Teacher Appreciation Week Secretary of Education Arne Duncan is a joke! All he knows how to do is make money. He is a businessman not a teacher. He doesn't know a thing about teaching or teaching in a classroom. Look at his CV. One from the KIPPers A new report from KIPP is the first large-scale look at the college-completion rate for KIPP students. Andrew Rotherham writes in TIME Magazine that although the study shows KIPP graduates -- who are 95 percent African-American and Latino and low-income -- far outpace the national averages for similar students, they fall short of the network's own goals. Only 33 percent of students who completed a KIPP middle school at least 10 years ago have a bachelor's degree today. (Among similar students nationwide, just 8 percent have graduated college.) And so, Rotherham asks, is 33 percent an achievement? Or should KIPP be achieving better results, given its intensive support of its students? KIPP posts a 95 percent high-school graduation rate for students who have completed its middle schools, regardless of where they attended high school, and an 89 percent college-matriculation rate. Rotherham therefore praises KIPP for publishing the college-completion data, and "not moving the goal posts on its own targets for success, and for owning the outcomes for its graduates regardless of other factors they can't control." So let's not indict KIPP or similar schools, writes Rotherham. Instead, as KIPP has pledged to do, let's redouble our ambitions for low-income youth. Read more: http://www.time.com/time/nation/article/0,8599,2067941,00.html See the report: http://www.kipp.org/ccr In an article in The Huffington Post, James Gee poses the question of why, if from the late 1960s to the early 1980s the black-white achievement gap was fast closing, progress ceased in the 1980s? Gee says these questions lack definitive answers, but we know in big-picture terms. Consider some well-known facts. Being poor puts a child at-risk for reading failure, but the correlation between poverty and early reading failure is not large. What is large, however, is the correlation between pooling poor kids in school and early reading failure and subsequent lack of school success. It is also known that family, community, and school factors beyond instructional methods contribute more to student failure or success than do specific methods. The black-white gap was closing, Gee writes, because thanks in part to Johnson's War on Poverty, segregation was decreasing in the United States. This stopped with policies focused on school and market variables over social and civil variables. "Today, many policymakers and educators do not see pooling or unpooling poverty as 'reading variables' like phonemic awareness or comprehension strategies," Gee writes. "But the truth of the matter -- and it is an expensive truth to ignore -- is that school is not separate from society, and that ceasing to pool poverty is the key variable to undoing the black-white gap, as well as the gap between rich and poor children more generally." Read more: http://www.huffingtonpost.com/james-gee/why-the-blackwhite-gap-wa_b_855591.html Facts on the ground "When we don't get the results we want in our military endeavors, we don't say, 'It's these lazy soldiers and their bloated benefits plans!'" write Dave Eggers and Nínive Clements Calegari in The New York Times. When results on the ground are not as hoped, we think of ways to better support soldiers, giving them better tools, better weapons, better protection, and better training. When recruiting is down, we offer incentives. Compare this to education. When we don't like the way students score on international standardized tests, or how particular schools perform, we blame the teachers and restrict their resources. "Imagine a novice teacher, thrown into an urban school, told to teach five classes a day, with up to 40 students each," Eggers and Calegari write. "At the year's end, if test scores haven't risen enough, he or she is called a bad teacher." For college graduates with other options, such pressure for low pay makes little sense. There is currently much debate around accountability, measurements, tenure, test scores, and pay for performance, but these questions are secondary to recruiting and training teachers and treating them fairly. "There is no silver bullet that will fix every last school in America," the authors write, "but until we solve the problem of teacher turnover, we don't have a chance." Read more: <http://r20.rs6.net/tn.jsp?llr=ojzalicab&et=1105419857394&s=95761&e=001qTfZRxDlElWeWCYM0UAn2ucrR2xcSZeyvV6BSCIZ68Liya0GlipJ6CxLHlxZTk7CSma0dD8bAa8GWLpG_0wQ8kxNvKCbIBs9mNtEwq7ASw9AWTdy9sR8N1_DBTJaT5GJZXOTFzk0FZiMZ7usJmrwg045PT1RUkY8DIkUbP7uIuV31_ZrCI6nKwmbe-Cewc-EHa80QNWWVTk=>http://www.nytimes.com/2011/05/01/opinion/01eggers.html?src=ISMR_HP_LO_MST_FB BIG WASTE OF MONEY HONEY but the Business ---- in education get to make money which is the only thing this is about. States and districts are only now confronting technical and logistical hurdles to creating new teacher evaluations, they will never be able to get accurate data. This whole data collection thing is the K12 bubble of money for privateers and their private pockets. All the usual suspects involved. http://www.edu-cyberpg.com/K12-Education-Business.html more http://www.edweek.org/ew/articles/2011/04/27/29value.h30.html?tkn=NOBF7vCom8K2A9jCjvNr6MccoPFZLjfEmLPy&cmp=clp-ecseclips Forget it! Center on Education Policy finds that the share of public schools that did not make adequate yearly progress (AYP) in raising student achievement under NCLB reached an all-time national high of about 38 percent in 2010. This marks a rise from 33 percent that fell short in 2009. Despite this, the percentage of schools missing AYP has changed only slightly over the past five years, and would have to more than double to reach the Obama administration's projections of more than 80 percent failing to make AYP next year. Between school years 2005-06 and 2009-10, the national percentage of schools missing AYP rose from 29 percent to 38 percent, but in two of the interim years, the percentage declined. In 12 states and the District of Columbia, at least half of public schools did not make AYP in 2010, and in a majority of states, at least one-fourth of schools fell short. The report includes tables with AYP trend data for every state, and shows wide differences in the percentages of schools not making AYP in 2010, ranging from about 5 percent in Texas to about 91 percent in D.C. The report cautions, however, that AYP results are not comparable between states because of variations in states tests, cut scores for proficient performance, demographics, and other factors. read more http://www.edu-cyberpg.com/K12-Education-Policy.html Less than a quarter of high school seniors passed national civics exams in 2010, raising concern among experts about what appears to be a decline in understanding about the U.S. government. I wonder how well they understand how banking and finance works especially when it comes to electing politicians. <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> Educational CyberPlayGround, Inc. www.edu-cyberpg.com Karen Ellis [ phone ] 276.633.0388 [toll free] 877.220.0262 [f ] 610-260-0475 [e] admin@xxxxxxxxxxxxxxx [VOIP] skype - cybercowgrrl www.linkedin.com/in/karenellis 7 Hot Site Awards New York Times, USA Today , MSNBC, Earthlink, USA Today Best Bets For Educators, Macworld Top Fifty <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>