¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤,¸¸,ø¤º Please link to the Educational CyberPlayGround http://www.edu-cyberpg.com Add your K12 SCHOOL OR SCHOOL DISTRICT URL http://www.edu-cyberpg.com/schools/ Please Share and Add Your Song http://www.edu-cyberpg.com/ncfr/ Educational CyberPlayGround K12 Newsletters Mailing List ¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤ø,¸¸,ø¤º°`°º¤,¸¸,ø¤º Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ========================================= NEW CONGRESSIONAL VICTORIES COULD BE GOOD FOR SCHOOL FUNDING Outcomes of recent elections could affect issues ranging from school loans to educational technology funding to workforce preparedness and even reauthorization of the federal education law. Even though Democrats have seized control of both chambers of Congress, their agenda could be curtailed by the threat of a veto from President Bush. Still, many education groups are encouraged by the ascension of what they viewed as a more favorable climate for education funding on Capitol Hill. Still, Democratic control of the House -- which will make Rep. Nancy Pelosi of California the first female House speaker in U.S. history -- could open the door for changes to the legislative agenda that might favor schools. Control of the House also means chairmanships of the various committees will fall to Democrats. Currently, the ranking Democrat on the influential House Appropriations Committee is Rep. David Obey of Wisconsin, and the ranking member of House Committee on Education and the Workforce is Rep. George Miller of California. That could have a significant impact on the legislative priorities of the House, influencing issues down the road. When Democrats take control of the Senate, West Virginia Sen. Robert Byrd is in line to assume chairmanship of the Senate Appropriations Committee, and Massachusetts Sen. Edward Kennedy would become chairman of the Senate Committee on Health, Education, Labor, and Pensions. http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=6710 see also: http://www.edweek.org/ew/articles/2006/11/08/12federal_web.h26.html SUMMARY OF EDUCATION-RELATED BALLOT MEASURE RESULTS 2006 saw voters in 14 states decide a wide variety of education policy issues. Thirteen state elections decided various aspects of school finance, including authorizing bond sales, increasing taxes, requiring state funding of schools and changing the management of the state's public school trust fund. Seven states saw voters decide policies in other areas, writes Kyle Zinth. These proposals include overturning legislation mandating school consolidation and banning in-state college tuition for undocumented immigrants and affirmative action at state institutions. Selected highlights include: Voters in Michigan rejected an education funding guarantee, while voters in Nevada approved a measure requiring the legislature to fund public education before any other part of the state budget for two years. All districts in Alabama will be required to have at least 10 mills of property tax allocated for public education. Two proposals modeled after the "65% solution" were rejected by voters in Colorado. Voters in Wyoming voted to create a permanent fund for higher education and equalize school funding in all districts, while voters in Nebraska approved a measure to create an early childhood endowment fund. Other Issues: Arizonans voted to deny in-state tuition and other education services to undocumented immigrants, and Michigan voters approved a measure banning affirmative action. Nebraska voters repealed legislation pertaining to school district consolidation. South Dakota voters rejected a measure that would have prohibited schools boards from establishing the start of a regular school term prior to the last day of August. http://www.ecs.org/clearinghouse/70/71/7071.pdf AMERICA 101 The education of our most poor and vulnerable children should be the centerpiece of a great and diverse America made stronger by equality and shared prosperity. It has instead become the epitome of public neglect, perpetuated by a class divide so permeated by race that it mocks the bedrock principles of the American Promise. These strong ideas were offered by Bill Moyers, president of the Schumann Center for Media and Democracy and a veteran journalist, at the recent annual conference of the Council of the Great City Schools. Not just the kids suffer, writes Moyers. A nation that devalues poor children also demeans their teachers. The neglect of urban education -- a capital moral offense in its own right -- is but a symptom of what is happening in America. The isolation of our schools, the crumbling of our infrastructure, and the reckless disregard of our fiscal affairs signal a retreat from the social compact that made America unique among nations. According to Moyers, the American Dream has had its heart cut out, and is on life support. Click below to read his diagnosis of the problem and his suggestions for turning the tide: http://www.cgcs.org/pdfs/Bill_Moyers.pdf SEVEN WAYS POLITICIANS ARE DUMB ABOUT SCHOOLS It bothers Jay Mathews that the politicians and campaign consultants who develop commercials for political candidates promote the same inaccurate myths about schools, election after election after election. Their messages distort our thinking about education and make it harder to raise student achievement. Here are Jay?s seven least favorite but most common and misleading things politicians say about schools: (1) A good way to measure the quality of schools in each state is by average SAT score; (2) It is bad to have programs that encourage educators to teach to a test; (3) Schools would be better if they stopped promoting low-achieving students to the next grade; (4) Lowering class size is always a good idea; (5) It is education policy and not specific school successes that matter; (6) What schools need is more money; and (7) Electing new leaders will help fix our schools. http://www.washingtonpost.com/wp-dyn/content/article/2006/11/07/AR2006 110700509.html THE WOUNDS OF SCHOOLING Mostly, we don?t question the necessity of school in our lives. As Americans, we have profound, passionate beliefs in the power of education to transform lives. While many would say our current focus on educational attainment -- now more than ever measured by performance on standardized tests, high school graduation rates, and other ?objective? means -- is an essential new lifeway in a competitive global economic climate, there are also real personal costs for many in being a part of an education system for so long and so unrelentingly. From its increasingly rigid definitions of learning as testable product, to its assumptions about human ability and the moral value attached to grades, to an ambivalent, often negative, culture toward children -- casually, almost informally, school sends toxic messages to many of its most ordinary, average pupils. Children and young adults are enormously vulnerable in this system, writes Kirsten Olson. Although it seems like a contradiction -- who can say that more schooling could be a bad thing? -- many students find themselves deeply wounded by schooling. The gifts of education, as rich and important as they may be, have also left painful psychological and spiritual lacerations that are raw and unhealed. Why do schools wound? At the link below, Olson presents three essential dilemmas that must be examined and explored to prevent schooling from fracturing what many people feel are their deepest strengths: their creativity, their humanity, and their capacity to imagine. http://www.edweek.org/ew/articles/2006/11/08/11olson.h26.html STRATEGIES FOR SUCCESS IN A HIGH-STAKES ACCOUNTABILITY SYSTEM Public Education & Business Coalition (PEBC), a Denver-based local education fund, just published a new position paper on accountability, ?From Surviving to Thriving: Strategies for Success in a High-Stakes Accountability System.? In it PEBC takes stock of Colorado?s accountability system and its effect on classroom practice and student achievement; and they call upon policy makers to objectively assess this system and make the necessary changes to ensure that the hard work taking place in classrooms across Colorado -- especially in the most challenged schools -- results in academic achievement for all students. The paper is enhanced with reflections on testing and its effects on classroom practice by four distinguished lab teachers. http://www.pebc.org/files/news/FromSurvivingtoThriving.pdf COURT MANDATES EQUAL OPPORTUNITY CHEERLEADING The federal government is telling several New York school districts that girls' sporting events should have cheerleaders, too. The Department of Education's Office for Civil Rights has concluded that school districts violated the law by having cheerleaders only at boys' basketball, baseball and softball games, and not at girls' games. Investigators interviewed school administrators and athletes in response to a complaint filed early this year by a Binghamton-area parent. The superintendent of the Vestal Central School District says the federal agency expressed concerns about the amount of promotion girls' sports received compared to the boys' program. He says from now on, cheerleaders will be required to perform at an equal number of girls' and boys' games. The complaint focused on the Southern Tier Athletic Conference, which includes 20 school districts. http://www.foxnews.com/story/0,2933,227127,00.html MANY STUDENTS LEFT UNCOUNTED How does the No Child Left Behind Act hold schools accountable for students who move from one school to another? Dallas Morning News columnist Josh Benton draws our attention to a little known fact: students who change schools after the end of October are not included in schools? test scores. Significant numbers of students are not counted as a result; in some cases, up to 20% of students are excluded from schools? test scores. These students are more likely to be poor, minority, and special education students. If teachers know that some kids can be safely ignored -- given all the test pressures they already deal with -- some are going to redirect their attention elsewhere. Is Texas' testing system designed to give struggling kids the attention they need? Or is it designed to make the adults look good? The current system, Benton concludes, leaves too much room for some kids to be ignored. http://www.dallasnews.com/sharedcontent/dws/dn/education/columnists/jb enton/stories/DN-edcol_06met.ART.North.Edition1.3e359ed.html HEIRS OF WAL-MART FORTUNE FUEL CHARTER SCHOOL MOVEMENT The Walton Family Foundation, http://www.wffhome.com/program_focus.htm established by Wal-Mart Founder Sam Walton, is the second-largest donor to K-12 education. While the Walton Family Foundation's education work is best known for supporting vouchers, the foundation also has played a significant role in building and shaping the future of the charter school movement in the United States. A new Education Sector report by Bryan C. Hassel and Thomas Toch illustrates the various Walton Family Foundation investments in the charter school movement, connecting the dots between the foundation and individual charter schools, charter management organizations, support organizations, advocacy groups and research and information efforts. The report describes the roots of the foundation's involvement in the charter school movement, in the late John Walton's support for school choice, and discuss how the foundation's approach to funding charter school activities represents a new breed of "muscular" philanthropists that actively seek, and sometimes help to create, opportunities for investments in line with their priorities. http://www.educationsector.org/analysis/analysis_show.htm?doc_id=422193 IS SCIENCE EDUCATION FAILING CHILDREN? Many children insist that the moon produces its own light, and that Earth?s changing shadow causes the moon?s phases. And many believe summer is hot when Earth travels close to the sun, and winter is cold when Earth travels far away from the sun. (In case you?ve forgotten, the moon reflects light from the sun, and the moon?s phases are its visible sunlit portion. The tilt of Earth?s axis causes seasonal changes; in the northern hemisphere, the North Pole points toward the sun in summer and away from the sun in winter.) It isn?t just astronomy that gives kids trouble, report Susan Black. Can science teachers change students? misconceptions? The answer is yes, but only if teachers are competent, patient, and willing to do more than cover the curriculum and coach students on test questions. Thomas Carpenter says the best way to improve science teaching and learning involves training teachers to understand scientific concepts, practicing scientific inquiry the way real scientists investigate problems, confronting their own scientific reasoning and misconceptions, and generating and demonstrating scientific understanding. http://www.asbj.com/current/research.html Who is Teaching Science in K12 Schools? http://www.edu-cyberpg.com/Teachers/newteacherevolution.html SCHOOL FUEL: KIDS' HEALTHY MORNING HOW-TOS Getting kids off to school in the morning with a tummy full of healthy food will do wonders for their health. And a well-balanced breakfast can even help children achieve good grades, because food stabilizes blood sugar levels, which in turn increases brain function -- including the classroom-critical, too-often-elusive attention span. Click the website below to learn a few easy ways to give your children a healthy head start each day. http://www.heartland.org/article.cfm?artId=20122 RENEWED CALLS FOR SEATBELTS ON SCHOOL BUSES New national data show school bus-related accidents send 17,000 U.S. children to emergency rooms each year, more than double the number in previous estimates that only included crashes. Nearly one-fourth of the accidents occur when children are boarding or leaving school buses, while crashes account for 42 percent, the new research shows. Slips and falls on buses, getting jostled when buses stop or turn suddenly, and injuries from roughhousing are among other ways kids get hurt on school buses, the data found. Injuries range from cuts and sprains to broken bones, but most are not life-threatening and don't require hospitalization. And while the numbers are higher than previously reported, they represent a small fraction of the 23.5 million children who travel on school buses nationwide each year, the researchers said. The researchers said the results provide a strong argument for requiring safety belts on school buses, something industry groups say is unnecessary and is more than many school districts can afford. http://www.cnn.com/2006/EDUCATION/11/06/school.bus.injuries.ap/index.html REMOVING THE ROADBLOCKS: FAIR COLLEGE OPPORTUNITIES FOR ALL A decade ago proponents seeking to put an end to affirmative action argued that a vote for Proposition 209 was a vote for fairness. They claimed their initiative was a way to correct social inequalities and foster equal opportunity. However, the ?Removing the Roadblocks? report provides research that explains how and why ending affirmative action has produced neither the ?results? nor the opportunities that were promised. The executive summary shows the representation of Latino, African American, and American Indian students in the University of California (UC), and particularly at the UC?s most selective campuses, has decreased, even as these groups make up a larger share of California high school graduates. California?s Latino, African American, and American Indian students have not received the ?the tools to compete.? This report reviews the record of low college participation and college eligibility among African American, Latino, and American Indian students, and it examines the K-12 school conditions that contribute to these inequalities. It concludes with a comprehensive set of policy recommendations for removing roadblocks that unfairly impede the educational progress of Latino, African American, and American Indian students. These are not ?pie in the sky? proposals. Rather they are strategies that have been tried in other states, as well as in California districts and schools. http://idea.gseis.ucla.edu/publications/roadblocks/index.html SCHOOLS TRY TO DISCOURAGE PLAYING TAG As school administrators wrestle with the deeply controversial issues of educating America's youth ? evolution versus creationism, metal detectors on campus, standardized testing ? one topic has really put them in the public hot seat: the schoolyard game of tag. The issue made national headlines recently when Willett Elementary School in Attleboro, Mass., officially banned the venerable skinner of knees, inspiring considerable derision in editorials and online discussion boards. (Schools in South Carolina, Wyoming and Washington have instituted similar bans.) The topic is so no-win that school officials, admittedly busy with loftier issues, are reluctant to discuss it. But the reality is that schools across the United States have been quietly discouraging tag for years, reports Janet Cromley. Any discussion of it elicits a flinch response because this simple schoolyard game is at the nexus of three competing interests: giving kids freedom to play (what many teachers and kids want), keeping them safe from harm on large, unruly playgrounds (what concerned parents want) and avoiding band-aid-related depositions (what all administrators want). The game can bring out aggression in some kids and lead to confrontation. Today's campuses are often paved with blacktop, not cushioned with grass; and schools have had to cut back on supervisory aides because of funding problems. Some believe the socializing benefits of tag outweigh the dangers of lawsuits. "Tag is about learning how to compete in a fair and laughing joyous way," says Andrew Rakos. "There's an element of being safe, of avoiding trouble, strategy. You learn about how to deal with disagreements and how to find solutions. And of course you learn about your personal space and about speed and control of your body." http://www.latimes.com/news/education/la-he-tag6nov06,1,4374880.story? coll=la-news-learning How to encourage Play http://www.edu-cyberpg.com/ncfr/health.html S.F. SCHOOL BOARD SET TO PULL TRIGGER ON JROTC A majority of the San Francisco Board of Education is poised to end the district's 90-year relationship with the U.S. military and its widely popular Junior Reserve Officers' Training Corps, with a vote expected next week. Four board members oppose the program on two grounds: the military's stance on gays and the desire to keep the armed forces out of public schools. "I don't think the military should be involved in civilian life," said board member Dan Kelly, a self-described pacifist who served two years in prison for resisting the Vietnam draft. "I know that children, the students, like the program," Kelly said. "I know they enjoy it. That doesn't necessarily mean it's doing a good thing for them." The program costs nearly $1.6 million per year, reports Jill Tucker. The military pays $586,000, or half the salaries of 15 instructors -- all of whom are retired military personnel rather than certified teachers. The district pays the other half of salaries and $394,000 in benefits. Most critics acknowledge that the JROTC helps reduce dropouts. Students learn leadership and problem-solving skills, first aid, money management, geography, civics and how to be a team player, among other topics -- some of which they learn in other required classes. Opponents say all that can be done without the military. http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/11/05/MNG8NM6E4N 1.DTL&hw=schools&sn=005&sc=452 ARMED FORCES COLLECT CHILDREN'S INFORMATION Mining for kids: Children can't opt out of Pentagon recruitment database http://www.edu-cyberpg.com/Technology/PRIVACY_INFORMATION.html SCHOOL CORRIDOR OF SHAME Student photographers in South Carolina and Baltimore documented deplorable conditions in their schools, from exposed electrical wires to creeping mold. But will anyone take notice? These school images, all captured by student photographers, tell a tale of decay and disrepair -- conditions that a South Carolina judge ruled in December 2005 to have no detriment on the education of the 132,000 affected rural students (in Abbeville County School District v. the State of South Carolina). While ?not optimum or ideal,? he wrote, they meet the standard for safe and adequate. School leaders and other concerned citizens disagreed. To dramatize the weakness of the judge?s decision, advocates handed disposable cameras to students and gave them the discretion to photograph whatever they wanted. The result, writes Alexandra R. Moses, is an exhibit called ?But What About Us? Student Photographs from the Corridor of Shame,? consisting of 60 photos taken last spring inside rural schools along South Carolina?s Interstate 95 corridor. In May 2006, the exhibit was unveiled at the South Carolina state house to get lawmakers? attention. Advocates contend that many years of underfunding have made South Carolina?s decrepit rural schools inappropriate and even dangerous learning environments for students. A nonprofit organization in Washington, Critical Exposure (www.criticalexposure.org), spearheaded the project, which has a mission similar to that of ?Corridor of Shame.? Critical Exposure teaches students photography to help them tell the stories of their schools, with a goal of bringing about public education reform. http://content.scholastic.com/browse/article.jsp?id=7535 |--------------- NEW GRANT AND FUNDING INFORMATION--------------| GRANTS http://www.edu-cyberpg.com/Teachers/grants.html GET SCHOLARSHIPS GIVE OR GET FREE COMPUTERS TEACHERS | GRANTS | SCHOOL LOANS FREE EDUCATION | EDUCATIONAL LOANS | FINANCIAL AID | SCHOLARSHIPS Government Funding Resources Education Grants, Scholarships & Loans State Agency Phone Numbers for Student Financial Aid Federal Dept of Ed Tech Grants Technology Grants ?Award for Outstanding Contributions to American Education? The Education Commission of the States James Bryant Conant Award recognizes an individual for outstanding contributions to American education. Nominations are now being accepted. Deadline: November 28, 2006. http://www.ecs.org/ecsmain.asp?page=/html/aboutECS/Awards.htm%3E ?Grants to Recruit and Educate the Next Generation of Librarians? The Laura Bush 21st Century Librarian Program supports efforts to recruit and educate the next generation of librarians and the faculty who will prepare them for careers in library science. It also supports grants for research related to library education and library staffing needs, curriculum development, and continuing education and training. Maximum Award: $1,000,000. Eligibility: All types of libraries, except federal and for-profit libraries, may apply. Eligible libraries include public, school, academic, special, private (not-for-profit), archives, library agencies, library consortia, and library associations. Institutions of higher education, including public and not-for-profit universities and colleges, also are eligible. Deadline: December 15, 2006. http://www.imls.gov/applicants/grants/21centuryLibrarian.shtm ?Cable in the Classroom?s Leaders in Learning Awards? This program recognizes teachers, administrators and community leaders who are helping to improve and transform education for children in and out of school, creating 21st Century learning environments children need to succeed in the world that awaits them. Maximum Award: $3,000. Eligibility: teachers, administrators, and community leaders. Deadline: December 15, 2006. http://www.leadersinlearningawards.org/LeadersInLearningAwards/default.htm ?Public School Service Award? The International Reading Association John Chorlton Manning Public School Service Award encourages and supports the improvement of public education by recognizing the importance of integrating teacher preparation, professional development, and related research with the work of public schools, classrooms, teachers, and students. Maximum Award: $10,000. Eligibility: College- and university-based teacher educators with a record of effective preparation of reading teachers and graduate students. Deadline: December 15, 2006. http://www.reading.org/downloads/awards/manning.pdf ?NEA Foundation Learning & Leadership Grants? This grant program provides opportunities for teachers, education support professionals, and higher education faculty and staff to engage in high-quality professional development and lead their colleagues in professional growth. Maximum Award: $2,000 for individuals; $5,000 for groups engaged in collegial study. Eligibility: U.S. practicing K-12 public school teachers, education support professionals, and higher education faculty and staff at public colleges and universities. Deadline: February 1, 2007. http://www.neafoundation.org/programs/Guidelines%20Learning&Leadership For a detailed listing of EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp QUOTES OF THE WEEK ?Teachers now are expected to staff the permanent emergency rooms of our country?s dysfunctional social order. They are expected to compensate for what families, communities, and culture fail to do. Like our soldiers in Iraq, they are sent into urban combat zones, on impossible missions, under inhospitable conditions, and then abandoned by politicians and policy makers who have already cut and run, leaving teachers on their own?The neglect of urban education -- a capital moral offense in its own right -- is but a symptom of what is happening in America. We are retreating from our social compact all down the line.? -Bill Moyers (author/journalist) ?America 101? "Most public schools are -- at best -- nothing but expensive babysitting arrangements, helpfully keeping hoodlums off the streets during daylight hours. At worst, they are criminal training labs, where teachers sexually abuse the children between drinking binges and acts of grand larceny." -Ann Coulter (author/political commentator) Howie Schaffer Public Outreach Director Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> Educational CyberPlayGround K12 Newsletters Mailing List Subscribe - Unsubscribe - Set Preferences http://www.edu-cyberpg.com/Community/K12Newsletters.html Copyright statements to be included when reproducing annotations from the Educational CyberPlayGround K12 Newsletter The single phrase below is the copyright notice to be used when reproducing any portion of this report, in any format:
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