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Lack of evidence or lack of research?
A frequent complaint about the Department of Education under
President George W. Bush was that it promoted "scientific research
in education" but endorsed policies lacking solid research evidence.
The new draft guidelines for economic-stimulus money and Title I aid
have some critics asking whether much has changed under the Obama
administration, writes Debra Viadero of Education Week. The issue,
according to Viadero, is less ideological bias than lack of credible
education research, which has long been underfunded in comparison
with disciplines like medicine. "There aren't a whole lot of
conclusive findings about different strategies for reform, so
policymakers have to look at the best available evidence, even
though the evidence might not be rigorous or powerful," explained
James Kohlmoos of the Knowledge Alliance, a group that represents
research organizations. "It's not their fault. It's a generation's
fault for not paying attention to this." Lack of research for new
education initiatives has disappointed some advocates, who'd been
encouraged by the president's pledge to "give science its rightful
place" in government decision-making. Two priorities in particular
are lacking in research, they say: evaluating teachers based on
students' standardized test scores, and promoting the growth of
charter schools.
Natural disaster hits Philippines schools especially hard
Post-Ketsana efforts to reopen schools in Manila descended into
chaos this week, with some schools remaining under water and others
occupied by homeless survivors with nowhere else to go, The
Associated Press reports. The situation in the worst-hit parts of
the Philippine capital reflected wider problems in the government's
response to the disaster after the heaviest rains in more than 40
years killed nearly 300 people. As students were turned away from
schools, mountains of debris festered around Manila and more than
300,000 people remained in evacuation centers, with part of the
city's outskirts expected to be submerged into the new year. "We
were instructed to resume classes today but look around, the
situation will likely not allow it," said Eliza Servesa, assistant
principal at H. Bautista Elementary School in suburban Marikina.
Marikina was one of the worst-affected by tropical storm Ketsana,
which produced flood waters that rose 20 feet and washed away entire
neighborhoods along river banks, affecting nearly 3.9 million
people. In the immediate aftermath of the disaster, the government
closed all schools in Manila for one week and allowed many of them
to become makeshift evacuation centers for people whose homes were
flooded or destroyed. Late last week, almost 700,000 people were
seeking refuge in such shelters, and the government said on Monday
that 319,000 people were still staying in them with nowhere else to
go. "We can't force them to leave. That is against humanitarian
principles," Servesa said.
Emotional and behavioral development paves the way to achievement
According to a new report from MDRC, evidence suggests that
improving young children's healthy emotional and behavioral
development is both an important outcome in its own right and can
also be a pathway to improved academic achievement. In survey after
survey, the authors write, teachers consistently emphasize their
need for professional development and other supports to help them
address children's behavioral issues. The report offers a preview of
promising findings from Foundations of Learning (FOL), a
demonstration and random assignment evaluation in Newark and Chicago
of an intervention that trains preschool teachers to better support
children's behavior and emotional development. The model combined
teacher training in effective classroom management with weekly
classroom consultation, with mentors coaching teachers in workshop
strategies and providing individualized support to the highest-risk
children. The report found that program interventions improved
teacher ability to effectively support children's behavior and
emotional development; increased instructional time and created a
positive climate for learning in classrooms; reduced conflict and
acting-out behaviors by children; and improved children's ability to
focus their attention, curb their impulsivity, and show greater
engagement in the classroom.
Give Kids Good Schools Week: help celebrate and improve public
schools
The fourth annual Give Kids Good Schools Week takes launches October
11-17, 2009! Sign a pledge to Give Kids Good Schools, download web
buttons or screensavers, review suggested questions for candidates
in Public Education Network's voter guide, or send a letter to your
local newspaper about how important public education is to you. All
around the country, communities are holding events as part of the
third annual Give Kids Good Schools Week. Guilford, North Carolina
will be conducting their annual Education Leadership Academy with a
central emphasis on the session on October 14th on Give Kids Good
Schools. West Virginia's Education Alliance will hold a Capital City
Pumpkin Drop on October 15. Houston A+ Challenge in Texas will
present annual Student Voice Awards. These are just a few of the
many great events this week to raise awareness -- and to Give Kids
Good Schools. Check out what's happening in your area during Give
Kids Good Schools Week! Thank you for taking action this week, and
for all you do to Give Kids Good Schools!
In media and perception, unions suffer
In a recent column in The Wall Street Journal, Richard Whitmire of
the National Education Writers Association and Education Sector's
Andrew Rotherham write that "In recent months, the press has not
merely been harsh on unions," but has championed controversial
school reformers and agendas. "Editorial pages of major papers
nationwide have begun to demand accountability for schools, despite
objections from vested interests," they say, pointing to the
"unexpectedly tough line on school reform" taken by the Obama
administration as an explanation. Whitmire and Rotherham, themselves
champions of reform and charter schools, contend that the shift in
coverage has little to do with the media and more to do with public
opinion about new possibilities for public education. If 300 (of
roughly 4,600 nationally) high-performing charter schools can "take
low-income urban students previously viewed as a lost cause and turn
them out college-ready," why can't all schools? "How the teachers
unions are answering that question explains much of the negative
backlash against them," according to the authors. "Unions are asking
the public to believe that teachers should never be judged on their
effectiveness. Even if the media were in the tank for the unions,
that would be a tough sell."
For higher minority AP enrollment, the long view
The latest research from the Journal of Policy Analysis and
Management explores the wide disparities in advanced high school
course-taking among race, poverty, and gender groups in Florida. The
study finds that black and Latino students are less likely to enroll
in advanced courses like Advanced Placement than their white peers
because they arrive to high school with lower scores on eighth-grade
statewide exams. When black and Latino students have the same
eighth-grade test scores as whites, they are more likely than white
students to enroll in these courses. Gaps in pre-high school
performance explain much of the advantage of non-poor students over
poor students, but don't appear to drive the higher rates of
advanced course-taking among Asians and females. Despite concerns
that schools serving minority and low-income students don't offer
advanced courses, the report found few such disparities in Florida.
In fact, Florida's black and Latino students attend schools more
likely to offer advanced courses than do white students. The authors
therefore support greater investments in disadvantaged children long
before they enter high school, and suggest that a reallocation of
students to different high schools is unlikely to remedy racial
disparities in course-taking and may, in fact, increase them.
Achievement gap narrows but remains large
A new study from the Center on Education Policy examines student
performance in all 50 states since 2002 when the No Child Left
Behind Act took effect, reports The Christian Science Monitor. The
study paid particular attention to the achievement gaps for minority
and low-income students, focusing on "trend lines" -- for instance,
for Latino students in fourth-grade reading, or for low-income
students in high school math. In 74 percent of all trend lines, the
gaps narrowed, most often because gains by lower-performing groups
outpaced those by top-performing groups. Though the results are
"good news for the country," according to Center President Jack
Jennings, the news isn't all positive. In 23 percent of cases, the
gap grew (though in some instances, both groups still made gains),
and in a few cases, the gap narrowed because the achievement of
higher-performing subgroups went down. Still, the gaps are large, in
many cases with more than 20 points separating the scores of white
and non-low-income students from those of African-American, Latino,
and low-income students. In general, the news was more positive for
Latino and African-American subgroups and for students at the
elementary-school level. Fewer gaps narrowed for low-income and
native-American subgroups and for students in high school.
NEA signals contract flexibility
In a move perhaps calculated to silence critics, the National
Education Association has announced its Priority Schools campaign,
which will direct members to ignore contract provisions that in the
past have kept the best teachers out of schools with mostly poor and
minority students, USA TODAY reports. The parent organization, the
largest education union in the country, will ask local affiliates to
draw up memoranda of understanding with districts that will "waive
any contract language that prohibits staffing high-needs schools
with great teachers," and will encourage "the most accomplished
teachers-members" to start their teaching careers in high-needs
schools, remain there, or transfer there. NEA has been criticized in
the past for supporting contracts that let teachers with seniority
transfer to more affluent schools. In response to the campaign
announcement, skeptics point out that harder-to-staff schools can't
simply poach better teachers from middle-class ones. However, NEA
President Dennis Van Roekel clarified that the union would "support
our locals in doing what they think is the best way to turn around
these schools." One sticking point, he said, in retaining teachers
was principal quality -- many experienced teachers prefer
middle-class schools because their principals are often more
experienced than those in hard-to-staff schools.
Rhee's agenda has an IMPACT
D.C. Schools Chancellor Michelle Rhee has launched what The
Washington Post calls "a rigorous evaluation system" that will make
District teachers among the first in the nation to have job security
tied to standardized test scores. Teacher accountability is a
cornerstone of Rhee's agenda and a goal for education reformers
nationwide, who argue that the best way to improve schools is to
continuously monitor and improve teacher performance. "Academic
progress must be measured by growth," Rhee said. "By using
value-added analysis we will finally be able to consistently reward
and recognize the significant contributions of every adult in a
school building." The $4 million IMPACT system will assess teachers
against an elaborate new framework of requirements and guidelines
that cover a range of factors, including classroom presence and how
carefully they check for student understanding of material. The
assessment will likely be another flash point in Rhee's relationship
with teacher union leaders, who say student growth statistics are
unreliable, and that the new assessment system -- which the District
can legally impose without union consent -- is an instrument to
identify and remove struggling teachers, not a means to help them
improve.
No 'simple recipe' for teacher preparation
Variation within teacher preparation programs is as great as
variation between programs, write authors of a new study from
Teacher College Record, so comparisons often fail to pinpoint
qualities that lead to positive teacher outcomes. This is especially
true with alternative certification programs, whose supporters and
opponents tend to argue from a research base that is "very thin."
The new analysis looks at seven alternative certification programs,
six of which have participants completing their credential
requirements while full-time teachers. Overall, the study finds that
effective alternative certification programs place candidates in
schools with strong leadership, a collegial atmosphere, and adequate
materials. They select well-educated individuals, or work to
strengthen individual subject-matter knowledge, recognizing previous
classroom experience as an asset. They also provide coursework
tailored to candidates' backgrounds and school contexts, and provide
trained mentors with time and resources to plan lessons with
candidates, share curricula, demonstrate lessons, and provide
feedback after frequent classroom observations. The authors caution,
however, that "because of the variation in how individuals
experience the same alternative certification program, as well as
the variation in support and training within programs, the creation
of effective programs defies simple recipes." Programs should start
with an intensive assessment of each participant, and closely track
progress throughout.
Boston union battles TFA contract 'enhancements'
An objection from the Boston Teacher Union (BTU) regarding contract
particulars with Teach for America in Boston has prompted an
investigation by the Massachusetts Division of Labor Relations,
according to The Boston Globe. The division has determined a "strong
likelihood" that the Boston School Committee violated the union
contract in its agreement with the national program that allows
greater rights for TFA recruits in retaining their positions during
layoffs. The union has openly questioned the wisdom of bringing in
the program at a time when budget cuts have forced layoffs of
roughly three dozen teachers in the last school year. Another area
of dispute is a portion of the TFA contract that would create a
rehiring pool for its candidates in the event of layoffs, an
arrangement not available to other new teachers. A representative
for the school committee has said it didn't intend to break any
collective bargaining rules when it entered into the agreement last
summer with TFA, which it undertook to boost recruitment of minority
teachers. The state is also examining whether the school committee
withheld information in the last several months from the union about
which positions have been filled by TFA recruits.
BRIEFLY NOTED
Student told to dress "more manly" or be homeschooled
Jonathan Escobar wears skinny jeans, wigs, "vintage" clothing and
makeup to school. "I don't consider myself a cross-dresser," he
said. "This is just who I am."
First day in, SCOTUS denies two ed cases
The Supreme Court declines to hear two cases with relevance to
parental rights and the primacy of belief systems in education.
Helping resolve conflicts before they get out of hand
The Conflict Resolution Unlimited Institute in Bellevue, Wash. works
with students from third grade to high school, training them in peer
mediation.
Questions about financial arrangement between AZ private school and
a charter-school operator
State records obtained by The Arizona Republic show that Sequoia Choice Arizona Distance Learning collected at least $1.9 million in taxpayer funds from 2005 through 2008 to teach courses to students of Joy Christian School.
Hardcore crackdown on zucchini bread by Klein and Bloomberg
Rampant favoritism shown to parent groups in New York Schools for distribution of fat- and sugar-loaded treats.
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"New
Leaders for New Schools"
New Leaders for New Schools is a national organization promoting
high levels of academic achievement for every child by attracting,
preparing, and supporting the next generation of outstanding leaders
for our nation's urban public schools. New Leaders is currently
accepting applications for candidates who meet their 10 selection
criteria and want to lead change for children in low-income
communities by becoming urban public school principals. Eligibility:
Applicants must have a record of success in leading adults, an
expertise in K-12 teaching and learning, a relentless drive to lead
an excellent urban school, and an unyielding belief in the potential
of every child to achieve academically at high levels. Deadline:
eligibility verification -- October 15, 2009; full application --
February 2, 2010.
"YSA:
UnitedHealth HEROES"
UnitedHealth HEROES service-learning grants support youth-led
innovative solutions to childhood obesity. Service-learning is a
teaching and learning strategy that combines meaningful service to
the community with a school-based curriculum or with program-based
learning. Projects must engage youth ages 5-25 in the planning and
implementation process and take place during Semester of Service
2010 (MLK Day, January 18, to Global Youth Service Day, April
23-25). Eligibility: Educators, service-learning coordinators,
community groups or organizations, and students in the health
professions. Deadline: October 22, 2009.
"VFW:
National Citizenship Education Teachers' Award"
The VFW's National Citizenship Education Teachers' Award recognizes
the nation's top elementary, junior high, and high school teachers
who teach citizenship education topics regularly and promote
America's history and traditions. Maximum award: $1,000.
Eligibility: teachers K-12. Deadline: November 1, 2009.
"SeaWorld/Busch
Gardens Environmental Excellence Awards"
The 2010 SeaWorld/Busch Gardens Environmental Excellence Awards
recognize the outstanding efforts of students and teachers across
the country who are working at the grassroots level to protect and
preserve the environment. Since this is an awards -- not grant --
program, entrants must demonstrate significant accomplishments that
have occurred prior to the submission deadline. Maximum award:
$10,000. Eligibility: schools (grades K-12) and community groups.
Deadline: November 20, 2009.
"General
Mills Foundation: Champions for Healthy Kids"
The General Mills Foundation Champions for Healthy Kids grant
program encourages communities in the United States to improve the
eating and physical activity patterns of young people, ages 2-20.
Grants will be awarded to nonprofit organizations and agencies
working with communities that demonstrate the greatest need and
likelihood of sustainable impact on young people's nutrition and
activity levels through innovative programs. Maximum award: $10,000.
Eligibility: 501(c)3, community-based groups. Deadline: January 15,
2010.
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