PEN Weekly NewsBlast for May 13, 2005

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  • Date: Tue, 17 May 2005 12:04:06 -0400

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
Beleaguered public schools have recently received a small, though
noteworthy, boost. After accounting for students' socioeconomic
background, a new study shows public school children outperforming their
private school peers on a federal math exam. Overall, private school
students tend to do markedly better on standardized tests, reports Teresa
Mendez. But the reason, this study suggests, may be that they draw
students from wealthier and more educated families, rather than because
they're better at bolstering student achievement. One study is unlikely to
settle a long-simmering debate over the merits of public versus private
education. But its authors say they hope it will give pause to a current
trend in education reform: privatization.



Does you District Internet Use Policy have provisions addressing
disclosure of student personal information on your school site? It should.
Do you know the difference between free speech rights
(including expressing viewpoints that administrators and teachers
maynot like) and free speech wrongs (ex: defamation, harassment)
and are able to teach your student? You should.


America=92s principals, asked to do more than ever before, are not being
taught the skills and knowledge essential to 21st-century school
leadership.  A new study published in the summer issue of Hoover
Institution=92s "Education Next" finds little evidence that
principal-preparation programs are introducing students to a broad range
of management, organizational, or administrative theory and practice.
"Education leadership lies at the intersection of two vibrant and powerful
bodies of learning and thought -- education and management," American
Enterprise Institute=92s Frederick M. Hess, one of the authors of the study,
said.  "Yet these programs are leaving some of the most important
management thinkers off their reading lists." The lack of attention to
serious thinking on management or to topics like research, accountability,
or termination suggests an emphasis on preparing candidates for the
traditional pinched world of leadership, Hess and study coauthor Andrew P.
Kelly suggest -- and a failure to teach the array of skills needed to lead
effective schools. Hess and Kelly analyzed what is being taught in a
stratified national sample of 31 principal-preparation programs.
Reviewing more than 200 course syllabi that covered almost 2,500 total
course weeks, the researchers found a critical lack of emphasis on
results-oriented management or accountability, a worrisome sign for
districts expecting principals to lead improvement in the era of No Child
Left Behind.  They also found limited attention to effective practices in
hiring, identifying, and rewarding or firing personnel.



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.


What's in a name? Quite a lot for black students with exotic names who do
not make the grade in school and are often overlooked by gifted programs,
a new University of Florida study finds. Da'Quan or Damarcus, for example,
are more likely to score lower on reading and mathematics tests and are
less likely to meet teacher expectations and be referred to gifted
programs than their siblings with more common names such as Dwayne, said
David Figlio, an economist who did the research. "This study suggests that
the names parents give their children play an important role in explaining
why African-American families on average do worse because African-American
families are more inclined than whites or Hispanics to give their children
names that are associated with low socio-economic status," Figlio said.
Such boys and girls suffer in terms of the quality of attention and
instruction they get in the classroom because teachers expect less from
children with names that sound like they were given by parents with lower
education levels, and these lower expectations become a self-fulfilling
prophecy, he said.

School Uniforms and Dress Codes, Culture,
Sexual and Social Politics - Fashion and Slumming it.
Why have School Dress Codes?
Low Class vs. High Class
Why do the runways of Europe and the US take the
low class street culture for Haute Couture?

Will the 5.5 million English-language learners now enrolled in the
nation=92s schools have opportunities to learn English well? Or will their
English remain rudimentary, increasing the chance that they'll languish at
the bottom of their class and drop out? Not just learning English, but
learning English well, makes all the difference. It=92s a distinction that=
increasingly important, thanks to the No Child Left Behind Act=92s
requirement that schools show adequate yearly progress for their
English-language learners, as well as their other students. But learning
English well takes time, reports Susan Black. Many schools give
English-language learners a scant one year to become proficient. English
learners can master social English -- or basic interpersonal communication
skills, often referred to as "playground English" -- in a year or two. But
experts say it takes five to eight years to learn academic English, or
cognitive academic language proficiency. And this is the English students
need to read textbooks, pass tests, and otherwise excel in school.


Stigmatized and Standardized Varieties in the Classroom:
Interference or Separation? What is among the most serious social
problems that our country faces? The failure of inner-city schools
to teach children to read.


Rob Healy, the gym teacher at Beall Elementary School in Rockville, MD,
made a bet with his students: If they could raise at least $6,000 during
the school's annual "Jump Rope for Heart" fundraiser, he'd let them shave
his head. "I was trying to think of something easy to do that would
motivate the kids," Healy said. "It being my first year here, and the
school had never raised $6,000 before, I thought that it would be a fun
thing for everyone." The school had raised $5,200 last year, and Healy
thought they could do better this year with the proper motivation. Anyone
who has seen Healy sporting his new hairdo lately knows his loss was the
American Heart Association's victory, as 161 of Rockville's
student-citizens raised $6,817.79. On April 6, the big event was broadcast
to the whole school via WBEL, the school's morning news telecast produced
and directed by and featuring Beall's fifth grade students. The whole
school watched as three lucky fifth-graders became barbers for a day,
reports Katrina M. Longest.

Why don't people vote? 50% of all Americans over 65 years old
are functionally illiterate. 60% of the Urban School Children do
not graduate High School of the 40% that do they are only
reading at 4th grade level. Find out more about literacy and
approaches to improving it. Learn how to successfully bridge
from  the Dialect Speakers' home language to the Standard.

Nearly 8.8 million students attend rural schools in the U.S., according to
"Why Rural Matters 2005," the third in a series of reports on rural
education by the Rural School and Community Trust. But more than one-third
of those rural students are in states in which they represent less than
20% of the student population.  The report finds that in some states,
rural schools are building upon their strengths, beating the odds and
overcoming significant socio-economic challenges to produce high
performing students, even while threatened by a changing policy
environment. Conversely, other, more urban states are treating their rural
schools and students as if their success does not matter much.  Even
though rural students in these states face comparatively fewer challenges
than rural students in other states, they suffer surprisingly weak student
performance and get relatively little attention. For the first time, "Why
Rural Matters 2005" includes suggestions for policymakers based on the
report=92s data. Among the recommendations: states should support small
schools, provide more money for teaching students from poor families and
those learning English, buffer schools against loss of revenue due to
declining enrollment, emphasize distance learning, and help communities
build multi-use facilities that can serve as schools, health clinics,
social services agencies, and other purposes.

Despite a U.S. Supreme Court ruling legalizing school vouchers three years
ago, the controversial school-choice option has been slow to spread.
Tuition vouchers will be in use within just six states and the District of
Columbia. While Congress and the U.S. Supreme Court have given their
approval to tuition vouchers, state courts and state lawmakers still are
putting up roadblocks, reports Kavan Peterson. The result is some states
are detouring from vouchers in favor of alternatives that still expand
parents=92 educational choices, such as offering tuition tax credits for
private and religious school tuition payments.

Why does teacher collaboration take root in some schools and not in
others? Robert Garmston, co-author of the influential book on effective
collaboration, "The Adaptive School," reflects on the factors that
"differentiate schools that create a culture of inquiry" in this column
from the Journal of Staff Development. Assuming that faculties have been
well-trained in HOW to collaborate, Garmston finds that schools are most
likely to work together productively if they have leaders who are public
learners themselves and who locate and arrange time and space for teacher
collaboration. A third key factor: The frequency and caliber of
self-reflection that occurs after the professional development is done.
"Any group that is too busy to reflect is too busy to improve," says
Garmston, who offers several ideas about improving the process of

A new report from the National Association of Secondary School Principals,
takes an in-depth look at the complex issue of high school graduation
rates and offers policy recommendations for improving graduation rate
calculations and outcomes. As more substantial research brings attention
to the lackluster data on high school graduation rates, what originally
was thought to be a fairly simple concept has been revealed to be a far
more complex issue depending on the purpose, point of view, or the method
of calculation employed. The changing rules and confusing methodologies
coupled with limited resources have created a climate in which principals
are caught in the middle between the high-stakes world of improved
academic success for all students and being responsible for results often
influenced by factors beyond their control.

state standards, drop out rates, AND retention
Find the compulsory age children must start school
and at what age they may leave the system at the
Education Commission of the States however each
state may have it's own law governing the legal age limit.

The Extended Learning Opportunities Project announces the release of a new
publication on summer learning, "Summer Learning Opportunities in High
Poverty Schools."  The report profiles five summer learning programs that
have contributed to improved student achievement in high-poverty schools.
The profiles illustrate common elements of success or "best practices" in
implementing high-quality summer learning programs.  Examples of best
practices include: (1) Summer program planning involves all stakeholders:
district leaders, school administrators, teachers, parents, community
members, and support staff; (2) The summer curriculum integrates the
standards and goals of the school-year curriculum; (3) Multiple federal,
state, and local funding sources are used; (4) Program design is based on
analysis of student performance data and student outcomes are utilized to
plan for continuous improvement; (5) Teachers are provided pre-program and
ongoing professional development focused on the instructional goals of the
summer curriculum; and (6) Summer programs coordinate with community
groups to provide wraparound complements, so that children have a full-day
option. This publication was made possible by a grant from the C.S. Mott
Foundation to the Council of Chief State School Officers.

The growing diversity of the student population in U.S. schools is a topic
of great debate and concern, writes Mary A. Falvey and Christine C.
Givner. Differences among students may include language, culture,
religion, gender, varied abilities, sexual preference, socioeconomic
status, and geographic setting. The differences are often spoken about as
a problem rather than an opportunity for learning what rich variety exists
in others' lives and how we can be included, valued, respected, and
welcomed for who we are in a naturally diverse world. Inclusion is the
opposite of segregation and isolation. Segregated education creates a
permanent underclass of students and conveys a strong message to those
students that they do not measure up, fit in, or belong. Segregationist
thinking assumes that the right to belong is an earned rather than an
unconditional human right. The right to belong is every person's
birthright. Given the increasing numbers of at-risk students in U.S.
schools and the centrality of the need to belong, schools must provide a
way to reclaim youth labeled at risk, disabled, homeless, gay or lesbian,
and so forth. Experience tells us that as communities and schools embrace
the true meaning of inclusion, they become better able to change a
segregated special education system into an inclusive service delivery
system and to change a society and world intolerant and fearful of
difference into one that embraces and celebrates natural diversity with
meaningful, student-centered earning.

While American universities have long been acknowledged as the best in the
world, our public schools have not. Endowments amounting to billions of
dollars at the high end support faculty whose work garners Nobel Prizes
and changes the quality of life. Meanwhile, parents of children attending
urban public schools in New York and other states have had to sue to
secure adequate funding of K=AD12 education. Elite institutions of higher
education selectively recruit top students not only from U.S. high schools
but also from secondary schools around the globe. Public schools under
standards-based reform strive to educate every child to high levels of
achievement. The contradiction between high-performing universities and
struggling public schools cannot be allowed to continue, writes Linda
Wing. Now is the time to bring our universities and schools together so
that our entire system of education is the best in the world. It is not
enough to leave no child behind. Today=92s imperative is college for all,
with college preparation starting in kindergarten and with well-defined,
university-level opportunities to continue professional and personal
learning over the course of a lifetime.

The implementation of No Child Left Behind (NCLB) has created a thriving
private market for supplemental education services, commonly referred to
as SES programs.  There are two reasons for the sudden emergence of
non-profit and for-profit SES providers.  First, NCLB requires schools
that fail to make adequate-yearly-progress (AYP) for three consecutive
years to provide additional education services including tutoring,
mentoring and extended instructional time.  These services must be paid
for with the Title I funds of local districts.  Second, districts that
fail to meet AYP standards must contract with outside providers to offer
SES programs.  A new policy brief by the NCSPE at Teachers College,
Columbia University examines the impact of private tutoring companies on
public education.  The brief outlines who is eligible to receive tutoring
services and whether students have meaningful choices.  In addition, the
role and potential impact of private tutoring companies is summarized.
The authors conclude that it is too early to determine the overall effect
of SES providers, but that two pressing concerns are regulating the
quality of tutoring services provided and identifying effective measures
to evaluate student progress.  The market for SES services is expected to
grow as parents become more aware of their entitlements under NCLB.

A new online resource has been created to help teachers engage students as
active global citizens in learning about UNICEF's efforts worldwide.
Students in the U.S. are an essential part of UNICEF's efforts to advance
the rights of their global peers through health, education, equality and
protection. provides opportunities for students to learn
about UNICEF and contribute positively to the world.
currently focuses on UNICEF's ongoing emergency relief efforts on behalf
of children and families affected by the South Asian tsunami. Educators,
parents and advocates are encouraged to use this site to: (1) Educate
others about the many ways UNICEF works to provide health, education,
equality and protection to the world's children in South Asia; (2) Learn
about the day-to-day challenges UNICEF staff must overcome in order to
carry out their mission, and discover how students and teachers can play
an active role in supporting them; and (3) Celebrate the ways in which
youth in the United States and UNICEF staff are making a difference in the
lives of children around the world.

Basic questions about career and technical education are on the table as
part of the policy debate on how to reform K-12 education, particularly
high schools. This report summarizes what we know (and don't know) about
the value of high school career-focused education -- and it proposes a
reform agenda for high school career and technical education. This report
was prepared by Richard Kazis, with commentary by Gene Bottoms, Betsy
Brand, Katherine L. Hughes, Elliott A. Medrich, Katharine M. Oliver,
Governor Mark Warner, and Ross Wiener.

In the early 1800=92s, England began attacking American ships at sea and
capturing sailors. Responding to the aggression, Congress declared war on
England in June of 1812. In 1814, England burned much of Washington, DC
including the White House.  The following month, the English navy was on
the river near Baltimore, MD. Francis Scott Key, a young lawyer, was sent
out to the British ships by President James Madison to seek the release of
a prisoner, Dr. William Beanes. Key succeeded, but was required to spend
the night as the British assault on Baltimore=92s Ft. McHenry began. The
English fleet shelled the fort all day and night on September 13th and the
Americans in the harbor were afraid the fort would fall.  The next
morning, however, a large American flag was seen above the fort. Key
thought that the battle was lost. The sight of the flag inspired him to
write a poem, originally called "The Defense of Ft. McHenry," which is now
known as "The Star-Spangled Banner."  In 1931, those immortal words
officially became the national anthem. The American flag still flies over
Ft. McHenry and throughout the land.  We should all be thankful for the
sacrifices made that day in 1812 and all those who have died throughout
our history for freedom. Wherever you are at 3 p.m., local time, on
Memorial Day, pause and unite with fellow Americans in remembrance for
America=92s fallen and to make a commitment to give something back in their

|---------------GRANT AND FUNDING INFORMATION--------------|

"Surdna Foundation Arts Teachers Fellowship Program"
The Surdna Foundation Arts Teachers Fellowship Program supports the
artistic revitalization of outstanding arts teachers in specialized,
public arts high schools. Maximum Award: $5000. Eligibility: Permanently
assigned full- and part-time arts faculty in specialized, public arts high
schools. Deadline: November 18, 2005

"Grants for Addressing Childhood Language Disorders"
The Bamford-Lahey Children=92s Foundation Program for Childhood Language
Disorders funds projects that have broad implications for the learning and
use of spoken language in children with developmental language disorders.
Maximum Award: $20,000. Eligibility: hospitals, universities, or public
schools. Deadline: variable.

"State Farm Companies Foundation K-12 Public Education Grants Program"
State Farm Companies Foundation K-12 Public Education Grants Program for
programs that improve teacher quality; Service-Learning programs that
integrate core classroom curriculum with service to the community, and
programs that incorporate the Baldrige criteria into education systems to
improve overall effectiveness. Maximum Award: Varies. Eligibility: K-12
public schools. Deadline: June 15, 2005.

"The Melody Program of the Mr. Holland=92s Opus Foundation"
The Melody program is designed to provide musical instruments and
instrument repairs to existing K-12 school music programs that have no
other source of financing to purchase additional musical instruments and
materials. Eligibility: schools that meet the requirements outlined on the
website. Maximum Award: $500-$5,000. Deadline: N/A.

"Prudential Foundation Ready to Learn Program"
Prudential Foundation Ready to Learn Program for education reform efforts
that strengthen public education at the elementary school level: systemic
school reform; improving the quality of teachers, principals and other
school leaders, and arts education; early childhood care and education
initiatives, and strategies to improve literacy that address professional
development for teachers, family literacy programs or literacy in the
early years. Maximum Award: $25,000-$1 million. Eligibility: Public
education at the elementary school level. Deadline: N/A.,1474,intPageID%253D1444%2526

"Labels for Education"
Campbells, Inc. Labels for Education Program gives schools free
educational equipment in exchange for labels From Campbell products.
Maximum Award: N/A. Eligibility: Schools or parents coordinate label
drives to raise resources for schools. Deadline: N/A.

"Broad Superintendents Academy"
The Broad Superintendents Academy is a rigorous, ten-month executive
management program designed to prepare the next generation of public
school chief executives. They are seeking: (1) Outstanding senior
executives from business, government, the military, higher education and
nonprofit organizations who have successfully managed large, complex
organizations; (2) Educators with a proven track record of success:
superintendents from non-urban communities; deputy, associate and area
superintendents from medium and large-sized urban districts; and
executives from private school and charter school systems; and (3) Dynamic
entrepreneurs and risk takers who challenge the status quo. Do you know of
leaders who fit this profile?  Public education needs them.  Applications
are accepted on a rolling basis and are reviewed each month.  The final
application deadline is September 15, 2005. To submit a nomination or find
more information about the application process, contact Mollie Mitchell,
Director of Recruitment at 310-954-5082 or mm@xxxxxxxxxxxxxxx or visit:

"ADAF Foundation Issues Request for Proposals"
The American Dental Association Foundation (ADAF) has issued a request for
proposals, helping to improve children's oral health under its Samuel
Harris Fund for Children's Dental Health. The RFP is for 2006 projects.
The ADAF, charitable arm of the American Dental Association, established
the Harris Fund as a permanent endowment dedicated to the prevention of
childhood tooth decay. It awards competitive grants of up to $5,000 to
applicants, whose oral health promotion programs seek to improve and
maintain children's oral health through community education programs.
Proposals considered will request up to $5,000 and are from
community-based, nonprofit organizations in the United States or its
territories. In addition, the postmark date must be on or before July 8,

"Scientific and Religious Perspectives on the Love of Neighbor"
The Institute for Research on Altruism, Compassion, and Service has
announced the "Unto Others: Scientific and Religious Perspectives on the
Love of Neighbor" course competition for secondary school faculty. The
competition encourages academically rigorous secondary school courses that
focus on unselfish love of neighbor as a spiritual and practical ideal.
The winning courses must combine the study of unselfish love as understood
within (a) spiritual traditions and (b) scientific frameworks, such as
physics, cosmology, evolution, biology, political science, the social
sciences, and health. Maximum Award: $5,000. Eligibility: Secondary School
Teachers. Deadline: July 15, 2005.

"National Association for Gifted Children"
The National Association for Gifted Children has announced the
NAGC-Nicholas Green Distinguished Student Award Program for students who
have distinguished themselves in academic achievement, leadership, or the
visual or performing arts. Maximum Award: $500. Eligibility: one student
in every state from the third, fourth, fifth, or sixth grade. Deadline:

"Captain Planet Foundation"
The Captain Planet Foundation funds hands-on environmental projects to
encourage youth around the world to work individually and collectively to
solve environmental problems in their neighborhoods and communities.
Maximum Award: $2500. Eligibility: Schools and non-profits. Deadlines:
June 30, September 30, and December 31.

"Presidential Freedom Scholarships"
The Presidential Freedom Scholarships are designed to promote student
service and civic engagement and honor outstanding service to the
community. Maximum Award: $1000. Eligibility: High School Students.
Deadline: July 1, 2005.

"Humane and Environmental Education"
The National Association for Humane and Environmental Education KIND Award
recognizes an outstanding teacher who consistently incorporates humane and
environmental education into his or her curriculum. Maximum Award:
various. Eligibility: Teachers K-6.  Deadline: February 15, 2006.

"Toshiba America Foundation"
Toshiba America Foundation makes grants for projects in math and science
designed by classroom teachers to improve instruction for students in
grades K-12. Maximum Award: $5,000. Eligibility: Grades K-12. Deadline:
Decisions about grants under $5,000 are made on a rolling basis and
applications are accepted throughout the year.

"Allen Foundation"
The Allen Foundation supports educational nutrition programs, with
priority given to training programs for children and young adults to
improve their health and development. Maximum Award: Past grants have
ranged from $2,000 to $1 million. Eligibility: Schools and school
districts should partner with local nonprofits to form nutrition education
programs. Deadline: Ongoing.

"Intel Model School"
The Intel Model School Program provides equipment for a school or district
to enhance their technology by using advanced technology. The Intel Model
School Program identifies schools that desire equipment or have a unique
project to complete by using Intel products, and can show the improvement
in the quality of the education experience for both the teacher and the
student by using high-end technology. Award: Seeding of Intel equipment.
Eligibility: K-12 schools or school districts. Deadline: Ongoing.

"NEA Foundation Grants"
The NEA Foundation provides grants for the purpose of engaging in
high-quality professional development or implementing project-based
learning and break-the-mold innovations that raise student achievement.
Maximum Award: $5,000. Eligibility: public school teachers, public school
education support professionals, and faculty and staff in public higher
education institutions. Deadline: June 1, 2005.

"Show Me the Money: Tips & Resources for Successful Grant Writing"
Many educators have found that outside funding, in the form of grants,
allows them to provide their students with educational experiences and
materials their own districts can't afford. Learn how they get those
grants -- and how you can get one too. Included: Practical tips to help
first-time grant writers get the grants they need.

"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.

"Information on Grants for School Health Programs & Services"

The Grantionary is a list of grant-related terms and their definitions.

GrantsAlert is a website that helps nonprofits, especially those involved
in education, secure the funds they need to continue their important work.

"Grant Writing Tips"
SchoolGrants has compiled an excellent set of grant writing tips for those
that need help in developing grant proposals.

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.

"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.

"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.

"School Grants"
A collection of resources and tips to help K-12 educators apply for and
obtain special grants for a variety of projects.


"The responsibility for K-12 education in the United States is spread
across multiple levels of government and administrative units. Forty-seven
million students attend 93,000 public schools located in nearly 15,000
school districts, in 50 states and the District of Columbia. Another 5.2
million students are enrolled in 27,000 private schools that are subject,
to varying degrees, to state and federal laws and regulations. Nearly
700,000 students are enrolled in charter schools and at least another
850,000 are homeschooled. This complex and fragmented system is a legacy
of the deep-seated fear of centralized authority that shaped the nation=92s
founders=92 views of government, the content of the U.S. Constitution, and
the design and evolution of the federal system."
-Thomas Corcoran & Margaret Goertz, from "The Governance of Education," a
chapter in the book, "The Public School," edited by Susan Fuhrman and
Marvin Lazerson

=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3DPEN NewsBlast=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D

Howie Schaffer
Public Outreach Manager
Public Education Network
601 Thirteenth Street, NW #710S
Washington, DC 20005


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