[ECP] ED Review (11/17/06)

  • From: Educational CyberPlayGround <admin@xxxxxxxxxxxxxxx>
  • To: K12NewsLetters@xxxxxxxxxxxxx
  • Date: Tue, 21 Nov 2006 05:00:00 -0500


Please link to the Educational CyberPlayGround


Please Share and Add Your Song

Educational CyberPlayGround K12 Newsletters Mailing List ¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤,¸¸,ø¤º

November 17, 2006

...a bi-weekly update on U.S. Department of Education activities
relevant to the Intergovernmental and Corporate community and other


Since last Friday (November 10), coinciding with International
Education Week, Secretary Spellings and U.S. Assistant Secretary of
State Dina Habib Powell have been leading a high-profile delegation of
12 U.S. college and university presidents across Japan, Korea, and
China.  Meeting with various student, university, government, and
business leaders, the delegation is carrying the message that the U.S.
welcomes and values international students who want to study in the
U.S.  "We can learn a lot from each other to better prepare our
students," Secretary Spellings told the audience at Waseda University
in Tokyo.  "For example, Japan has strong math and science programs,
and America is known for its emphasis on critical thinking and
creativity.  Working together, we can give all our students a better
education."  Despite the challenges of 9/11, foreign student
enrollment in the U.S. has rebounded (see below); in the last year,
the number of student and exchange visas hit an all-time high of more
than 590,000.  Also, in the past 10 years, the number of Americans
studying overseas has increased 10 percent.  "Companies today want
graduates skilled in the fields of math, science, and foreign
languages, the new currencies of our global economy," the Secretary
noted.  "These days, companies are following talent, whether that
talent is in Texas or Tokyo.  Since our universities are at the heart
of recruiting and nurturing talent, they must adapt to make sure a
college education equips students to be competitive with the new
international workforce."  The trip concludes tomorrow (November 18).

In other higher education news:
The Institute of International Education's "Open Doors 2006" is an
annual report on foreign student enrollment in the U.S. (142
institutions hosted at least 1,000 international students) and
Americans studying abroad (China hosted 6,389 U.S. students, a 35
percent increase from the previous year).  FOR MORE INFORMATION,
PLEASE GO TO http://www.opendoors.iienetwork.org/

On November 1, the Department's Office of Postsecondary Education
(OPE) published in the Federal Register final regulations implementing
(1) the Academic Competitiveness (AC) and National Science and
Mathematics Access to Retain Talent (SMART) grant programs
) and (2) the provisions of the Higher Education Reconciliation Act
relating to Title IV federal student aid programs

"Placing College Graduation Rates in Context," a new study by the
Department's National Center for Education Statistics (NCES), offers a
system-wide overview of how graduation rates of comparable four-year
institutions vary with selectivity and the size of the low-income

NCLB UPDATE (http://www.ed.gov/nclb/)

On November 9, Secretary Spellings announced the approval of three
additional high-quality growth-based accountability models.  Delaware
is immediately approved to use the model for the 2006-07 school year.
Arkansas and Florida are also approved, provided their assessment
systems are fully approved by the Department by the end of the 2006-07
school year.  The agency intends to approve no more than 10 models for
the pilot program.  North Carolina and Tennessee received approval to
implement their growth models last school year.  Thus, five slots
remain.  Nine states have applied for those remaining slots.


On November 15, the National Assessment Governing Board (NAGB)
released results from the 2005 Trial Urban District Assessment (TUDA)
in science.  The TUDA provides comparable data on fourth- and
eighth-grade student achievement in 11 of the nation's urban school
districts.  (Results from the reading and math assessments were
released in December.)  Ten districts participated in the science
assessment.  All of the districts have a majority of students who are
not white, and nearly all have high proportions of low-income
students.  Among the findings:

In seven of the 10 districts, fourth-graders scored as well as or
better than students in large central cities (population 250,000 or
more) across the U.S.  However, compared to public schools nationwide,
all but one district had lower average scores.

Similarly, in six of the 10 districts, eighth-graders scored as well
as or better than students in large central cities across the U.S.
However, compared to public schools nationwide, all districts had
lower average scores.

In many districts, average scores for white, black, Hispanic, and
Asian students were higher than or not significantly different from
the national average for their peers.

For both fourth- and eighth-grade, the gap in average scores between
the nation and individual districts for all students ranged from two
to 30 points, with the nation's score higher.  However, when that
comparison is based only on low-income students, the gaps ranged from
almost none to 19 points, with, again, the nation's score higher.

This is the third time districts have participated in the TUDA.  Six
districts took reading assessments in 2002.  In 2003, 11 districts
took reading and math assessments.


In case you missed it, the November 15 emergency planning webcast is
archived at http://www.connectlive.com/events/edschoolsafety/.  Also,
the Department's Office of Safe and Drug-Free Schools (OSDFS) and the
Emergency Response and Crisis Management (ERCM) Technical Assistance
Center has announced a series of publications, called "Helpful Hints,"
to help school districts improve emergency management practices within
their school communities.  The first of this series, titled "Emergency
Go-Kits," is now available online at


While most of the attention during last week's general election was
reserved for congressional races, voters in 19 states decided a wide
variety of education-related ballot issues.  Consider:

In Idaho, Michigan, Nebraska, and Ohio voters defeated measures that
would have provided additional funding for education.  But proposals
in Maine, Nebraska, and Oregon that had the potential to restrict
spending on schools -- the idea known as a Taxpayer's Bill of Rights
(TABOR) -- were also rejected.

Arizona and Nebraska voters approved measures to fund early childhood
In Colorado, voters rejected two separate "65 percent solution"
measures, which would have required districts to funnel a minimum of
65 percent of their budgets directly into classrooms.

A proposal to ban affirmative action programs in Michigan passed with
58 percent.

Meanwhile, Arizona, Georgia, Oklahoma, and Wyoming reelected their
incumbent Chief State School Officers, and Idaho -- an open seat --
chose a new chief.  The race in South Carolina -- another open
position -- is undecided.


According to a new report by America's Promise -- the alliance of
education and business groups founded in 1997 by retired U.S. Army
General Colin Powell to promote volunteerism on behalf of youth --
less than one-third of American children ages 6 to 17 are receiving
the critical developmental resources, or "promises," that correlate
with success: caring adults, safe places, a healthy start, an
effective education, and opportunities to help others.  The network
calculates that children who enjoy four of the promises are
significantly more likely to be successful across various contexts of
their lives.  Yet, more than 10 million children are experiencing zero
or one promise, with 20 percent of children (or 8.5 million) lacking
caring adults in their lives.  Moreover, African-American and Hispanic
children are half as likely as white children to receive four or five
promises.  Nevertheless, 90 percent of children say they have set
goals and are willing to work hard to reach them.  FOR MORE


"[The U.S.] government is committed to ensuring that our education
system provides students with the resources and instruction they need
to be competitive and succeed in the new global economy.  For us, the
internationalization of education means sharing best practices,
fostering innovation, and increasing transparency.  Because no matter
what nation we call home, all of us share the same commitment to see
students succeed.  Education opens the doors of opportunity and is the
foundation for a better life and a bright future."

-- Secretary of Education Margaret Spellings (11/13/06),
   delivering remarks at Waseda University in Tokyo, Japan

Educational CyberPlayGround K12 Newsletters Mailing List
Set Preferences Subscribe - Unsubscribe - Digest

Copyright statements to be included when reproducing
annotations from the Educational CyberPlayGround K12 Newsletter

The single phrase below is the copyright notice to be used when
reproducing any portion of this report, in any format:

EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com
K12 Newsletter copyright

Advertise K12 Newsletters http://www.edu-cyberpg.com/Community/Subguidelines.html

Other related posts:

  • » [ECP] ED Review (11/17/06)