************************************************************** Educational CyberPlayGround Community http://www.edu-cyberpg.com/ K12 Newsletters Mailing List - Subscribe - Unsubscribe - Set Preferences http://www.edu-cyberpg.com/Community/K12Newsletters.html Advertise on K12 Mailing List http://www.edu-cyberpg.com/Community/Subguidelines.html All Mailing Lists http://www.edu-cyberpg.com/Community/ ************************************************************** Date: Thu, 10 Feb 2005 21:32:50 -0800 Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." THE FEDERAL SIPHON ON PUBLIC SCHOOLS The new federal spending plan for the nation's schools is shortsighted, write the editors of the Seattle Times. A rebounding economy and the war in Iraq foreshadowed reduced spending but the White House unfairly balances its budget on the back of education. Of the 150 programs across the board that are proposed for reduction or elimination, one-third of them are in education. This siphons much-needed fuel from schools just as they embark on the long road of reform. Priorities outlined in the federal No Child Left Behind law, such as improving high-school performance, are well funded under the Bush budget proposal. An initiative to raise standards at high schools carries a $1.5 billion price tag. And federal spending on Advanced Placement programs would be raised to $51.5 million, from the current $29.7 million. Addressing the needs of high schools and a 73 percent hike for AP -- welcomed as both are -- is no consolation for the loss of 48 other education programs targeted for elimination. Those include the GEAR UP program, which prepares 1.2 million low-income middle- and high-school students for college. It also includes a program designed to teach families to read and another to keep drugs and violence out of schools. The excuse for jettisoning these programs is that they are either wasteful or unproven. But the charges reek of politics, more than a quest for efficacy. If the White House is funding only things proven to work, why is funding dramatically increased for abstinence-only programs? Most research shows that abstinence-only curricula won't lower the rate of teen pregnancies or the spread of sexually transmitted diseases. This budget is not the final word. It is actually the first step in identifying the nation's priorities. Congress should do a better job of understanding the needs of education and funding them. http://seattletimes.nwsource.com/html/editorialsopinion/2002175519_budged10. html PRESIDENT'S FEDERAL BUDGET FULL OF CUT, BAIT, AND SWITCH While we applaud the President's intention to focus greater federal resources on improving America's high schools, the National Association of Secondary School Principals cannot support his budget's complete decimation of the Carl D. Perkins Career and Technical program, which currently provides over $1 billion for school programs that prepare high school students for postsecondary life. Federal support for high schools is long overdue and greatly needed, but successful reform cannot be attained through the tactics of robbing Peter to pay Paul. When the president first took office, he promised federal education budgets that would provide adequate levels of education funding to strengthen America's schools and thus America's future. Unfortunately, we once again find ourselves involved in a shell game with federal resources that if appropriately allocated would significantly improve the academic and future well-being of nation's youth. High deficits and high expenditures in non-discretionary areas of the budget sorely limit the federal investment made in discretionary areas such as public education. For certain, tough decisions must be made and priorities determined in order to move the country forward, but this should not be done in a vacuum or with a myopic viewpoint. Far too often, discretionary spending in areas such as education or health is seen as a great and sometimes unnecessary expense rather than the investment it truly is for this country. Addressing the social, academic, and health needs of our citizens -- particularly our youth -- will go a long way toward safe-guarding the economic and physical well-being of the United States. The President's budget proposal should responsibly reflect such an investment goal. http://www.principals.org/s_nassp/sec_news.asp?TRACKID=3D&VID=3D167&CID=3D89= &DID=3D4 9329 SUCCESSFUL SCHOOLS HAVE TEACHERS WHO BELIEVE ALL KIDS CAN LEARN Top-scoring Kentucky schools with large numbers of poor children succeed because teachers believe all children can learn and they repeatedly test kids=92 progress, a new study shows. There were no magic textbooks or teaching programs, no principal leadership styles that guaranteed success, according to the review of eight high-performing elementary schools. The study, released by the Prichard Committee for Academic Excellence, compared high-poverty schools that performed well to those that don't. The review focused on eight elementary schools that had 50 percent or more low-income students and moderately high state test scores. The schools all had improved scores over time. Those schools also had little differences -- fewer than 15 points -- in achievement levels between white and African-American students, and between low- and middle-income students. No high schools and few middle schools met the research team=92s definition of high-performing, high-poverty schools. The study recommended that other schools replicate the characteristics found in the eight successful schools, including high expectations for students and staff. "Faculty did not make an issue of the fact that many of their students were =91in poverty,=92" the report noted. "Disadvantaged students appeared to be treated in fundamentally similar ways as advantaged students." Auditors witnessed caring and respectful relationships among and between adults and students. Principals and faculty collaborated in making decisions. Faculty and staff also worked very hard to meet their students=92 needs, from transportation to extra tutoring. And they did so without complaint and with enthusiasm, the report said. Finally, all the schools were careful and determined in their recruitment, hiring and placement of teachers. http://www.kentucky.com/mld/heraldleader/10807987.htm GO TO COLLEGE OR GET A JOB? A new national survey of young adults age 18 to 25 from the nonprofit, nonpartisan opinion research organization Public Agenda finds that the vast majority of today=92s young adults -- be they African American, Hispanic or Latino, Asian American or white -- strongly believe in the value of higher education. Most of the young adults surveyed in "Life After High School: Young People Talk about Their Hopes and Prospects" report that their parents inspired the goal of going to college and most had a teacher in high school who took a strong personal interest in them and encouraged them to go on to college. But the study raises serious questions about the shortage of high school counselors and the economic pressures and trade-offs many young adults face, especially those from minority backgrounds. It also portrays the uncertain, hit-or-miss career path experienced by many young people who enter the work force without a 2-year or 4-year college or technical degree. Money plays a big role in decisions about where -- or whether -- to go to college. Nearly half of young people who don't continue their education after high school cite lack of money, the wish to earn money or having other responsibilities as reasons why they don't go. "Life After High School" also shows that while money is not a factor in college selection for most young white Americans (60%), it is for most young African Americans and Hispanics. Six in 10 of both groups say that they would have attended a different college if money was not an issue. About half (51%) of young Asian Americans say this as well. Analysis, complete survey questions and top line data for this research are available at: <http://www.publicagenda.org/research/pdfs/life_after_high_school.pdf> ****************************************************************** Digital Diploma Mills: The Automation of Higher Education <http://www.edu-cyberpg.com/Internet/DISTANCE%20LEARNING/DigitalDiploma.html= > The Diploma Mill Police free service designed for queries about any online college operating in the USA and costs nothing for students to query. Diploma mills in online education: "DIPLOMA MILLS" Statement of Robert J. Cramer, Managing Director, Office of Special Investigations, United States Government Accountability Office, September 23, 2004. Military and the University Complex University CEO's Salary Cyberliberties at the top 50 universities in the United States. Who owns the IP K-12 IP Online Content? ****************************************************************** FOR HOMELESS, NO PLACE LIKE SCHOOL Not until 2002, with the strengthening of a federal law known as the McKinney-Vento Homeless Assistance Act, were all school districts required to have a liaison for homeless students -- and to remove barriers to their full participation in school. The law isn't just about kids who sleep in cars or on the streets. Estimates of the number of children in the United State who experience homelessness at some point in a given year range from 900,000 to 2.8 million. They're in shelters, or doubled up with relatives or friends in overcrowded houses. They're in motels or substandard apartments. They're teens on the run from abuse or kicked out after the latest argument with family. They don't have a stable place to call home -- but wherever they are, they have the right to an education. A federal law tells schools they must do more to aid their homeless students. Despite steps of progress, writes Stacy A. Teicher, full implementation remains a distant goal. http://search.csmonitor.com/search_content/0208/p10s01-legn.html BEYOND ACADEMIC ACHIEVEMENT One of the problems with the No Child Left Behind legislation is that it sets our sights too low, as if the primary goal of schools is to produce higher test scores. And further, that higher test scores somehow translate into greater equity of opportunity and a higher quality of life for American students. David Sobel and Julie Bartsch don't think so. As Marty Neill of the National Center for Fair and Open Testing says, "Under NCLB, education will be seriously damaged, especially in schools with a large share of low-income and minority children, as students are coached to pass tests rather than to learn a rich curriculum that prepares them for life in the 21st century." Sobol and Bartsch advocate for "place-based education," a reform effort underway in schools across the United States, providing a healthy alternative pathway to school and community improvement. Schools aren't just about test scores, and schools don't exist separate and apart from the communities they serve. In truth, schools can and should serve as the focal point, the source of renewal in their neighborhoods and communities. From this perspective, we should expect schools to: (1) engage students in rigorous work that develops academic skills; (2) ensure the development of civic engagement skills in students and teachers; (3) engage parents, community members and businesses in the life of the school; (4) design programs that engage students in solving community problems and contribute to the quality of life and the environment. (Article begins on page six, at link below.) <http://www.vermontcommunityworks.org/cwpublications/journal/cwjissuesarchiv e/cwjfall04-web.pdf> SCHOOL FUNDING CAUGHT UP IN TAX REFORM BATTLES Legislators in at least two-thirds of the states this year are considering overhauling the way they fund elementary and high schools. But efforts to fix school finance are liable to run aground in states where the remedy necessitates tax reform, reports Kavan Peterson. "The country is so narrowly divided (that) there=92s more than one third rail in politics," Professor James Guthrie said. "Increasingly, education and taxes are both third rails, and not much is accomplished without some kind of gun being held to the head of elected officials." Sixteen of the 31 states where officials say education reform is high on the agenda this year currently are embroiled in litigation challenging the way schools are funded. Another 20 states have settled similar lawsuits in the past five years. <http://www.stateline.org/stateline/?pa=3Dstory&sa=3DshowStoryInfo&id=3D4288= 39> URBAN DEBATE LEAGUE At 8 a.m. on a cold Saturday morning, most of Chris and Dayvon's friends are at home asleep. But these seniors from Baltimore's struggling Forest Park High School have set up shop in the cafeteria of a rival high school and are hunched over stacks of newspapers and outlines of arguments. They are meticulously planning their strategy for the day's debate. Chris and Dayvon are two of the top debaters in the Baltimore Urban Debate League (BUDL), which gathers 200 students from 27 inner-city high schools to participate in the fine, time-tested sport of competitive argument. In their baggy jeans and oversized t-shirts, these two ambitious teens challenge the "debate team" image of elite students dressed as young lawyers. It is students like Chris and Dayvon that the Open Society Institute had in mind when it created the National Urban Debate League, funding local Leagues in fifteen cities across the country. Launched seven years ago, the project has changed the landscape of high school debating -- and the lives of many American students. http://www.whatkidscando.org/featurestories/budl.html HIGH ACHIEVEMENT FOR STUDENTS OF COLOR Programs that have been effective in reducing the achievement gap share two common threads: a demanding curriculum and a strong social support system that values and promotes academic achievement. According to Edmund W. Gordon, providing a rigorous educational experience means giving students the chance to study a mainstream, undiluted curriculum with the best possible teachers. Performance improves when all students have the opportunity to learn the same challenging curriculum, marked by high standards and expectations. It is not enough just to teach a rigorous curriculum, however. Attention also must be given to the social environment. Effective programs surround students with evidence that the people they most care about think academic success and effort are important. For elementary students, this means committed parental involvement. For older students, the support network expands toward peer groups and mentors. <http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points /RP_Fall-04.pdf> WHAT THE WORLD CAN TEACH US ABOUT NEW TEACHER INDUCTION Induction is a highly organized and comprehensive form of staff development, involving many people and many components, that typically continues as a sustained process for the first two to five years of a teacher=92s career. School districts that provide structured, sustained induction, training, and support for their teachers achieve what every school district seeks to achieve =AD improved student learning through improved professional learning. In the United States, if new teachers receive any induction at all, it is typically delivered by a single mentor and is not well structured. Harry Wong, Ted Britton, and Tom Ganser report on the much more systematic approaches that five other countries have adopted. http://www.newteacher.com/pdf/PDK_Article_Jan05.pdf ********************************************************************* HELP FOR THE NEW TEACHER Classroom management skills is the number one concern. Find practical advice, How-To's, Survival Kits, ice breakers, and online resources that integrate technology into the classroom. <http://www.edu-cyberpg.com/Teachers/newteacher.html> ********************************************************************* DEVELOPING COMMUNITIES OF INSTRUCTIONAL PRACTICE Over the past several years, education reformers have increasingly invested in the development of communities within schools as a central strategy to improve teaching and student learning. These communities come in various guises, including small schools, small learning communities, and teacher teams. Two assumptions about how these communities will enhance the quality of instruction underlie the push for these more intimate learning environments. First, supporters believe that teachers will get to know their students better and therefore be more able to respond to students' learning needs. Second, advocates contend that small communities will encourage teachers to collaborate more in order to improve their instructional practices. This issue of CPRE Policy Briefs, which draws on major research studies in Philadelphia and Cincinnati, examines the merit of these assumptions and the conditions under which communities of teachers can improve their instructional practices and bring about enhanced student learning. http://www.cpre.org/Publications/rb39.pdf LEARNING TO GIVE This website teaches the importance of voluntary action for the common good in a democratic society. "Learning to Give" offers lesson plans, activities, and resources to educate youth about the power of philanthropy (sharing time, talent and treasure). Help empower young people to make a difference in their school, their community and their world. http://www.learningtogive.org/ A NATION OF WIMPS? Parents are going to ludicrous lengths to take the bumps out of life for their children, writes Hara Estroff Marano. However, parental hyperconcern has the net effect of making kids more fragile; that may be why they're breaking down in record numbers. "Kids need to feel badly sometimes," says child psychologist David Elkind, professor at Tufts University. "We learn through experience and we learn through bad experiences. Through failure we learn how to cope." Messing up, however, even in the playground, is wildly out of style. Although error and experimentation are the true mothers of success, parents are taking pains to remove failure from the equation. "Life is planned out for us," says Elise Kramer, a Cornell University junior. "But we don't know what to want." As Elkind puts it, "Parents and schools are no longer geared toward child development, they're geared to academic achievement." <http://cms.psychologytoday.com/articles/pto-20041112-000010.html> TALENT DEVELOPMENT MIDDLE SCHOOL MODEL The Talent Development Middle School model, a whole-school reform initiative, aims to improve student achievement and to raise the expectations of teachers and students in struggling, urban middle schools. In six schools in an anonymous district, Talent Development had a positive impact on math achievement for eighth-grade students; the impact emerged in the third year of the model's implementation and continued to strengthen in the schools for which additional years of data are available. Other, more modest and less consistent impacts emerged in eighth-grade reading achievement and attendance. The model did not appear to produce systematic improvements for seventh-grade students. The evaluation of Talent Development is ongoing and will provide further evidence about whether the model can sustain the improvements in math achievement for eighth-graders and extend its impact to other outcomes and to earlier grades. http://www.mdrc.org/publications/400/overview.html UNIFIED EDUCATION TECHNOLOGY SUITE The Forum Unified Education Technology Suite presents a practical, comprehensive, and tested approach to assessing, acquiring, instituting, managing, securing, and using technology in education settings. It will also help individuals who lack extensive experience with technology to develop a better understanding of the terminology, concepts, and fundamental issues influencing technology acquisition and implementation decisions. This online resource combines and updates four previously existing NCES/Forum publications: Safeguarding Your Technology (1998), Technology @ Your Fingertips, Version 2.0 (2001), Technology in Schools (2002), and Weaving a Secure Web around Education (2003). To use this resource, please visit: http://nces.ed.gov/pubs2005/tech_suite/ QUALITY TEACHING IN AT-RISK SCHOOLS: A NATIONAL IMPERATIVE Research confirms what common sense has told us for a long time -- teachers are key to students' academic success -- and provides indisputable evidence that poor and minority students are most likely to be assigned teachers who are the least prepared. It's time to begin addressing and resolving the problems that the nation's poorest, lowest-performing schools face in recruiting and retaining well-prepared teachers. The goal of this report is to discuss what we know and don't know about the challenge of staffing at-risk schools, and to identify some of the strategies that policymakers and other key stakeholders can consider in their efforts to ensure students in all schools have the high-quality teachers they need and deserve. http://www.ecs.org/clearinghouse/57/96/5796.pdf CARING FOR THE CAREGIVERS The latest issue of Greater Good is now online. One article, "Caring for the Caregivers" profiles new programs and research that help teachers build emotional resilience and deal with the stresses of their job, particularly in the wake of traumatic events like September 11. In the article, Sarita Tukaram notes that though these programs use some unconventional methods, like meditation, they draw upon recent scientific research suggesting the mental health benefits of these practices. This article and several others are available for download at: http://peacecenter.berkeley.edu/greater_current_issue.html GRANT AND FUNDING INFORMATION ********************************************************************* WHERE TO GO WHEN YOU NEED GRANT RESOURCES Government Funding Resources Education Grants, Scholarships & Loans, State Agency Phone Numbers for Student Financial Aid, Business Plan Resources for Women, Federal Department of Education Technology Grants ARTS, Grants for Women, Grants for Women & Girls <http://www.edu-cyberpg.com/Teachers/grants.html> ******************************************************************** "Teacher Loan Forgiveness" The Taxpayer-Teacher Protection Act, signed into law last year, authorizes up to $17,500 in loan forgiveness for eligible, highly qualified math, science and special education teachers. To be eligible, teachers (with no outstanding loan balances before Oct.1, 1998, and who have borrowed before Oct. 1, 2005) must be highly qualified, as defined by the No Child Left Behind Act; must have taught full-time, for five consecutive years, in a Title I school; and must have taught secondary math or science or elementary or secondary special education to students with disabilities. For more information, visit: http://www.ifap.ed.gov/dpcletters/GEN0414.html "Gloria Barron Prize for Young Heroes" The Gloria Barron Prize for Young Heroes seeks nominations for its 2005 awards. The Barron Prize honors young people ages 8 to 18 who have shown leadership and courage in public service to people and our planet. Each year, ten national winners each receive $2,000 to support their service work or higher education. Nomination deadline is April 30. For more information and to nominate, visit: http://www.barronprize.org/ "Department of Education Forecast of Funding" This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2005 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and includes previously announced programs and competitions, as well as those planned for announcement at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. They expect to provide regular updates to this document. http://www.ed.gov/fund/grant/find/edlite-forecast.html "Information on Grants for School Health Programs & Services" http://www.cdc.gov/healthyyouth/funding/index.htm "GrantsAlert" GrantsAlert is a website that helps nonprofits, especially those involved in education, secure the funds they need to continue their important work. http://www.grantsalert.com/ "Federal Resources for Educational Excellence (FREE)" More than 30 Federal agencies formed a working group in 1997 to make hundreds of federally supported teaching and learning resources easier to find. The result of that work is the FREE website. http://www.ed.gov/free/ "Philanthropy News Digest" Philanthropy News Digest, a weekly news service of the Foundation Center, is a compendium, in digest form, of philanthropy-related articles and features culled from print and electronic media outlets nationwide. http://fdncenter.org/pnd/ QUOTE OF THE WEEK "I have never been lost, but I will admit to being confused for several weeks." -Daniel Boone (frontier explorer) =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3DPEN NewsBlast=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 90 local education funds working to improve public school quality in low-income communities nationwide. There are currently 48,220 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local website registration. Your e-mail address is safe with the NewsBlast. It is our firm policy never to rent, loan, or sell our subscriber list to any other organizations, groups, or individuals. **UPDATE OR ADD A NEWSBLAST SUBSCRIPTION** PEN wants you to get each weekly issue of the NewsBlast at your preferred e-mail address. We also welcome new subscribers. Please notify us if your e-mail address is about to change. Send your name and new e-mail address to PEN@xxxxxxxxxxxxxxxxxxxx Be sure to let us know your old e-mail address so we can unsubscribe it. If you know anyone who is interested in receiving the NewsBlast, please forward this e-mail to them and ask them to e-mail us and put "subscribe" in the subject field or visit: http://www.publiceducation.org/subscribe.asp To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast-past.asp To subscribe or unsubscribe, visit: http://www.publiceducation.org/subscribe.asp To read the NewsBlast submission policy, visit: http://www.publiceducation.org/newsblast_submission_policy.htm If you would like an article or news about your local education fund, public school, or school reform organization featured in a future issue of PEN Weekly NewsBlast, send a note to: PEN@xxxxxxxxxxxxxxxxxxx Howie Schaffer Media Director Public Education Network 601 Thirteenth Street, NW #900N Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com Net Happenings, K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/index.html Copyright statements to be included when reproducing annotations from K12 Newsletter The single phrase below is the copyright notice to be used when reproducing any portion of this report, in any format. > From K12 Newsletter copyright > Educational CyberPlayGround. http://www.edu-cyberpg.com/Community/K12Newsletters.html Net Happenings, K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/ FREE EDUCATION VENDOR DIRECTORY LISTING http://www.edu-cyberpg.com/Directory/ HOT LIST REGISTRY OF K12 SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/ <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>