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Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ********************************************************
WILL SCHOOLS DISAPPEAR BY 2055? Regardless of our roles in society, each of us will be affected by what happens in the field of education in the coming decades. The knowledge gained, the work habits developed, and even the moral values learned by today?s students in our schools will, for every American, at least partially determine the future efficacy of our health care system, affect our place as a country in the world market place, and influence the level of safety and security we will experience individually and collectively in the coming decades. A new paper by Kenneth R. Stevenson presents both possibilities and critical issues related to what the future holds for the field of education and the facilities that house it. Will schools as physical places disappear by 2055, and be replaced by virtual schools? Some parents fear that their child will come to physical harm at school, but they also fear that the values and beliefs that may be taught at school to their child will be in direct conflict with their own. Others see growing signs of "cocooning" even within apparently homogeneous communities as evidenced by the increasing number of gated neighborhoods, and housing developments catering to very specific groups, such as retirees. Others point to the numerous pieces of legislation introduced federally and/or in various states and municipalities to limit immigration and restrict who has access to public services including schools. Unless schools come to be seen as integral to the lives of those without children in school, tax dollars will slowly but surely dry up for public education. Policymakers and community leaders must encourage and expect the educational enterprise to broaden its mission so that places called schools are viewed as community centers. Such centers would provide traditional educational experiences, but also would serve as neighborhood hubs for preventive health care, recreational/social activities, meals for the elderly and needy, development of avocational interests, and retooling for new job opportunities. From an educational facilities perspective, if schools can be made to be true neighborhood community centers, the likelihood the general public will support taxing itself for new schools and/or renovation of existing ones will be enhanced greatly. http://www.edfacilities.org/pubs/Ed_Facilities_in_21st_Century.pdf
UNDERPERFORMING SCHOOLS ARE RISKY BUSINESS Imagine that two-thirds of the packages FedEx absolutely positively promises to deliver by tomorrow morning never arrive. Imagine that one-quarter of all new iPods can't play music recorded after 1999. Imagine that Gap advertises to the masses but sells its clothes only to rich customers. Now you have imagined the business equivalent of the U.S. system of public education. Despite being the wealthiest country on Earth, America maintains a public education system in which 30 percent of high school students don't graduate, one out of every four reads below basic grade levels, and, compared to students from more affluent backgrounds, few of their low-income counterparts are adequately prepared for college. Read the full text of "Risky Business," by James Daly, which details how business leaders are scrambling to push for change in our public education system. http://www.edutopia.org/magazine/ed1article.php?id=Art_1497&issue=apr_06
DROPOUT NATION A large majority of Americans (89%) think the high school dropout rate in the U.S. is an "extremely serious" or "somewhat serious" problem, according to a TIME/The Oprah Winfrey Show poll. The coverage sprung from a recent report that details the dropout epidemic: almost one-third of public high school students drop out in America -- and nearly one-half of all African Americans, Hispanics and Native Americans fail to graduate from public high school with their class. The report, "The Silent Epidemic: Perspectives of High School Dropouts," was funded by The Bill & Melinda Gates Foundation. http://www.edu-cyberpg.com/Teachers/standards2.html "I'm delighted to be working on this story with Oprah, since we both agree that a poorly educated America is an America without a rich future," says TIME Managing Editor Jim Kelly. According to the joint poll: (1) If the public were grading U.S. public schools, about 3-in-5 (61%) would give them a grade of a "C" or less; (2) Six-in-ten Americans (64%) think we are spending too little money on public schools; (3) More than two-thirds (78%) think that lowering academic standards would be "not very effective" or "not at all effective" in keeping kids in school; (4) To increase the number of children graduating from high school, almost half of respondents (45%) feel it would be a "very effective" or "somewhat effective" measure to penalize the parents of students who don't finish high school. http://www.time.com/time/magazine/article/0,9171,1183359,00.html
A SECOND LOOK AT COMPULSORY EDUCATION In medicine, "iatrogenic" is the word used when treatment worsens a condition. Examples of this iatrogenic phenomenon in education include certain aspects of policies and practices like achievement-level tracking, the assignment of homework, the standards movement, and compulsory education. Because of its universality, compulsory education is perhaps the greatest mischief-maker, writes Dennis L. Evans. Certainly, there is little dispute that education is a virtuous endeavor, and that it is essential both for individual development and, collectively, for our democratic society?s stability. Given such unanimity of support, it is understandable that we have defined engagement in education as a compelling state interest, and thus have made it mandatory for our children. But compulsory schooling has little to do with education. We can bring children to the schoolhouse, but that does not mean that education is occurring. Indeed, recent figures suggest that only 68 percent of 9th graders will graduate in four years. Observers contend that many of these apparent dropouts eventually will obtain a high school diploma, and thus the statistic is not as dismal as it might appear. Regardless, we do know with certainty that many high-school-age students are simply not engaged with school-site education. In reality, they are dropouts who are still in school. http://www.edweek.org/ew/articles/2006/04/12/31evans.h25.html http://www.edu-cyberpg.com/Teachers/standards2.html
IMMIGRATION 101: PUBLIC SCHOOLS GIVE CREDITS TO STUDENTS WHO PROTEST Tens of thousands of people waved American and Mexican flags in dozens of U.S. cities demanding to become legalized U.S. citizens. Reminiscent of the 60s civil rights movement for Blacks, 2006 seems to be a pivotal turning point year for Hispanics, who have not surpassed Blacks as the largest "minority", a term that is quickly becoming an oxymoron as some projections show that the Hispanic population will pass Whites by 2050 -- without mass legalization of immigrants -- and much sooner if the floodgates of legalization open to our Southern neighbors. Montgomery County (MD) public school Superintendent Jerry D. Weast made a controversial decision to grant students community service credit for attending immigration demonstrations. Defending the decision, schools spokesman Brian Edwards retorted, "This is nothing new. Advocacy is allowed." But in the superheated atmosphere surrounding the immigration debate, the decision is drawing sharp criticism from many quarters. School system offices were flooded with angry phone calls as word of its authorization of credits was heralded on Talk Shows. Maryland students are required to put in 60 hours of community service to graduate from high school. They are allowed to include work for political campaigns and various activist activities -- including the immigration protests, which took place during the school system's spring break and students will be required to have a sponsoring organization verify their attendance. http://www.washingtonpost.com/wp-dyn/content/article/2006/04/07/AR2006040701828.html
BALLROOM DANCE LESSONS HELP STUDENTS WITH SOCIAL SKILLS & SELF-ESTEEM "EduDance, Classrooms In Motion," is a fledgling program in which students meet physical education requirements through ballroom dancing. Two fifth-grade classes at Boulder Oaks Elementary School in Alpine, CA, participate in EduDance, which began this school year and could eventually reach other schools in the county, said Anne Krantz, the program's founder and coordinator. The concept has caught on with students, teachers and parents since its inception in September. Suddenly, students know music and moves that would make their parents -- and grandparents -- nostalgic. Students learn six dances throughout the year, reports Sharon Heilbrunn -- fox trot, waltz, tango, rumba, cha-cha and swing. "The tango is my favorite because I know it well and I like the music," said Cody Kennel, 11. "It flows perfectly." Permanent partners were assigned in the beginning of the year based on height and personality compatibility. Students were shy at first, Krantz said, but they have really opened up. http://www.signonsandiego.com/news/education/20060404-9999-1m4ballroom.html http://www.edu-cyberpg.com/Arts/Traditional_Arts.html http://www.edu-cyberpg.com/Arts/resources2.html http://www.edu-cyberpg.com/Arts/Home_Arts.html http://www.edu-cyberpg.com/Arts/curriculum.html
THE RIGHT SIZE SCHOOL Can schools be too small to provide adequate curriculum and instruction? When Paul Abramson, a consultant who advises school districts on facilities and planning, asked that question, he found that small high schools are likely to offer fewer courses than large ones. In English, for example, students in large high schools might elect courses on 19th-century British novels, Shakespeare, and African-American writers. In small high schools, students are likely to be limited to a grade-level sequence labeled English I, II, III, and IV. Even so, reports Susan Black, small schools can provide an enriched curriculum on par, or nearly on par, with large schools. The critical factor is not the number of courses -- it?s how principals and teachers organize and manage instruction. Small high schools, even those with as few as 100 students, can provide rigorous courses and offer students choices, Abramson contends, but "only if they change the relationship between teachers and students and take advantage of their size to do things differently." http://www.asbj.com/current/research.html
IMPLEMENTING NCLB: CREATING A KNOWLEDGE FRAMEWORK TO SUPPORT SCHOOL IMPROVEMENT Who would have guessed 4 years ago -- when the bloom was on the NCLB rose -- that it would today need spirited defenders, people who see beyond the partisan rhetoric? As it turns out, because NCLB set its sights so high it now needs all the friends it can get -- and not policy wonks but practitioners who know whereof they speak. Paul L. Kimmelman?s latest book is "an attempt to be a useful guide for understanding how NCLB became a law and, most important, building organizational capacity to implement school improvement to comply with it." He focuses on building organizational capacity to avoid repeating mistakes of the past and to help educators understand the process of reform "to prevent more policy mandates in the future." To do so, he encourages practitioners to "recognize the importance of acquiring, managing, and implementing knowledge to inform decision making." This is a tall order, particularly when many educators are notoriously averse to data-driven decision making. Read the forward by Denis Doyle and sample chapters at: http://www.corwinpress.com/BookItems.aspx?pid=11813&sc=1
LINK BETWEEN HIGH-QUALITY TEACHER PROFESSIONAL DEVELOPMENT & IMPROVED STUDENT ACHIEVEMENT AFFIRMED A new study from Mid-continent Research for Education and Learning (McREL) has found that professional development for teachers can have a positive impact on student achievement if it: (1) is sustained over time; (2) focuses on specific content areas or instructional strategies; (3) supports the collective learning of most, if not all, teachers in a school; (4) aligns with school and teacher goals; and (5) provides opportunities for teachers to practice and apply new knowledge. McREL researchers also found, however, that in general, teacher professional development does not reflect these characteristics. As a result, it has had mixed results in improving student achievement. McREL recommends that those responsible for planning professional development ensure that teacher training focuses on particular areas of teacher and student needs. In addition, schools and districts should carefully scrutinize professional development programs to ensure that they are based on rigorous research and employ effective strategies for improving teacher and student performance. http://www.mcrel.org/topics/productDetail.asp?topicsID=10&productID=234 http://www.edu-cyberpg.com/Technology/staffdr.html http://www.edu-cyberpg.com/Teachers/brain.html
SKILLS TESTS FOR TEACHERS MISS MARK, STUDIES FIND The skills tests that most public school teachers must pass to get a job are poor predictors of whether they'll actually be good teachers -- and in some cases may even keep good ones from entering the classroom, new research suggests. A pair of long-term studies challenge longstanding policies in 48 states that require teachers to pass standardized exams to get jobs, reports Greg Toppo. In one, Marc Claude-Charles Colitti of Michigan State University examined data going back to 1960 and found teachers' scores had almost no correlation to principals' evaluations of their classroom performance. "How smart a teacher is doesn't necessarily tell us that they're a good teacher," he says. Teachers' SAT or ACT college entrance exam scores, or even their own scores on fifth-grade skills tests when they were children, would be as accurate at telling whether they'll be good teachers, he says. Before 1983, only three states required teachers to pass general-knowledge tests. By 1999, 39 states had such requirements. By the time President Bush's No Child Left Behind law, with its requirements for "highly qualified teachers," passed in 2002, 48 states required the tests. Teachers, schools and states now spend an estimated $50 million to $100 million on such exams. But University of Washington researcher Dan Goldhaber warns that passing a general-knowledge or even a specific-subject-matter test isn't a silver bullet. "This is by no means a guarantee that you're getting the right people in and keeping the right people out." http://www.usatoday.com/news/education/2006-04-09-teachers_x.htm
PRINCIPAL LEADERSHIP, SCHOOL CLIMATE CRITICAL TO RETAINING BEGINNING TEACHERS Beginning teachers are more likely to remain in the profession if they are satisfied with the principal's leadership and school climate, according to a new Duke University study. Many school districts focus on mentoring programs and salary hikes to keep teachers. While those should be part of a comprehensive effort to retain well-qualified teachers, this new study by Susan Wynn shows that principal leadership and school climate deserve more attention in local school district efforts. http://dukenews.duke.edu/2006/04/retention.html
BEATING THE ODDS: URBAN SCHOOLS CONTINUE TEST-SCORE GAINS Students in urban school districts have made steady gains on state tests in the past four years, in many cases outpacing their states' average rates of improvement, a Council of the Great City Schools study concludes. The report found that in big-city school districts, students improved faster in mathematics than they did in reading, and that 4th graders posted bigger gains than did 8th graders. The group's sixth annual urban report card says that the proportion of 4th graders scoring at or above proficiency in math increased by 14 percentage points from 2002 to 2005 -- from 44.5% of those students to 58.5%. On reading, reports Catherine Gewertz, the proportion at or above proficient rose from 43.3% to 54.4%. Among 8th graders, 36.1% scored at or above proficient in reading in 2002, and that proportion rose to 39.7% in 2005. In math, 37.3% of students scored at that level in 2002, rising to 45.7%, last year. The report also shows preliminary results suggesting that the districts studied are narrowing racial and ethnic gaps in state test performance -- at times, at rates faster than for their states overall. http://www.edweek.org/ew/articles/2006/03/29/29urban.h25.html
WHO KNOWS THEIR CHILDREN BEST, TEACHERS OR PARENTS? Researchers have generally believed that teachers are better than parents at evaluating the behavior of school children, because teachers have a bigger group of children for comparison. A University of Virginia study, however, shows that parents are better at assessing their child's emotional states, while teachers are better at rating bad behaviors. The results emphasize the importance of teachers and parents working together in the child's best interest. http://www.newswise.com/articles/view/519445/
MAKING NCLB WORK FOR ENGLISH-LANGUAGE LEARNERS A new report by the National Council of La Raza (NCLR), the largest national Hispanic civil rights and advocacy organization in the U.S., examines the impact of the No Child Left Behind Act (NCLB) on students who are English language learners (ELLs). The report concludes that, while the law has not been implemented adequately and many states try to bypass the law by exempting ELLs from test score and student outcome reports, NCLB holds considerable promise for closing the achievement gap between ELLs and other students. The issue brief provides analysis and recommendations that can serve as a road map for policy-makers and school administrators for improving NCLB?s effectiveness for ELLs. Nearly half (45%) of the 8.8 million Latino students enrolled in U.S. public schools are ELL students. Nationally, 79% of limited-English-proficient students are Spanish-speaking. http://www.nclr.org/content/publications/detail/37365/ http://www.edu-cyberpg.com/Literacy/what.asp
EDUCATION SPENDING & CHANGING REVENUE SOURCES Although school districts are the primary supplier of education services, they do not always have independent authority to set spending levels or raise revenues. The ability to set expenditure levels depends in part on the taxing authority of school districts. School districts in 36 states are designated independent, meaning they may generate their own revenues, usually by setting property tax rates. In the other states, some school districts are dependent on a city, town, or county to raise revenues. For example, most school districts in Connecticut, Massachusetts, and Rhode Island are city or town dependent, while districts in Maryland and North Carolina are primarily dependent on counties. Other states have a mix of both dependent and independent school districts, with dependent school districts generally found in larger cities. Most dependent school districts are on the East Coast. Districts have increasingly been dependent on state aid for funding. This one-page tax analyses, written by Sonya Hoo, Sheila Murray, and Kim Rueben, looks at changes in school financing by type of school district. http://www.urban.org/publications/1000942.html
THE SOUTH?S POOR RURAL SCHOOLS At the root of many school funding disputes is the decision by most states, including South Carolina, to use mostly local property taxes to pay for schools. That system works in prosperous areas of the South where property values and tax receipts have increased significantly in recent years, providing money to expand and modernize schools. But rural areas that have lost population and jobs are left with aging buildings and equipment and are losing their best teachers to better-paying districts. Local dependence on property taxes for school funding is harming poor, largely Black rural areas in South Carolina and throughout the "so-called Black Belt ? from Texas to Virginia." To reform the system, much now rides on the actions of the courts and state lawmakers. http://support.smartgrowthamerica.org/site/DocServer/AJC_Rural_School_031306.pdf?docID=1281
INCREASE SCHOOL HOLDING POWER: INFORM, CONNECT & ACT National media -- from the Oprah Winfrey Show to Time magazine - are spotlighting the national crisis of students dropping out of school. Since 1986 when Intercultural Development Research Association (IDRA) conducted Texas? first statewide study of high school dropouts, Texas schools have lost over 2 million students. That?s like losing a student every four minutes. Schools lose almost half of their Hispanic students, close to half of African American students, and one in five White students. Together, schools, parents, students and policymakers can make a difference in strengthening school holding power. Schools must have the capacity to prepare every student for graduation and college. We must ensure: (1) All students are valued; (2) There is at least one educator in a student?s life who is totally committed to the success of that student; (3) Students, parents and teachers are provided extensive, consistent support in ways that allow students to learn, teachers to teach and parents to be meaningfully involved. Band-Aid solutions are not enough. We must secure: (4) Equity and excellence in schools to contribute to individual and collective growth, long-term stability and advancement; (5) Statewide credible counts of student dropouts, shared accountability and evidence of measurable improvement; and (6) Institution-based solutions that embrace family and community participation and draw on the strengths and contributions that students and their families bring. Click below for a one-page alert that outlines the scope of the problem and what is needed to help schools hold on to their students. It includes links to resources for communities, families and educators as well as media. http://www.idra.org/increase_school_holding_power.html
|--------------- NEW GRANT AND FUNDING INFORMATION--------------|
"Target Store Grants for Arts, Reading, and Family Violence Prevention" Target Store Grants support local giving in the categories of Arts, Reading, and Family Violence Prevention. The program awards Reading grants to schools, libraries, and nonprofit organizations, supporting programs such as weekend book clubs, after-school reading programs, and events encouraging family reading time. Arts grants are given to programs that bring the arts to schools or make it affordable for families to participate in cultural experiences, such as school touring programs, field trips to the theater or symphony, or artist residencies and workshops in schools. Family Violence Prevention grants support groups working to make individual homes and entire communities safer, such as child abuse counseling programs and shelters. Maximum Award: $3000. Eligibility: nonprofit organizations with 501(c)(3) status, schools, or units of government. Deadline: May 31, 2006. http://sites.target.com/site/en/corporate/page.jsp?contentId=PRD03-001818
"Hope for Education Essay Contest 2006" In the Samsung and Microsoft "Hope for Education Essay Contest 2006," entrants can win Samsung Electronics and Microsoft Educational Software for their school. Maximum Award: $200,000 of Samsung electronics and Microsoft educational software. Eligibility: legal residents of the fifty United States and the District of Columbia. Minors must obtain parental or guardian?s consent. Deadline: June 30, 2006. http://www.hopeforeducation.com/cgi-bin/nabc/campaign/hfe/hfe_essay.jsp?eUser=
"Grants for Early Childhood Education" The A.L. Mailman Foundation Grants funds projects of national or regional import in the early childhood field. Maximum Award: $25,000. Eligibility: 501(c)(3) organizations. The Foundation does not consider proposals to support locally focused, direct service projects of organizations such as child care centers, schools, and professional education programs. Deadline: May 15, 2006. http://www.mailman.org/apply/index.htm
"Grants for Youth with Disabilities" The Mitsubishi Electric America Foundation awards Grants for Youth with Disabilities. The Foundation is dedicated to helping young Americans with disabilities maximize their potential and full participation in society. The Foundation supports organizations and projects within its mission that address important needs, have broad scope and impact, and demonstrate potential for replication at other sites. A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational and recreational opportunities and to participate alongside their non-disabled peers. Maximum Award: Varies. Eligibility: U.S.-based 501(c)(3) organizations. Deadline: June 01, 2006. http://www.meaf.org/apply/
For a detailed listing of numerous EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
QUOTE OF THE WEEK "We agree that math and reading skills are important for citizens. So is the study of history, the ability to create a reasoned argument, the arts, research skills, the list goes on. An education system, a system of public schools, must not narrow itself to the lowest common denominator of improving test scores in the so-called basics if it is to be worthy of the democracy it serves. Rather, it must cultivate in all our children the habits of heart and mind that make democratic life possible. Anything less is a betrayal of our commitment to be a nation of, for, and by the people." -George Wood (director), The Forum for Education & Democracy http://www.forumforeducation.org
Howie Schaffer Public Outreach Director Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
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