Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
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THE TRUE STAKES IN NO CHILD LEFT BEHIND
Two years after Congress passed landmark legislation to improve public
schools, finger pointing and election-year politics threaten to destroy
one of the country's most ambitious attempts to fix failing public
schools. What a shame, write the editors of the Seattle Times. The No
Child Left Behind (NCLB) Act clearly needs improvement and should be
funded at its promised level. But the growing backlash against the law
--
including Howard Dean's call to dismantle it -- is polarizing the
country
at a time when reforming schools is more critical than ever. Public
education is not a Republican or Democratic issue. Neither party should
allow the other to hold better schools hostage to politics. It's too
early
to tell whether the law is a failure or a triumph. But one thing is
clear:
The law's premise -- that all schools should be held to high,
measurable
standards and required to raise student achievement -- is correct. This
country can no longer allow race and income level to determine the
quality
of a student's education. The sweeping reform is undoubtedly flawed.
Clearly, there should be greater flexibility in assessing students with
limited English proficiency and more realistic goals for annual
progress.
In some states and districts, the law puts an absurd number of schools
on
the "needs improvement" list. And more work needs to be done around
measuring and improving teacher quality. The act has spotlighted a
disturbing reality: Too many schools are failing to provide low-income
and
minority students a solid education. But telling the story was the easy
part. Testing alone won't make those schools better. It's going to take
strong principals, high-quality teachers, engaged parents and schools
with
a clear mission of high expectations for all students. And it's going
to
take broad agreement across the aisle that current funding levels
simply
do not reflect the true cost of educating all children to these new,
higher standards.
http://seattletimes.nwsource.com/html/editorialsopinion/2001836550_nclbed15.html
STARTING A SCHOOL FOUNDATION
This helpful new primer, subtitled, "What you should know before you
start
fundraising," was developed by the National School Boards Association
to
assist school board members in thinking broadly about education
foundations at a time when these effective school reform organizations
are
becoming increasingly popular due to decreased tax revenues, budget
cuts,
and rising expectations. As Kate Coventry reports, K-12 education
foundation activities run the gamut from funding scholarship and
innovative programs to improve teaching and learning, to reinvigorating
community participation in public education and spurring parent and
citizen activism. The downloadable publication also includes key steps
to
consider in starting a school foundation, local education fund case
studies, and an article by PENs president Wendy D. Puriefoy on the
growing partnership between local education funds and school board
leaders.
http://www.nsba.org/site/docs/32800/32703.pdf
A NEW VISION OF PUBLIC ACCOUNTABILITY
Accountability in education is not new, but since the mid-1980s, a new
kind of accountability focused on student outcomes has dominated the
discourse in public education. The public's role in this new
accountability is to use test-score results to rate and judge schools
and
school systems. The new accountability gives the public valuable
knowledge
about school performance, yet few options for participating in
improving
public education, write Eva Gold and Elaine Simon. Community organizing
groups work to create what might be called "public accountability."
Accountability that is "public" contributes to school improvement by
connecting schools and their communities, by broadening the range of
actors who take responsibility for school improvement, and by using a
public, deliberative process to engage many different stakeholders and
maintain the pressure for school improvement. Accountability that
includes
the involvement of broad sectors of the public will be even more
important
in the next few years, as piles of data and other information,
generated
by standardized-test results and presented in report cards, ratings,
and
other formats, begin to mount. This flow of information will lack
meaning
unless the public is organized to better understand and act on it. Gold
and Simon identified four primary strategies that community organizing
groups use for creating public accountability: (1) Creating community
conversations; (2) Monitoring practices, programs, and policies; (3)
Increasing participation in the political arena; and (4) Building joint
ownership and a relational culture. Too often, educators keep the
public
at arm's length in their efforts to improve schools. If we are to
realize
a vision of public accountability, a fundamental shift has to occur in
our
definition of what constitutes public participation in the schools.
Essential to the definition must be collective action and shared
responsibility for improvement. Community organizing builds the
capacity
for this kind of vibrant, active public participation. Ultimately, the
added value of active public participation in accountability comes in
the
form of greater commitment to the schools and creation of the kind of
civic capacity that can and will support deep, authentic education
reform.
http://www.edweek.com/ew/ewstory.cfm?slug=18Gold.h23
HOW FUNDAMENTALIST PREACHERS ARE USING PIZZA, MOTORCYCLES & EVEN SANTA
CLAUS TO CONVERT PUBLIC SCHOOL STUDENTS -- AND WHAT YOU CAN DO ABOUT IT
Robert J. Marsh was surprised last October to see a notice from a local
Baptist church announcing that a speaker named Ronnie Hill would be
visiting public schools in Marion, Ill., to lecture about the dangers
of
drug and alcohol abuse. To Marsh, something seemed amiss. Why would a
church promote a public school event? Another listing in the bulletin
gave
a clue: Hill, described as an "evangelist," would also be in town for a
"Fall Harvest Renewal" at the church. A little research on the Internet
soon confirmed Marsh's suspicions. He quickly learned that Hill is a
Southern Baptist evangelist who unabashedly talks about the need to
preach
to public school students. Based in Fort Worth, Texas, Hill travels the
nation, and in partnership with fundamentalist churches, offers free
anti-drug assemblies to public school audiences, reports Rob Boston.
Detailed materials produced by the ministry led Marsh to believe that
Hill's anti-drug spiel would be a smokescreen for an ulterior motive:
persuading youngsters to adopt his version of Christianity. The plan
was
for Hill to spend time during his public school speech luring students
to
a pizza party later that evening at a local church. There, the
youngsters
would be subjected to high-pressure evangelism and urged to make faith
professions. What can schools do to protect themselves? Attorneys
recommend using the Internet to research groups that offer assemblies.
But
they caution that web-based research, while it can be useful, should be
viewed merely as a starting point. Some evangelistic groups hide their
true character on websites or bury the information so that it is not
readily apparent to online visitors. In the end, staffers at Americans
United say, the best defense may be a healthy dose of skepticism.
School
officials, teachers and parents should be aware that any group offering
a
free or near-free program to public schools might have an ulterior
motive.
The attached link includes information on a number of schemes to use
public school assemblies for religious evangelism.
http://www.au.org/churchstate/04-01-feature1.htm
SCHOOLS NEED MORE FLEXIBILITY AND FUNDING BIPARTISAN POLL SHOWS
A new bipartisan poll commissioned by the National Education
Association
(NEA) reveals that the more voters learn about the real world impact of
the two-year-old federal education law, the "No Child Left Behind" Act,
the more they believe changes must be made. A comprehensive survey of
voter attitudes on the federal governments role in education was
conducted earlier this month in partnership with a Republican polling
firm
and a Democratic polling firm. It found that clear majorities of voters
see the need to significantly increase federal investment in the
nations
public schools. Key findings include: (1) Almost three quarters of
voters
interviewed (74%) feel that schools nationwide are either improving or
already in pretty good shape; (2) More than 70% of respondents prefer
schools be evaluated by multiple measures of success -- not just
standardized test scores -- including graduation and college attendance
rates, the quality of their teachers, and the performance of students
in
class; (3) Two thirds of voters (67%) believe "No Child Left Behind" is
unfair because it labels schools as "failing" even if only one group of
students doesn't do well on a test. Three quarters (75%) oppose taking
away funding from schools that do not increase standardized test
scores;
and (4) Voters name education as the top federal budgetary priority,
and
almost two thirds of respondents (63%) say the federal government
should
be spending more on the nations schools.
http://www.nea.org/newsreleases/2004/nr040114.html
IRAQIS STRUGGLE TO REINVENT SCHOOL SYSTEM
Iraqi education leaders are relishing their first classroom freedoms
but
grappling with the task of reinventing their schools, said the
country's
education chief. Most teachers have not been trained for over two
decades,
many schools are mud houses with no working toilets, and virtually
every
textbook is infected by politics, said the Iraqi education minister,
Alaudin Abdul-Saheb al-Alwan, in an interview with Ben Feller. Backed
by
U.S. funds, Iraq is embarking on a plan to renovate and build thousands
of
schools and overhaul its curriculum over the next four years. That
investment is critical to stabilizing Iraq, and therefore in the best
interest of the United States, al-Alwan said. New curriculum will
include
candid accounts of Saddam Hussein's regime, al-Alwan said, and it will
incorporate religious teaching, although finding national agreement on
those issues will take time. Anti-American resentment in postwar Iraq
has
not affected education significantly, he said, as more people embrace
their new school supplies and freedom to express their opinions. "There
are differences in views of course -- how things are moving, a lot of
people have different views on how to manage things; education is also
politics," al-Alwan said. "But I think, generally speaking, the change
has
been positive." The challenge ahead is huge, he said. About one in four
students in Iraq don't attend school, and enrollment is even lower
among
girls and rural students.
http://www.boston.com/news/education/k_12/articles/2004/01/14/iraqis_struggle_to_reinvent_school_system/
READING, WRITING & REVENUE
In California's Scotts Valley, the local school district faces the
prospect of slashing $900,000 from a $15 million budget next year. So
the
district hired a marketing firm to find companies willing to sponsor a
new
swim center or theater at the local high school. In return, according
to
school board member Allison Niday, companies will get plaques to
advertise
their help, or mentions in school newspapers. Similar deals are being
made
across the country at all levels of education as money-strapped schools
increasingly turn to companies for financial support. "First and
foremost,
our schools are struggling," the National School Boards Association's
Dan
Fuller said. "Many districts are engaged in this (commercialism)
because
of the dire straits they're in. This presents a real opportunity and a
trend that will continue and possibly grow." As a result, corporate
advertisements are cropping up on everything from high school
scoreboards
to the sides of school buses. A Dr Pepper billboard is atop a Texas
school, earning that school district millions of dollars.
http://www.cnn.com/2004/EDUCATION/01/15/schools.commercialism.ap/index.html
DEMAND TO PROVE SKILLS ENRAGES VETERAN TEACHERS
For 17 years, Joanne Peurach has helped students navigate the world of
language arts -- crafting paragraphs, creating transitions and learning
punctuation. But despite nearly two decades in the classroom and a
masters degree, Peurach isn't considered highly qualified to teach
language arts under President Bushs sweeping education reform law.
However, a 23-year-old teacher Peurach mentors is qualified. "Its
totally
an insult," Peurach, 44, said. "If you were to do this to any other
profession, they wouldn't stand for it." Veteran teachers are enraged
over
a controversial component of the No Child Left Behind Act that requires
every teacher in the United States to meet the new standard of "highly
qualified" by the end of the 2005-06 school year. Under the law, highly
qualified teachers are defined as those who have a bachelors degree,
state certification and a passing score on Michigans certification
test
in each subject area they plan to teach. Also meeting the requirements
are
teachers who have a masters degree or equivalent undergraduate course
work in their subject area or national board certification. Advocates
of
the new standards say teachers need to be as proficient as possible if
school and student performance is expected to improve. But teachers
who've
spent decades in the classroom instructing subjects they may not have
majored in say their experience should speak for itself, reports
Maureen
Feighan and Christine MacDonald.
http://www.detnews.com/2004/schools/0401/12/a01-33058.htm
LEARNING CURVE
Content counts, of course, writes Dorothy Rich, but in teaching and
learning, it is far from everything. In her view, the education myth
that
is still strong, despite all that we know now about the intricacies of
learning, is that somehow learning is a straight line: a teacher
teaches,
a student learns. Actually, she writes, education is a slow, messy,
zigzag
process. Teaching and learning are mysterious. There are some basic
principles in subject scope and sequence, but the internals matter so
much
that they can override the best lesson plan. Internals for teachers
include common sense, intelligence and enthusiasm. Internals for
students
include taking responsibility and making effort. Teaching well is
important but students have to want to learn. No one can do it for
them. I
relearned this old adage in the classroom: You can lead a horse to
water,
but you can't make him drink. The same thing happens in school.
Education
is a lot more connected, secretive, and miraculous than we know. The
mind,
the heart, the brain, the spirit -- all of these play a bigger role
than
we can now identify. Students, and parents too, need teachers who know
not
only their subject but also how to encourage, how to motivate and how
to
respond positively. They must impart real praise based on achievement,
not
empty, perfunctory words. And, she reminds us, let's remember that
teachers also need encouragement. These hard-won lessons, and not
content
alone, are what constitutes "highly qualified." They make it possible
for
real learning to take place.
http://www.washingtonpost.com/wp-dyn/articles/A4927-2004Jan9.html
BEYOND BABY FAT: THE SERIOUS PROBLEM OF CHILDHOOD OBESITY
The medical community is calling childhood obesity the nation's
"largest
emerging issue" and a "national epidemic" that demands urgent
attention.
And policy makers at the state and federal level are responding, writes
Susan Black. Many overweight kids are bringing social and emotional
problems -- as well as potential health problems -- to school with
them.
Obesity's emotional toll is obvious even in childhood, but its physical
toll often doesn't show up until later. As the American Heart
Association's Paul Hartman said recently in a television interview,
"The
face of heart disease is a 10-year-old sitting in a classroom with high
blood pressure." To prevent a lifetime of poor health, it makes sense
to
tackle obesity during childhood. While research is clear that the
problem
can't be cured without parent and community support, there's plenty
schools can do.
http://www.asbj.com/current/research.html
EXAMINING ELECTIONS PAST
According to Don E. Lifto and J. Bradford Senden, the secret to passing
your tax or bond measure may be found in the data of earlier votes.
Research and practice have yet to yield a modus operandi in K-12
education
that always produces winners on school bond and tax measures. Whether
its
bricks and mortar or requests for more operating money, each election
type
and context are unique with no guarantee that a set of campaign
strategies
-- even if successful in one district -- won't fail in your community.
If
successful campaigns were not such a delicate balance of science and
art,
the formula for success would have long since been discovered,
resulting
in significantly more school districts finding success at the polls.
Notwithstanding this reality, both research and successful practice
suggest the best way to start planning your next successful bond or
operating levy is to take a much closer look at your last. Most school
districts squander a key strategic opportunity when they fail to
collect,
analyze and archive valuable data after school finance elections --
equally important following successful or losing campaigns. The most
obvious data analysis, although seldom done well, is to understand
exactly
who participated in a recent finance election as compared to earlier
events. How did the campaign effort in support of the ballot question
influence the electorate? How did various demographic groups vote
relative
to their proportionate share of the voter file and past voting habits?
To
what extent did targeted supporters show up from various precincts or
attendance areas? These are examples of the questions that can be
probed
in a post-election analysis, yielding critical information for school
leaders planning future campaigns. More detail tips on learning from
the
rearview mirror can be found at:
http://www.aasa.org/publications/sa/2004_01/Lifto.htm
DOES MOUNTING PRESSURE TAKE A TOLL ON TEENS?
As eighth graders are presented with more career and educational
options,
some parents and others wonder if the mounting pressure and loss of
relaxed self-discovery will take a toll. Today, parents see the many
more
course options available to their children and see great opportunities
mixed with sometimes intimidating choices. Narrowing a child's focus
too
early might not be to their advantage.
http://www.gazette.net/200402/montgomerycty/education/195587-1.html
DIVERSITY: SCHOOL, FAMILY, AND COMMUNITY CONNECTIONS
No matter their race, ethnicity, culture or income, most families have
high aspirations and concerns for their children's success. This is one
of
the findings included in the latest research synthesis from the
Southwest
Educational Development Laboratory's National Center for Family and
Community Connections with Schools. Another finding states that
families
from racial, ethnic and cultural minorities are actively involved in
their
children's schooling, although their involvement may differ somewhat
from
those of white, "mainstream" U.S. families. The synthesis discusses 64
research studies on the roles that families can play in improving
academic
achievement among minority, immigrant and language minority students
and
students from low-income families. In compiling this synthesis, the
center's staff looked for recent research studies that met basic
standards
for quality and rigor of research methodology and that discussed the
relationships between student achievement and school, family and
community
connections among diverse populations. The report says that the
findings
are limited as to whether minority and low-income families' high
aspirations for their children have a positive impact on students'
school
achievement. Further, the synthesis states that more rigorous,
high-quality research needs to be done to draw firm conclusions about
the
complex interactions among families, communities and schools in seeking
to
close the achievement gap. Focusing on only one of these factors is not
enough. The synthesis also offers the following recommendations for
building relationships among schools, communities and families: (1)
Adopt
formal school- and district-level policies that promote family
involvement, including an explicit focus on engaging families who
reflect
the full diversity of the student population; (2) Demonstrate active
and
ongoing support from the school principal; (3) Acknowledge both
commonalities and differences among students and families; (4) Provide
supports to help immigrant families understand how schools work and
what's
expected of both families and students; and (5) Recognize that it takes
time to build trust.
http://www.sedl.org/connections/research-syntheses.html
ANTI-GAY HARASSMENT IN SCHOOLS SHOWS THE PROBLEM IS WIDESPREAD,
DANGEROUS
& PREVENTABLE
Despite an anti-harassment law that took effect four years ago this
month,
harassment and bullying based on sexual orientation remain persistent
and
pervasive in California schools. 7.5% of California's middle and high
school students, more than 200,000 students every year, are targets of
harassment based on actual or perceived sexual orientation, according
to a
new study by the California Safe Schools Coalition. The Safe Place to
Learn study, including 26 times more respondents than any previous
study
on the issue, found that such widespread bullying has dangerous
academic,
health and safety consequences for students. The study is among the
first
to document that schools can take concrete steps to reduce harassment
and
improve student health and safety. The Safe Place to Learn study
demonstrates the effectiveness of several specific steps schools can
take
including posting and enforcing anti-harassment policies that
specifically
include sexual orientation and gender identity, training teachers and
staff to intervene when slurs are used, and supporting efforts to
establish Gay Straight Alliance clubs on campus. These steps result in
reducing harassment and name-calling, improving students' feelings of
safety, and strengthening their connections to community and adults.
http://www.casafeschools.org/20040112.html
NEW REPORT CONFIRMS THAT LARGE VARIATIONS EXIST IN K-12 STANDARDS
The Northwest Evaluation Association has released the results of a
comprehensive, 14-state study that demonstrates there is a profound
difference in what's expected of students across the United States. The
nonprofit association set out to determine how students in member
districts are doing relative to standards in their states. In addition
to
answering this question, the NWEA researchers found startling
differences
in how 'proficient' is defined, even within states. NWEA researchers
also
showed that state education standards don't always agree within states
from grade to grade, which means a student could exceed a standard in
grade three, but not in grade four, where the standard is significantly
more difficult. In addition, the researchers showed large subject area
inconsistencies from state to state and within states. For example,
the
standard for math might be higher than most states, while the standard
for
reading is lower. The study evaluated student proficiency standards
that
have been established by 14 states: Arizona, California, Colorado,
Iowa,
Idaho, Illinois, Indiana, Minnesota, Montana, Oregon, South Carolina,
Texas, Washington and Wyoming. The full report is available at:
http://www.nwea.org/research/statestudy.html
SENDING CARE PACKAGES TO U.S. SOLDIERS OVERSEAS
Want to send a care package to a soldier in Iraq or Afghanistan, but
have
no idea of what to send, who to send it to, or how to send it? Sending
care packages to soldiers is a great gesture of connection and a morale
boost whether you support the war or not. Soldiers most often request
canned food, personal hygiene items, entertainment items, AA batteries,
hand warmers, disposable cameras, or just a friendly hand-written
letter.
Make a soldiers day, send a care package today. Click below to learn
how:
http://www.anysoldier.us/
|---------------GRANT AND FUNDING INFORMATION--------------|
"Teaching American History Grants"
The Teaching American History Grant program is a discretionary grant
program funded under Title II-C, Subpart 4 of the Elementary and
Secondary
Education Act. The goal of the program is to support programs that
raise
student achievement by improving teachers' knowledge, understanding,
and
appreciation of American history. Grant awards will assist local
educational agencies (LEAs), in partnership with entities that have
extensive content expertise, to design, implement, and demonstrate
effective, research-based professional development programs.
Application
deadline: February 4, 2004.
http://www.ed.gov/programs/teachinghistory/index.html
"Teaching Tolerance Grant Program"
The Teaching Tolerance project of the Southern Poverty Law Center
offers
grants of up to $2,000 to K-12 classroom teachers for implementing
tolerance and youth activism projects in their schools and communities.
Proposals from other educators such as community organizations and
churches will be considered on the basis of direct student impact.
Proposal deadline: ongoing.
http://www.tolerance.org/teach/expand/gra/guide.jsp
"3M Salute to Schools Program"
For the fifth consecutive year, 3M, in cooperation with the American
Association of School Librarians (AASL), will donate $1.5 million in 3M
Detection Systems and Tattle-Tape Security Strips to 100 middle and
high
school library media centers in the United States. To be considered for
the donation, a school must meet eligibility requirements and be able
to
demonstrate a need for a detection system. Individual donations will
vary
depending upon specific needs of the library media center, such as the
size of a collection and the physical layout. Applications must be
postmarked by March 1, 2004.
http://www.ala.org/Content/NavigationMenu/AASL/Awards12/3M_Salute_to_Schools1/3M_Salute_to_Schools.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/
"Fundsnet Online Services"
A comprehensive website dedicated to providing nonprofit organizations,
colleges, and Universities with information on financial resources
available on the Internet.
http://www.fundsnetservices.com/
"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
"There is no easy way to create a world where men and women can live
together, where each has his own job and house and where all children
receive as much education as their minds can absorb. But if such a
world
is created in our lifetime, it will be done in the United States by
(people) of good will. It will be accomplished by persons who have
the
courage to put an end to suffering by willingly suffering themselves
rather than inflict suffering upon others. It will be done by rejecting
the racism, materialism and violence that has characterized Western
civilization and especially by working toward a world of brotherhood,
cooperation and peace."
-Rev. Dr. Martin Luther King, Jr., "Nonviolence: The Only Road to
Freedom." Ebony magazine, October 21, 1966
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