarten.html
Zero tolerance for zero-tolerance
An overhaul of Georgia's zero-tolerance policies would give principals and school systems more discretion in how they handle disciplinary cases.
http://www.ajc.com/news/georgia-politics-elections/zero-tolerance-bill-moves-382075.html
GRANT AND FUNDING INFORMATION
U.S. Department of Justice: G.R.E.A.T.
The Gang Resistance and Education Training (G.R.E.A.T.) Program's primary objective is to prevent delinquency, youth violence, and gang membership. G.R.E.A.T. lessons provide life skills to students to help them avoid engaging in delinquent behavior and violence to solve problems. Maximum award: varies. Eligibility: for-profit organizations, nonprofit organizations, faith-based and community organizations, federally recognized Indian tribal governments, institutions of higher education, and consortiums with demonstrated experience in providing logistical support to large-scale national initiatives. Deadline: April 22, 2010.
http://www.great-online.org/Program/Default.Aspx
PTO: Today's Parent Group of the Year
PTO Today's Parent Group of the Year Contest is an opportunity to showcase your hard work while giving your school the chance to win cash and prizes. Maximum award: $3,000, plus 60 cases of personalized fundraising chocolate ($3,000 value) from World's Finest Chocolate. Eligibility: all parent groups -- PTO, PTA, HSA, PTC, etc.; public and private schools; rural, suburban, and urban schools. Deadline: June 1, 2010.
http://www.ptotoday.com/pgy/
Captain Planet Foundation: Education Grants
Captain Planet Foundation Education Grants support hands-on environmental projects for children and youth around the world that empower them to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum award: $2,500. Eligibility: 501(c)3 organizations. Deadline: June 30, 2010.
http://www.captainplanetfdn.org/grants.html
Toshiba America: Grants for Math and Science
The Toshiba America Foundation funds projects in math and science designed by classroom teachers to improve instruction for students in grades K-12. Maximum award: $5,000. Eligibility: Grades K-12. Deadline: grades 7-12 - August 2, 2010.
http://www.toshiba.com/tafpub/jsp/home/default.jsp
NAIS: Challenge 20/20 Partnership
The National Association of Independent Schools invites schools to participate in Challenge 20/20, a program that brings together one school from the United States and one school from outside of the United States. Teacher-student teams from both schools will work together throughout the fall 2010 school semester to come up with a solution to a global problem. Challenge 20/20 is based on Jean Francois Rischard's book, High Noon: 20 Global Problems, 20 Years to Solve Them. Eligibility: all U.S. schools, elementary and secondary, public or private. Deadline: August 15, 2010.
http://www.nais.org/resources/index.cfm?ItemNumber=147262
QUOTE OF THE WEEK
"We spend more educating our children in our juvenile system than our education system. We're spending money on the wrong end of the education spectrum."
-- Robert Bobb, emergency financial manager of the Detroit Public Schools, March 19, 2010
http://www.crainsdetroit.com/article/20100319/FREE/100319820#
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