Public Education Network Weekly NewsBlast

PEN Weekly NewsBlast for January 26, 2007

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NEVER MIND THE DOOMSAYERS; U.S. SCHOOLS ARE DOING FINE
The usual hand-wringing accompanied the U.S. Department of Education's release late last year of statistics on how U.S. students performed on international tests. How will the United States compete in the global economy, went the lament, when our students lag behind the likes of Singapore and Hong Kong in math and science? American fourth-graders ranked 12th in the world on one international math test, and eighth-graders were 14th. Is this further evidence of the failure of the nation's schools? Not exactly, says the editors of The Washington Post. In fact, a closer look at how our kids perform against the international "competition" suggests that this story line may contain more than a few myths:

A dynamic economy is much more than the sum of its test scores. It's part of a culture that rewards innovation and risk-taking, and values unconventional problem-solving.

MORE THAN A HORSE RACE: INTERNATIONAL SCHOOL TEST COMPARISONS
According to a new report from the Center for Public Education, much of what the public hears about the performance of U.S. kids against their international peers comes from one of two camps: the Chicken Littles who claim our kids are failing and the nation’s economic sky is falling as a result; or the Dr. Panglosses who dismiss the scores as irrelevant because American schools are different and truly the best of all possible worlds. The reality is more complex: U.S. kids aren't number one on any international test, but they're not failing either. And our performance ranges from mediocre to good according to the subject area and the age of the test-takers. This guide attempts to show a more complete picture of international assessments and what we can learn from them. It provides an overview of the international tests administered to students and adults across the globe, and addresses how these tests are developed, who takes them, and how we should interpret the results. The report also summarizes the results of the major assessments in reading, mathematics and science.

LOCAL EDUCATION FUND HANDBOOK
Local education funds are independent, nonprofit organizations at the center of reform efforts to improve public education and reconnect people to the institution of public education. In developing this handbook, PEN drew upon the experience of almost 100 LEFs, many of whom are pioneers and leading innovators in education reform. The handbook begins with a brief introduction to the structure and mission of Public Education Network and then goes on to provide step-by-step information on how to establish and run a local education fund. It is designed to be a reference for those starting an LEF, as well as an operational tool and checklist for leaders of existing LEFs. Specific information includes: How to start an LEF; Steps to organize a 501c3; Creating a strong board of directors; Sample mission statements; Building partnerships; Budgets; Fundraising tips; and much more. Click the above link to order your copy today.

LAKE WOBEGON, U.S.A. -- WHERE ALL THE CHILDREN ARE ABOVE AVERAGE
When her son came home from middle school with a report card showing he'd passed North Carolina’s year-end algebra test, Margaret Carnes believed he had the foundation he needed for high school. Then she met with his teacher, who cautioned her not to be too confident. By the state’s yardstick, students had to answer correctly fewer than half the questions to pass. In some grades, they can flub two-thirds of the questions and still be marked "proficient." It can be a harsh wake-up call for children and parents alike. Students are told they are where they're supposed to be academically, but a rude awakening awaits them in high school. "It compels one to ask the question, have they been prepared?" said Carnes, now managing director for Charlotte Advocates for Education, a local education fund pushing for higher state standards. It’s a problem of long standing in U.S. public education. While international assessments confirm that American students lag behind those in several other countries in science and math, many school districts and states keep telling parents that their children, like those in Lake Wobegon, Garrison Keillor’s hometown of fable, are all above average. Differences between state and federal tests are to be expected, writes Pauline Vu at Stateline.org, yet some gaps appear as wide as the Grand Canyon. Mississippi reported that at least 79 percent of its fourth-graders were at grade level in math in 2005, yet on the federal test, only 19 percent were proficient or better.

A $50 MILLION DAY FOR ARKANSAS HIGH SCHOOL GRADUATES
In one of the most generous programs of its kind anywhere in the country, an Arkansas oil company announced it is putting up $50 million for college scholarships for nearly all high school graduates in its working-class hometown over the next 20 years. Students at an El Dorado High School assembly screamed and applauded when Murphy Oil, the nation's ninth-largest refiner, unveiled the program. Some wept, and one made the sign of the cross. Murphy Oil said it wants to increase the number of students who attend college and perhaps attract new businesses to El Dorado, with the scholarships a selling point. It said it also hopes the program will help create better jobs here for students to come back to after graduating from college. The program begins with this spring's graduating class. El Dorado High, the sole high school in town, has about 250 graduates each year, about 65 percent of whom go to college. Under the El Dorado Promise program, students can use the scholarship money at an Arkansas institution or at any out-of-state college. But the annual scholarships are capped at the highest resident tuition rate at an Arkansas public university, currently $6,010. Students who attended school in El Dorado since kindergarten are eligible for the full amount; students who attended for all four years of high school get 65 percent. Those who have been in the district for less than four years are ineligible. "We are committed to making El Dorado a great place to live and work, and we created the Promise to further invest in El Dorado's greatest resource: our children," said Claiborne Deming, president and CEO of Murphy Oil Corporation, and chairman of the board of the El Dorado Education Foundation, a local education fund.

HOLLYWOOD DISTORTS IMAGES OF TEACHING
The great misconception of Hollywood films about education is not that actual schools are more chaotic and decrepit -- many schools in poor neighborhoods are clean and orderly yet still don't have enough teachers or money for supplies. No, the most dangerous message such films promote is that what schools really need are heroes. This is the Myth of the Great Teacher, writes Tom Moore, a teacher, in the New York Times. Films like "Freedom Writers" portray teachers more as missionaries than professionals, eager to give up their lives and comfort for the benefit of others, without need of compensation. In "Freedom Writers," Erin Gruwell sacrifices money, time and even her marriage for her job. Her behavior is not represented as obsessive or self-destructive, but driven -- necessary, even. She is forced into making these sacrifices by the aggressive neglect of the school’s administrators, who won't even let her take books from the bookroom. The film applauds Ms. Gruwell’s dedication, but also implies that she has no other choice. In order to be a good teacher, she has to be a hero. "Freedom Writers," like all teacher movies this side of "The Prime of Miss Jean Brodie," is presented as a celebration of teaching, but its message is that poor students need only love, idealism and martyrdom.

SOUTH AUSTIN PRESCHOOL DOESN'T MAKE CHILDREN LEARN THEIR ABCs
Habibi’s Hutch, a Texas preschool celebrating its 25th anniversary this year, calls itself a "Natural Childlife Preserve." It doesn't make children sit down and learn their ABCs or separate them into different classes or even say "please" or "thank you," said Andrew Urbanus, the school's director. Children ages 18 months to 4 years spend as much time as possible outdoors in a huge backyard filled with swing sets, sand piles, playhouses and toys learning how to get along with each other, Urbanus said. If children can learn how to talk to each other, or even yell when they're upset, then there will be less biting and hitting, he said. Teachers constantly watch over the students and help them talk to each other when fights begin, he said. Children are allowed to cover their bodies with washable paint, run around in their underwear and walk barefoot over the sand-covered outdoor play area. Urbanus said no child has been kicked out of Habibi's, which means "beloved one" in Arabic. More than 60 children are enrolled at the school, reports Claire Osborn in the American-Statesman. The young students perform their own plays and have cooking classes with items such as pasta, salad and banana bread on the menu once a week. There is a two-hour nap time every day. Susan Empson, an associate math professor at the University of Texas, said her children attended Habibi's Hutch 10 years ago. "My kids were well prepared for kindergarten even though they hadn't had a curriculum that helped them learn to count," Empson said.

BUSH REINTRODUCES SCHOOL VOUCHER PLAN
President Bush is making another run at giving poor students private school vouchers, but the Democratic-controlled Congress appears ready to block that move. The White House unveiled details of the president's proposals for overhauling the No Child Left Behind law, which is up for renewal this year. The administration's proposal calls for giving vouchers to students in schools that persistently fail to meet progress goals set by the federal law. The administration tried to include such a measure in the No Child Left Behind law when it was first signed into law five years ago. Democrats, then in the minority party, blocked the effort, reports Nancy Zuckerbrod for the Associated Press. Sen. Edward M. Kennedy, D-Mass., who became chairman of the Senate committee overseeing education when Democrats took over Congress this year, said he would work to keep vouchers out of the education law. Rep. George Miller, a California Democrat who chairs the House committee overseeing education, called the voucher proposal unacceptable. In addition to promoting vouchers, the administration is calling for other changes to the law. One would require states to publish a report card showcasing how students do on state tests compared to a rigorous national test. Such a move could put pressure on states to strengthen their assessments and standards.

ARE YOU SMARTER THAN A FIFTH GRADER?
You will be delighted to know that Fox is coming out with a new show this spring called "Are You Smarter Than a Fifth Grader?" Think of "Fifth Grader" as the anti-"Jeopardy!" "While most game shows measure how smart you are, this is a show that will measure how dumb you are," said Fox Entertainment President Peter Liguori. Adults will be asked questions taken from elementary school textbooks. Actual elementary students will be on hand to help in case things get too hairy, which they surely will if you have recently attempted to help your fifth-grader with his or her homework. Your average fifth-grader is way smarter than your average adult, and this is not something we really need to be boasting about. Herald-Times columnist, David Grimes, writes that "Fifth Grader" is going to unnecessarily embarrass many adults. It's only going to prove that most of us would benefit from taking fifth grade over again.

BIG TIME FUNDRAISING FOR TODAY’S SCHOOLS
Every generation of Americans has had to wrestle with the challenge of educating its youth. This generation is no exception, and, fortunately, we now know what it takes for all children to learn. We know it takes qualified teachers, capable school leaders, supportive learning environments, adequate resources, a rigorous curriculum, high expectations linked to standards, fair diagnostic assessments, and nonacademic supports that help students build strong minds and healthy bodies. But one vital ingredient has been missing in this formula for education excellence, and that ingredient is public responsibility. This is where the talents, experience, and passion of Stan Levenson are making an important difference for public schools. As Levenson points out in his new book, private fundraising for public schools has gone big time. School fundraising from nonpublic sources has grown by leaps and bounds in the last few decades, from schools seeking hundreds of dollars for individual classroom projects to schools seeking millions of dollars for long-delayed construction and to meet instructional needs that clearly are not being met. This book makes a clear and compelling case for the role that big-time fundraising will play in improving all American schools. The book is a concise primer for classroom teachers, parents, and administrators in their pursuit of outside funding for their schools. But, as much as schools need money, they need friends in local communities, in state houses, and in the White House. Effective stewardship in public education requires citizens to vote not only with their checkbooks but also in the ballot box, writes PEN president and CEO, Wendy D. Puriefoy in the book’s forward. As citizens, we take responsibility for our public schools when we vote for the candidates and provide the public funding that support and advance education equity. Read the forward, preface, and first chapter for free at the above link.

THE 2006 ACHIEVEMENT GAP STUDY
Northwest Evaluation Association (NWEA) researchers have released a new study on the achievement gap. The achievement gap is the difference between the academic performance of students in poor versus wealthy schools and between minority and non-minority students. The study revealed that for every group at every grade, students from poor schools grew less than students from wealthy schools and minority students exhibited less growth than their non-minority peers. In general, students enrolled in high poverty schools, African-American students and Hispanic students begin school with lower skills, grow less academically during the school year and lose more skill over the summer than their wealthier and European-American peers. In the case of the African-American students in these samples, the concern carries added emphasis. Their rate of change over the two-year projection was the lowest of all groups, suggesting that the achievement gap between student segments remains a significant problem. "This study should be a wake up call for educators, as it reveals real differences in student achievement based on socio-economic status," said Allan Olson, president of NWEA. "The use of growth data provides a clear picture of individual student growth and helps inform educators on specifics areas where students need focused instruction."

HELPING STATE LEADERS SHAPE EDUCATION POLICY: WHAT DOES THE RESEARCH SAY?
The Education Commission of the States (ECS) has released the first stage of a new online tool designed to help policymakers grappling with the question, What does the research say? The initial launch of the ECS Research Studies Database includes 12 studies on what's needed to improve the education of students in high schools. Soon, more studies will be added in other areas: teaching quality, postsecondary completion, restructuring schools and more. Users can search for studies by issue, author, organization, publisher and by recency. For each study, the online tool features concise, bulleted lists of findings and results, policy implications and recommendations. All studies included have been carefully screened and meet the following criteria:

Visitors will be able to go directly to the findings and recommendations of vetted studies and get the ECS perspective on why a particular study is a valuable contribution to knowledge in the policy area.

SEGREGATING SPECIAL-NEEDS STUDENTS
Rhode Island schools are keeping too many special-education students in separate classrooms, a practice that educators say prevents many of these students from receiving the same education as their peers in regular classrooms. About 8,900 of Rhode Island’s 31,000 students in special education -- 29 percent -- spend the bulk of their class time in small, "self-contained" classrooms, even though research has shown that both students with -- and without -- learning disabilities benefit from learning side by side. In many cases, reports Jennifer D. Jordan in the Providence Journal, the practice violates federal laws. Rhode Island already claims the highest percentage of students in special education in the country -- 21 percent compared with the national average, 13.7 percent, a dilemma the state has been grappling with for several years. It costs far more to educate a special-education student in Rhode Island -- $22,893 a year, compared with $9,269 for a regular-education student. But officials say it is unclear whether integrating students would cost less than separate classrooms, as the special-education students would still need extra services. Most students in special education have mild to moderate learning disabilities, and state educators concede that most of them would benefit -- and perform better on state tests -- if they were placed in integrated classrooms with support from special-education teachers. (Just 1 percent has disabilities severe enough to be exempted from standardized state tests. These students take an alternate assessment.)

MAKING RESEARCH RELEVANT IN THE CLASSROOM
In today’s high stakes accountability environment, schools trying to implement research-based strategies and curriculum face many hurdles. "The biggest one," says a Houston area superintendent, "is the amount of research out there, locating what you need, and having the time and the staff to actually use research effectively." Educators aren't the only ones wrestling with research issues. The U.S. Department of Education and organizations like SEDL are working to bridge the gap between research and practice, according to a recent article published in "SEDL Letter." Author Lesley Dahlkemper writes that not only has the U.S. Department of Education been working to expand the research base by funding more projects, but is also working with universities to create a new crop of education scientists. Although improving the knowledge base is critical, educators need help adapting research findings to their own schools and classrooms. Read the full article to learn more about the challenges of applying high-quality research to improve schools.

NEW CENSUS REPORT ON CHILD WELL-BEING
This interesting and easy-to-read report from the U.S. Census Bureau highlights many aspects of children’s lives that are related to their well-being and readiness for school, such as children’s living arrangements and their family’s characteristics, early child care experiences, daily interaction with parents, extracurricular activities, academic experience, and parents’ educational expectations. These data show that income and family structure affect various aspects of children’s everyday life. Children living in families below the poverty level, children whose parents have lower levels of educational attainment, and children in families with single parents tend to have less daily interaction with their parents, such as talking, being read to, or sharing daily meals, than their counterparts in other situations. Children whose families live below poverty and with lower levels of family income are less likely to participate in extracurricular activities and to be academically on-track than children living in families above poverty and with higher levels of family income.

GOVERNOR PROPOSES A CUSTOMIZED EDUCATION PLAN FOR EVERY STUDENT
Once, it was enough for teachers to ask, "What do you want to be when you grow up?" Now, if a proposed law passes, teachers would have to sit down with every seventh- through 12th-grader in Arizona and draw up a customized education plan. Arizona schools chief Tom Horne is proposing that each student in those grades have a personal learning plan by 2011. It would be reviewed and updated at least once a year by parents and teachers. The purpose is to ensure that an educator sits down with every student, smart or struggling, and talks to him or her regularly about a course of study and what happens after high school. Now, many kids rarely meet with guidance counselors, who are overwhelmed. Arizona averages one counselor for every 783 students, one of the highest ratios in the country, reports Pat Kossan in the Arizona Republic. Personal learning plans are part of a national high school reform movement, and 19 states are phasing the plans into their schools. If a child wants to be a veterinarian, he or she must be told it is tough to get into college with fifth-grade reading skills and a transcript full of D's. He would be guided to do better. The upside to the plan: It could push students to be more active in deciding what they are learning and understand why they are learning it. And it would get parents involved. The downside: It would create more work for teachers.

INSIDE THE MYSTICAL WORLD OF GRANTWRITING
As anyone who has toiled in the time-intensive process of grantwriting can attest, a "no" from a foundation is incredibly disheartening -- especially when that no comes in the form of a stock rejection letter. And while nonprofit professionals are accustomed to rejection -- not every potential donor can say yes it is safe to assume that they'd like to hear as few of them as possible. One way to achieve this is to better understand the grantseeking process -- from identifying possible foundations to the packaging of the proposal and everything in between. Cheryl A. Clarke and Susan P. Fox detail and deconstruct this complicated process in their book, "Grant Proposal Makeover: Transform Your Request from No to Yes." The authors begin by making an important point, and they do this in the form of an analogy -- that of a grant proposal to a resume. They explain that both are an integral step in a larger progression of steps. While foundations have funded nonprofits based solely on the strength of their grant requests, they are more likely to fund those with whom they have met or spoken, whose mission and programs they know and understand. A job seeker will find that sending out a generic cover letter and resume is not the most effective way to become employed, no matter how many envelopes he or she puts in the mail. Instead, the savvy applicant will tailor each letter to each company, explaining why he or she is the perfect fit for the job. Sending out blanket proposals to every foundation in the surrounding community will garner about as many approvals as the generic cover letter did for the job seeker. Of course, the resume is the first step in a long process. Once it is submitted, writes Kate Golden in OnPhilanthropy.com, the best candidates are brought in for interviews. It is not normally the resume itself that gets the applicant hired. This is not to understate the importance of the proposal, as the authors make clear. A grant proposal is a tangible product; one that others will read to make decisions about the effectiveness of the nonprofit’s programs. It is critical that the proposal is articulate, well-written, and error-free, especially when only one out of every ten grant requests receives foundation funding.

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"Grants to Increase Impact of Service-Learning Projects on Climate Change"
Youth Service America and the Civil Society Institute are awarding Red, White, and Green Climate Change Grants to design a service-learning project that promotes awareness about climate change and possible solutions. Projects should be youth-led, and the service must take place between May 1 and October 31, 2007. Maximum Award: $500. Eligibility: youth between the ages of 15-25 or to organizations that serve engage youth ages 15-25. Deadline: March 9, 2007.

"Career and Technical Education Essay Contest"
The Association for Career and Technical Education (ACTE) is sponsoring an essay contest in the memory of former ACTE Senior Director of Communications, Cliff Weiss (1951 -2004). This year, students will be asked to respond to the question, "How will what you learned in CTE help the American economy in five years?" The essay should be no less than 500 words in length for postsecondary and no more than 500 words in length for secondary students. Maximum Award: $250 and publication in ACTE’s Techniques Magazine. Eligibility: students enrolled in at least one CTE course. Deadline: March 30, 2007.

"Outstanding Special Education Teacher Award"
The National Association of Special Education Teachers Outstanding Special Education Teacher Award is given to educators who have demonstrated outstanding achievement in the field of special education. Maximum Award: N/A. Eligibility: full-time, certified or licensed, special education teachers with 3 or more years’ teaching experience. Deadline: May 1, 2007.

"Awards to Encourage Peers to Graduate from High School and College"
Youth Venture, the Bill & Melinda Gates Foundation and MTV Tr3s Voces will select teams of two or more youth every week through June 29th who submit great ideas for encouraging their peers to graduate from high school and college. Tu Voz My Venture winners will receive grants to create their ventures -- an organization, business or club to help young Latinos stay in school and prepare for college and careers. Maximum Award: $1000. Eligibility: youth ages 13–20. Deadline: June 29, 2007.

For a detailed listing of EXISTING GRANT OPPORTUNITIES (updated each week), visit:
http://www.publiceducation.org/newsblast_grants.asp

QUOTES OF THE WEEK
"Self-interest is the driving force in a system of market-driven schools. Parents and students select schools that they feel best meet their personal needs, while administrators and school managers seek to make decisions that allow their schools to compete to meet the individual interests of parents and children. Lost in the debate about private school choice, however, is the recognition that public schools are not merely service providers, or places where an individual’s or society’s economic needs are met (e.g., preparing students for the job market). Public schools have a special status as producers of values, perspectives, knowledge, and skills that are fundamental to community and society. Historically, this public function was widely celebrated. Individualism long has been a central tenet of the American dream. The danger we face today is that individualism, in combination with private school choice, may further isolate Americans from each other and undermine the basis of our democratic society."

 - Wisconsin Education Association Council
http://www.weac.org/greatschools/Issuepapers/commonschool.htm

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