PEN Weekly NewsBlast for January 28, 2005
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Date: Thu, 27 Jan 2005 13:32:55 -0800
Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
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LEARNING A LESSON IN CONSISTENCY
In the last decade, urban school reform has shifted from the notion of the
valiant principal who revitalizes a school, but whose work cannot be
duplicated, to focus on the heroic superintendent whose often top-down
approach creates more consistent standards among schools. The trick,
reports Sarah Carr, is to balance the more heavy-handed, top-down approach
with a respect for the creative front-line skills of teachers and
administrators. It's a delicate act: to become more consistent without
becoming rigid; to be hierarchical without squashing grass-roots fervor;
to elevate the worst schools without stifling the best. To pull it off
requires nurturing what seem to be opposing philosophies, as articulated
by Deborah Meier, who has started successful schools in Boston and New
York, and Ellen Guiney, the executive director of the Boston Plan for
Excellence. For Meier, education "is rocket science" that cannot be
processed and packaged. She's not comfortable with what she perceives as a
cookie-cutter approach to school reform. "Systems," she said, "want
everyone to be alike." For Guiney, the classroom is not a place for
individual experimentation. "I don't think innovation is what we need
here," she said. "I know a lot of people think that is heresy. But
education is like heart surgery. Do you want a heart surgeon to be
innovative, to try something new?"
http://www.fortwayne.com/mld/newssentinel/living/10671301.htm
DR. KING=92S WORDS INTO ACTIONS
Can you name five female civil rights leaders? Did the Civil Rights
Movement begin in 1954 and end in 1970? What were the goals of the Black
Power Movement? If you can't answer these questions, you may be in need of
a new myth-busting quiz that challenges conventional wisdom about the
Movement. This year marks the 40th anniversary of the Voting Rights Act.
Now more than ever, Americans need to connect with our legacy of social
activism. To truly honor the spirit of Martin Luther King Jr. during Black
History Month, we should be talking less about his dream and more about
the movement he helped to grow. This short month is often reduced to Dr.
King, Rosa Parks, and the summer of 1964, but everyday citizens struggled
to make the dream a reality. Where is their chapter in America=92s history
books? And how can we continue their legacy? Two nonprofit organizations
working for equity in education -- Teaching for Change and the Poverty &
Race Research Action Council (PRRAC) -- have joined forces to create a
thought-provoking quiz on the Civil Rights Movement that motivates and
inspires students of all ages. Instead of offering easy answers, the
questions are crafted to inspire discussion and further inquiry.
Supplemental chapters and lessons are available during the month of
February, giving families, schools, and church groups the option to delve
deeper into these empowering stories.
http://www.civilrightsteaching.org/
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PUBLIC'S RENEWED FOCUS ON EDUCATION COULD TEACH GOVERNOR A LESSON
Scuff marks are beginning to show on Gov. Arnold Schwarzenegger's battle
armor. Signs of wear and tear. Hints of vulnerability. This is to be
expected for any politician, writes George Skelton. And Schwarzenegger,
after all, has become a politician, much as he'd still like to be seen
mainly as a Hollywood superstar, a Sacramento outsider. But many people --
mostly Sacramento types -- were thinking that this particular politician
just might be invincible. He might be yet, but a new poll by the
nonpartisan Public Policy Institute of California shows some chinks in
Schwarzenegger's popularity. Republicans still love him. But Democrats are
having serious doubts about some of his policies, especially on schools.
"This was a very revealing survey for me in terms of the change of public
opinion from a year ago," says the institute's pollster, Mark Baldassare.
The poll, conducted after the governor's State of the State speech and new
budget proposal, shows that 51% of California adults disapprove of the way
Schwarzenegger is handling K-12 education. Only 34% approve. Democrats
especially disapprove -- 72% of them. Schwarzenegger blames "special
interests," presumably teachers unions. "It's very important for the
people to understand," he said, "that there are special interests out
there who will do everything possible to make the people believe =85 that I
cut education. In fact, I have increased education [funding] by $2.9
billion... We always give education as much money as possible." Yes, the
governor proposed a $2.9-billion bump in school spending. But that's $2.3
billion less than what schools are owed under a deal he cut -- and reneged
on -- with education leaders. There is a small storm brewing in the
electorate, not yet a perfect storm, but a significant confluence of
disturbances. At the very moment people are expressing doubts about
Schwarzenegger's treatment of schools, education is reemerging as the
"most important issue facing California," in the public's view.
http://www.latimes.com/news/education/la-me-cap27jan27,1,6670909.column?coll=
=3Dla-news-learning
HOW MUCH MONEY IS ENOUGH?
New York's highest court has ruled that Albany lawmakers are shortchanging
the city's 1.1 million students and failing to provide the "sound basic
education" mandated by the state Constitution. Now, reports Alex
Kingsbury, a state judge is expected to decide in the coming weeks whether
to follow the wishes of a court-appointed panel that recommended a
staggering $14 billion in additional operating funds over four years (a 45
percent increase) and an extra $9.2 billion over five years to build new
schools and fix the "glaring inadequacy" of the district's aging
facilities. Critics argue that courts are usurping the role of lawmakers
with arbitrary cost estimates that may prove impossible for cash-strapped
states and cities to fund. Moreover, they say, money alone will do little
to ensure quality schooling. "It makes logical sense that more money would
improve the education, but there is no empirical evidence that says
putting in more money, without changing the accountability structures,
gets better results," says University of Washington education expert Paul
Hill. Teachers like Lisa North, a reading specialist at PS 3 in Brooklyn's
Bedford-Stuyvesant neighborhood, say more money for literacy and arts
programs can't come soon enough. "Kids don't start school on an equal
playing field," she says, "and these programs could be helping them
succeed."
http://www.usnews.com/usnews/issue/050124/usnews/24funding.htm
EDUCATION EARMARKS CLOG BUDGET BILL
The U.S. Department of Education is choking on congressional pork,
struggling with mandates to spend about $400 million on 1,175 specified
local projects as earmarked by lawmakers in the omnibus appropriations
bill enacted Dec. 8th, reports George Archibald. The practice of members
of Congress to load up must-pass legislation with billions of dollars
worth of spending projects to benefit recipients in their states and
congressional districts has been criticized for decades. The "pork"
projects take up 40 pages of small type in four lists in a massive
conference report accompanying the 663-page omnibus spending bill. The
projects range from school district teacher training and curriculum
development in specified areas to after-school programs. Money also was
mandated for groups pushing everything from the teaching of Jewish history
and specific arts disciplines to weekend programs for children with
disabilities. According to the Progressive Policy Institute, "Some of
these projects may be worthy, but there are many reasons to be concerned
about the growth of earmarks. In general terms, federal education dollars
should be used strategically to focus on key investments of national
significance and leverage additional spending. Earmarks divert money from
key purposes and scatter it around to a variety of small activities where
impacts are impossible to assess and there is no accountability."
http://washingtontimes.com/national/20050109-120809-9076r.htm
SOCIAL STUDIES: UNINTENDED CASUALTY OF NO CHILD LEFT BEHIND
Social studies have become an unintended casualty of the federal "No Child
Left Behind Act" because of emphasis placed on other subjects, educators
say. Some fear that students' knowledge of history and government will
shrink as schools spend more time bringing up their math and reading
scores to comply with federal requirements. "The worst thing that has ever
happened to social studies has been the No Child Left Behind law," said Al
Frascella, a spokesman for the National Council for the Social Studies.
Denise Talley, a fourth-grade teacher at Blenheim Elementary in the Kansas
City School District, said she used to drill "every single fact" into her
students -- Lewis and Clark, the pioneers, the history of Missouri. "We
had to work so heavily on social studies," Talley said. "We had to make
sure they got everything." That was back when Missouri required
fourth-graders to be tested in social studies as part of the accreditation
system. Now, social studies material is being woven into courses that
focus on literacy skills. "The message being read by the local districts,
state school boards and superintendents is it (social studies) is not
important because the law didn't knowledge of history and government will
shrink as schools spend more time bringing up their math and reading
scores to comply with federal requirements.
http://nasspcms.principals.org/s_nassp/sec_Illumen.asp?CID=3D391&DID=3D47311=
&XMLID=3D2&file=3Dnewsfeed20050122.xml
SCHOOLS CELEBRATE "NO NAME-CALLING WEEK"
For the second year in a row, countless schools across the nation
participated in "No Name-Calling Week." The program aims to prevent
name-calling among adolescents by discussing it in the safe confines of
the classroom. Thousands of schools have joined the effort since its
conception a year ago, reports Meghan Barr. Conservative critics have
seized upon the homosexual aspect of the program, dwarfing its broader
goal by accusing liberals of brainwashing their children with a "pro-gay"
curriculum. Unfortunately, the critics' complaints haven't fallen entirely
on deaf ears. Several states have refused to pass laws that would mandate
statewide acceptance of "No Name-Calling Week." The divided support for
the initiative is a sad reflection of the politicized society in which we
live today. The concept of teaching gay tolerance in public schools --
even as a minor part of a noble cause -- still frightens many Americans.
http://www.cornellsun.com/vnews/display.v/ART/2005/01/27/41f87212e3cfe
NEW EDUCATION SECRETARY CONDEMNS PUBLIC SHOW WITH GAY CHARACTERS
The nation's new education secretary denounced PBS for spending public
money on a cartoon with lesbian characters, saying many parents would not
want children exposed to such lifestyles. The not-yet-aired episode of
"Postcards From Buster" shows the title character, an animated bunny named
Buster, on a trip to Vermont -- a state known for recognizing same-sex
civil unions. The episode features two lesbian couples, although the focus
is on farm life and maple sugaring. A PBS spokesman said that the
nonprofit network has decided not to distribute the episode, called
"Sugartime!," to its 349 stations. She said the Education Department's
objections were not a factor in that decision. Education Secretary
Margaret Spellings said the "Sugartime!" episode does not fulfill the
intent Congress had in mind for programming. By law, she said, any funded
shows must give top attention to "research-based educational objectives,
content and materials." "Many parents would not want their young children
exposed to the lifestyles portrayed in the episode," Spellings wrote in a
letter sent to Pat Mitchell, president and chief executive officer of PBS.
http://www.cnn.com/2005/EDUCATION/01/26/education.secretary.pbs.ap/index.htm=
l
STEALTH ATTACK ON EVOLUTION
The intellectual underpinnings of the latest assault on Darwin's theory
come not from Bible-wielding Fundamentalists but from well-funded think
tanks promoting a theory they call intelligent design, or I.D. for short.
Their basic argument is that the origin of life, the diversity of species
and even the structure of organs like the eye are so bewilderingly complex
that they can only be the handiwork of a higher intelligence (name and
nature unspecified). All the think tanks want to do, they insist, is make
the teaching of evolution more honest by bringing up its drawbacks. That
seems hard to argue against, writes Noah Isackson and Jeffrey Ressner. But
the mainstream scientific community contends that this seemingly innocuous
agenda is actually a stealthy way of promoting religion. "Teaching
evidence against evolution is a back-door way of teaching creationism,"
says Eugenie Scott, executive director of the National Center for Science
Education.
http://www.time.com/time/magazine/article/0,9171,1019856-1,00.html
WHOLE IN ONE: CONTINUOUS LEARNING FOR EDUCATORS
District leaders who take their own continuous learning seriously know
that the rewards can be far-reaching for organizations, writes Melissa
Ezarik. "If we believe in education, we have to believe that knowledge is
power in the most positive and equitable sense of the word," says William
Mathis, superintendent of Rutland Northeast Supervisory Union in Brandon,
Vt. Or, as Wayne Johnson, who leads Nekoosa (Wis.) School District, says,
"You're either moving forward or you're moving backward. You can never
stand still in this biz." To Johnson, moving forward means constantly
reading, as well as participating in education conferences and holding
monthly professional development sessions for Nekoosa administrators.
These types of activities are what drive change in districts, notes Cathy
Mincberg, who recently founded the nonprofit Center for School District
Effectiveness. "We don't have competitive pressure that says if you don't
change fast enough, you're going out of business. We get to stay in
business," says Mincberg, who was most recently Houston Independent School
District's chief business officer and, before that, school board
president. "Professional development needs to create uneasiness so we will
be pulled toward change."
http://www.districtadministration.com/page.cfm?p=3D959
IS TEST PREP THE BEST WAY TO PREPARE STUDENTS TO ACE COLLEGE ENTRANCE
EXAMS?
Intent on getting into colleges and universities, students nationwide are
flocking to online courses and test-prep centers marketed by Princeton
Review, Sylvan, Peterson=92s, Kaplan, and other companies. Course content
varies, but most focus on test-taking strategies and skills related to
writing and grammar, critical reading, and advanced algebra. (A new SAT,
to be offered for the first time in March 2005, emphasizes these
subjects.) Taking the tests -- and prepping for them beforehand -- has
become "a high school ritual," said one school counselor. "College-bound
kids start to worry about their SAT and ACT scores in their sophomore
year. In their junior year, much of the talk in the counseling office and
around the cafeteria tables has to do with test-prep and test scores," she
said. Students who sign up for test-prep believe they'll raise their
scores and thus gain a competitive edge on college applications. But, as
Susan Black reports, not every student benefits from test-prep activities.
Only the most diligent and persistent make significant gains. Schools
should brief students and parents of the tests=92 low predictive value and
how colleges use the scores. Many students fear their entire future
depends on obtaining high test scores, overlooking the importance of
school attendance and grades and other factors, such as work experience
and community volunteer efforts. A better strategy for schools is to let
students and parents know early in the game that the best thing students
can do to prepare for college admission tests is read widely -- and not
just for six weeks before taking the test.
http://www.asbj.com/current/research.html
TESTING COMPANIES MINE FOR GOLD
Thanks to the No Child Left Behind act, private companies are mining the
testing field and rolling in the money, according to an article by Barbara
Miner in the Winter issue of Rethinking Schools. States are expected to
spend between $1.9 billion and $5.3 billion between 2002 and 2008 on
NCLB-mandated tests. And with very little oversight or public
accountability of the testing industry, these private corporations not
only determine what will be tested, but which school district will be
labeled "failures" or "successes."
http://www.rethinkingschools.org/archive/19_02/test192.shtml
GROUP TARGETS TEACHER EXODUS
Nearly one of six public school teachers nationwide didn't come back to
their school systems last year. In Durham, that number was closer to one
in five. The Durham Public Education Network, a local education fund,
intends to help reverse the tide, armed in part with a grant it received
last month from the Goldman Sachs Foundation, a New York organization that
strives to improve education. DPEN was selected by its national parent
group, the Public Education Network (PEN), as one of just three agencies
nationwide to share the $640,000 grant aimed at improving teaching quality
in public schools. The other agencies are in Mobile, Ala and Portland,
Ore. PEN chose DPEN to receive the grant because of its track record for
organizing Durham's citizens to lobby for changes that benefit public
education. Most recently, reports Nikole Hannah-Jones, the agency
successfully petitioned the General Assembly to allow Durham to increase
its vehicle registration fee to pay for extending city bus routes to
schools that weren't on them. DPEN officials said that they had not
determined exactly how to use the grant but that they likely will survey
Durham Public Schools teachers to gauge their wants and needs and perform
a policy audit of the district to see what works and what doesn't. Then
DPEN will take that information to the public, possibly through forums and
focus groups, with the intent of prodding school and elected officials to
make the changes necessary for teachers to thrive and, in turn, stay in
the profession.
http://newsobserver.com/news/story/1972256p-8346406c.html
ACCOUNTABILITY: THE TEN "ACCOUNTS" OF CHARTER SCHOOL LEADERS
The air is teeming with calls for accountability and assessment. We hear
these words again and again, with reference to NCLB, with reference to
school performance, with reference to state testing standards, and with
reference to teacher quality. They function as quick triggers to alert the
listener that the speaker is in fact up-to-date, using the currently
respected jargon. What, asks Sarah B. Cunningham, does a commitment to
accountability and assessment actually mean? "Account" derives from the
Latin "computus," referring to calculating and reckoning. To account for
something may mean to calculate a balance, to estimate, to narrate, or
even to think. Accountability can refer to one=92s ability to present
descriptive reports or narratives of one=92s actions. Often, this term
implies responsibility. When we talk about education and accountability,
we are often implying that parties involved take on some kind of
responsibility. Thus, while accountability may refer to the calculating
task of surveying student performance, it may also refer to one=92s ability
to respond, be responsible and responsive to the existing school
conditions. When individuals and organizations call for accountability,
are they calling for documentation, report and calculations; for
responsibility; or both?
http://www.ncsc.info/newsletter/jan2005/accountability.htm
LAWSUIT SEEKS TO END HOMEWORK DURING SUMMER
A suburban high school student and his father have filed a lawsuit seeking
to bar homework assignments over the summer. Peer Larson, a 17-year-old
student at Whitnall High School, and his father, Bruce Larson of Hales
Corners, contend in the suit which stemmed from an assignment in a math
class that school officials have no legal authority to make students do
homework over the summer because the state-required 180-day school year is
over. "It is poor public policy," Bruce Larson argued in the lawsuit filed
last week in Milwaukee County Circuit Court. "These students are still
children, yet they are subjected to increasing pressure to perform to
ever-higher standards in numerous theaters. Come summer, they need a
break." The Larsons said they believe that, if teachers want to assign
homework during the summer vacation, it should be voluntary and not
factored into the student's grade without the student's consent.
http://www.startribune.com/stories/389/5196081.html
5000 FREE LESSONS PLANS
EasternStudiesDatabase.com has expanded from 5000 to 15,000 pages with a
completely new comprehensive Social Studies section that now includes U.S.
and global history, in addition to Asian Studies. Included are every
major historical document in the history of the United States and every
major case of the Supreme Court. In addition, a full English Instruction
section has been added with the complete works of Shakespeare, Eastern and
Western Literature, "The Writing Process" and English instruction aides
from ESL and special education through college-level writing. The site=92s
membership has expanded from 300 teachers to over 4,400 and 20,000
students to over 350,000. At this point in time, registration is still
free, and one of the best bargains on the Internet for teachers with its
5000 lesson plan outlines, critical questions, images and Internet
resource links.
http://easternstudiesdatabase.com/courses.cfm
HOW TO THRIVE AS A TEACHER LEADER
ASCD announces a new book designed to help every teacher who chairs a
department, leads a committee, manages a team, coordinates a program, or
mentors other teachers to accomplish basic leadership tasks with speed and
precision. Filled with tips and how-tos that are left out of most teacher
education courses and inservice programs, the guide covers formal and
informal tasks that teacher leaders at every grade level are expected to
know but rarely do. Read a sample chapter at:
http://www.ascd.org/portal/site/ascd/menuitem.b71d101a2f7c208cdeb3ffdb62108a=
0c/template.book?bookMgmtId=3D68981a5042981010VgnVCM1000003d01a8c0RCRD
BUILDING THE FOUNDATION FOR BRIGHT FUTURES
The first years of life are a critical time for development of the
foundational skills and competencies that children will need for success
in school and in life. Too often, children who enter their kindergarten
classroom without these skills and competencies start behind and stay
behind. Fortunately, early intervention and supports can help close the
gap before it starts to widen. Investments in young children yield high
returns and are the best strategy for improving children=92s odds for a
bright future. The National Governors Association Task Force on School
Readiness sought to identify actions that governors and states can take to
support families, schools, and communities in their efforts to ensure that
all children start school ready to reach their full potential. The task
force adopted a framework for school readiness that incorporates the
elements of ready schools, ready communities, ready families, and ready
children. It also added a newly emerging element, ready states, which
refers to the state systems and infrastructure that support the other
elements of the framework. These core principles guided the task force=92s
recommendations: (1) The family plays the most important role in a young
child=92s life; (2) Responsibility for school readiness lies not with
children, but with the adults who care for them and the systems that
support them; (3) The first five years of life are a critical
developmental period; (4) Child development occurs across equally
important and interrelated domains -- physical well-being and motor
development, social and emotional development, approaches to learning,
language development, and cognition and general knowledge; and (5)
Governors and states can pursue various options to promote school
readiness. Read the report and it=92s recommendations at:
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF%5eD_7819,00.html
HOW TEXAS-STYLE ACCOUNTABILITY FAILS LATINO YOUTH
The federal government has based much of its education policies on those
adopted in Texas. This book examines how "Texas-style" accountability-the
notion that decisions governing retention, promotion, and graduation
should be based on a single test score-fails Latina/o youth and their
communities. The contributors, many of them from Texas, scrutinize state
policies concerning high-stakes testing and provide new data that
demonstrate how Texas' current system of testing results in a plethora of
new inequalities.
http://www.forumforeducation.org/resources/index.php?id=3D10
BIG BUILDINGS, SMALL SCHOOLS: USING A SMALL SCHOOLS STRATEGY FOR HIGH
SCHOOL REFORM
A new report describes emerging efforts by communities such as Boston,
Oakland, New York City, and Sacramento to convert large, comprehensive
high schools into "education complexes" made up of multiple autonomous
small schools under one roof. Lili Allen and Adria Steinberg of JFF draw
on strategies being undertaken in these communities to explore
implementation issues that arise concerning school-level autonomies,
governance, and leadership of high school reform at the district level.
http://www.jff.org/jff/kc/library/0237
THE WAY WE SEE IT: YOUTH SPEAK OUT ON EDUCATION
What makes students care more about school? What makes them pay more
attention to their teachers? You can find out on "The Way We See It," a
one-hour documentary created by youth production teams from across the
country. The program, hosted by John Merrow will air on PBS beginning
this month. Check for local listings at:
http://www.pbs.org/merrow/listenup/
|---------------GRANT AND FUNDING INFORMATION--------------|
"Excellence in Summer Learning Award"
The Center for Summer Learning announces its annual Excellence in Summer
Learning Award. This award recognizes outstanding summer programs that
demonstrate a commitment to and promote academic achievement for students
in Kindergarten through 12th grades. Each year, this award is given to an
organization based on an application process that elicits information on
history and mission, need, goals and objectives, organization and
management, staff development, community and family involvement, and
research and evaluation. Applications due: March 4, 2005.
http://www.summerlearning.org/about/excellence.html
"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
"Grantionary"
The Grantionary is a list of grant-related terms and their definitions.
http://www.eduplace.com/grants/help/grantionary.html
"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/
"Grant Writing Tips"
SchoolGrants has compiled an excellent set of grant writing tips for those
that need help in developing grant proposals.
http://www.schoolgrants.org/tips.htm
"FastWEB"
FastWEB is the largest online scholarship search available, with 600,000
scholarships representing over one billion in scholarship dollars. It
provides students with accurate, regularly updated information on
scholarships, grants, and fellowships suited to their goals and
qualifications, all at no cost to the student. Students should be advised
that FastWEB collects and sells student information (such as name,
address, e-mail address, date of birth, gender, and country of
citizenship) collected through their site.
http://www.fastweb.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/
"eSchool News School Funding Center"
Information on up-to-the-minute grant programs, funding sources, and
technology funding.
http://www.eschoolnews.com/resources/funding/
"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/
"School Grants"
A collection of resources and tips to help K-12 educators apply for and
obtain special grants for a variety of projects.
http://www.schoolgrants.org
QUOTE OF THE WEEK
"In war, there are no unwounded soldiers."
-Jose Narosky (author)
=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
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