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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
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RESILIENCY RESEARCH: WHAT HAVE WE LEARNED?
Research studies over the past decade and more substantiate the impact
of
policies and practices that recognize and support young peoples innate
drive -- no matter what their challenges -- for self-righting, normal
human development. An understanding of this "developmental wisdom," or
resiliency, must be integrated into adults vision for the youth they
work
with and communicated to young people themselves, argues Bonnie Benard
in
"Resiliency: What We Have Learned." Benard cites hundreds of studies
that
have found that "for just about any population of children that
research
has found to be at greater risk than normal for later problems --
children
who experience divorce, have attention deficit disorder, suffer
developmental delays, become delinquent, run away, were placed in
foster
care, were born to teen mothers, were members of gangs, were sexually
abused, had substance-abusing or mentally ill families, and grew up in
poverty more of them make it than do not. In most studies, the figure
seems to average 70 to 75 percent." What appears to be crucial for
these
young people are caring relationships, high expectations, and
opportunities to participate and contribute, whether in their families,
schools, or communities. In school settings, Benard reports, "Problem
behaviors in youth declined more the longer students were in nurturing
schools and increased more the longer they were in non-nurturing
schools."
Several chapters of this valuable book are available online at:
http://www.wested.org/cs/we/view/rs/712
MORE DEMANDS, FEWER GUIDANCE COUNSELORS
The job of a high school guidance counselor is only getting tougher.
Budget deficits have forced districts in cities such as San Jose,
Calif.,
Greenville S.C.; Yonkers, N.Y.; and Chicago to cut counseling jobs,
writes
April Austin. Many more districts have not been able to hire additional
counselors, or have cut counselors' hours. Caseloads in some states are
staggering: California averages one counselor for 971 students, the
worst
ratio in the country. "When school boards are faced with a decision to
cut
a counselor or a teacher, they go with the law. The law says that a
teacher has to be in the classroom," says Joe Dear of the California
Commission on Teacher Credentialing. Educators worry that, especially
in
poorer districts, fewer counselors will mean fewer advocates for
students.
Counselors often provide a safety net for kids at risk for behavior
problems, poor grades, or dropping out. And many times they make the
crucial difference for disadvantaged students as they maneuver the maze
of
college admissions and scholarship applications. But the school
counselor's role is not well understood, especially when contrasted
with
the better-defined jobs of classroom teacher or school psychologist.
http://www.csmonitor.com/2004/0309/p11s02-legn.html
AT POOR SCHOOLS, TIME STOPS ON LIBRARY SHELVES
At a poor school, the library is often the last priority, reports
Michael
Winerip. At many schools libraries have been neglected for decades.
Many
collections are from the 1950's and 1960's. Children come in asking for
Harry Potter, but there is no Harry Potter. Often there is no
librarian,
no card catalog, no VCR, and no computer. Fahtemah, who is 12, says if
you
look hard you can find some good books in the library. "But it needs,
like, more new and improved books," she says. "Some of the books you
read,
they fall apart."
http://www.nytimes.com/2004/03/10/education/10education.html
A GENUINE EDUCATION PRESIDENT
Some critics of President Bush's policy regarding elementary and
secondary
education have an alternative, writes George F. Will. It is: Let's
leave
lots of children behind. In his view, liberal resistance to education
reform and NCLB is crumbling quickly and arguments for more federal
funding mask a greater resistance to accountability from educators and
complacent middle-class parents.
http://www.washingtonpost.com/wp-dyn/articles/A48125-2004Mar10.html
PUTTING ADVERTISEMENTS INSIDE SCHOOL BUSES
On the outside, school buses will be just as yellow as they've always
been. But if Brian Ungar has his way, the insides will be filled with a
dozen or more colorful advertisements promoting colleges, touting
toothpaste and warning against using drugs. Advertising in schools is
not
new, although the idea of putting ads in buses has gained momentum in
only
the last few years, said Jennifer Dounay, a policy analyst with the
Education Commission of the States. Some states leave the decision on
whether to allow bus ads up to individual districts. Others have state
laws allowing it and mandating the ads be age-appropriate, according to
an
ECS report. In Massachusetts, a 2002 law cleared the way for school-bus
advertising, while prohibiting liquor, tobacco, drugs and gambling ads.
Other school districts are pursuing the idea. The Boston school board
voted late last year to put advertising on 620 buses, which could raise
as
much as $600,000. In western Pennsylvania, the Montour Taxpayers
Organization, a school district watchdog group, doesn't want children
riding to school with ads. Even though parents and school officials
would
have a say in what is posted, its possible there would be
disagreements
over what is appropriate, said Michelle Bitner, the groups president.
"We
as parents feel our children are subjected to an enormous amount of
advertising on a daily basis and one place to keep it out of is schools
and school buses," she said.
http://msnbc.msn.com/id/4473647/
ENGLISH IN DECLINE AS A FIRST LANGUAGE, STUDY SAYS
It may be time to brush up on your Mandarin, writes Stefan Lovgren.
According to one new study, the percentage of the global population
that
grew up speaking English as its first language is declining. In
addition,
an increasing number of people now speak more than one language. In
the
future, English is likely to be one of those languages, but the
Mandarin
form of Chinese will probably be the next must-learn language,
especially
in Asia. "English is becoming a major mechanism for social and
economic
exclusion and creating new divides," David Graddol said. "In many parts
of
the world, English is now regarded as a basic skill, like computer
skills,
which children learn at an early age so they can study through English
later."
http://news.nationalgeographic.com/news/2004/02/0226_040226_language.html
WORKING TOGETHER TO BUILD A MULTILINGUAL SOCIETY
In todays global society, the ability to speak more than one language
is
a valuable asset. Americans fluent in languages other than English
enhance
our economic competitiveness abroad, improve global communication, help
to
maintain our political and security interests, and promote tolerance
and
intercultural awareness. Research has found a positive link between
proficiency in more than one language and cognitive and academic
skills.
Some studies indicate that individuals who learn a second language are
more creative and better at solving complex problems than those who do
not. Standardized test results show that students who have focused on
foreign language studies routinely achieve among the highest scores in
all
subjects. Although the opportunities for learning languages may vary
depending on where we live in the United States, there are many ways
that
we can encourage the study of languages in our homes, in our schools,
in
our work places, and in our communities.
http://www.cal.org/resources/brochures/
ACCOUNTABILITY CONFLICTS VEX SCHOOLS
Gove Elementary School is one of Florida's "schools on the rise,"
according to the state accountability system, and John Glenn Middle
School
of International Studies is one of California's three model schools for
grades 6-8., reports David Hoff. But neither earns a passing mark under
new federal accountability rules. The contradictory experiences of the
two
schools on opposite coasts is common, now that states with existing
accountability systems must also issue school report cards under the No
Child Left Behind Act. The mixed messages, state officials say, may
deflect attention from improvement, and make it hard for administrators
to
explain why schools receive positive and negative report cards --
sometimes simultaneously. For educators, the conflicting results can be
a
major headache, or a lesson in what needs to happen to reach all
students.
But for the principals at Florida's Gove Elementary and California's
John
Glenn Middle School, the bad news on the federal report card gave them
reason to pay attention to the children who haven't reached
proficiency.
http://www.edweek.org/ew/ewstory.cfm?slug=26Account.h23
EDISON SCORES A MUCH-NEEDED VICTORY
It may be too early to write the obituary for the experiment of using
private companies to run public schools, writes Steve Friess. After
years
of questions about the effectiveness of their teaching methods and the
recent humiliation of watching the value of their stock plummet, Edison
Schools Inc. enjoyed a much-needed public relations boost last week
when a
surge in test scores for their Las Vegas students showed that private
management of some public schools could be beneficial. Clark County
School
District officials said they continue to take a wait-and-see attitude,
with skeptical school board trustee Shirley Barber noting that reading
and
language arts scores have yet to improve. Still, even Mrs. Barber's
criticism is softening, and Deputy Superintendent Augustin Orci told
the
Las Vegas Sun that the results "aren't anything to jump up and down
about,
but they aren't anything to throw [Edison] out over, either."
http://www.csmonitor.com/2004/0305/p11s01-legn.html
STILL SEPARATE, STILL UNEQUAL
Those who are not familiar with America's urban public schools may not
appreciate the enormity of de facto segregation in our nation's
classrooms, writes Leo Casey. And just as in 1954, that which is
separate
is unequal. Inner-city public schools are more often located in
overcrowded, rundown facilities, more frequently stuck with inadequate
and
out-of-date books, learning technology, and laboratory equipment, and
more
often staffed by inexperienced and ill-prepared teachers teaching
large,
oversized classes. After synthesizing numerous studies and books, Casey
concludes, "The struggle for racial justice in American education went
seriously awry when the battle to desegregate public schools was
abandoned. As important as efforts to gain financial equity in
schooling
are, they can not be the sole front of the struggle for equality. If
progressive reform efforts are to regain the political initiative in
education, progressives must find a way to put the question of how to
replace separate and unequal schooling with quality, integrated
schooling
for all on the America political agenda once again."
http://www.dissentmagazine.org/menutest/articles/wi04/casey.htm
EMOTIONS IMPACT STUDENT ACHIEVEMENT
In the article "Promoting Academic Achievement through Social and
Emotional Learning," the authors illustrate that there is a strong
relationship between social and emotional learning and academic
success.
They argue that academics should integrate social and emotional
learning
core competencies such as: Self Awareness; Social Awareness; Self
Management; Relationship Skills and Responsible Decision Making.
Teachers
are enhancing and advancing the academic mission of the school, and
helping students address barriers that may be limiting their academic
progress.
http://www.pilambda.org/horizons/v81-4/Ragozzino.pdf
FUNDING EDUCATIONS CHANGING FACE
The parallel trends of growing enrollments and higher standards are
driving up the cost of teaching Virginia's 1.1 million public school
students, educators and policymakers, reports Liz Seymour. The small
city
of Harrisonburg in the Shenandoah Valley is best known as the home of
James Madison University. But now its public schools are drawing
attention: They have the highest percentage of Virginia students who
aren't fluent in English. The number of immigrant children rose 829
percent in the last decade, school officials said, because of job
opportunities at the city's poultry farms and in the federal Refugee
Resettlement Program office. The enrollment spike has transformed the
4,000-student school system. In the last five years, the number of
teachers of English as a Second Language has tripled. The need for
small-group instruction has swallowed up classroom space, requiring 26
trailers. Enrollment in summer school and after-school programs is up
sharply to prepare these newcomers to pass the high-stakes Virginia
Standards of Learning exams and to meet the academic progress mandated
by
the federal No Child Left Behind law. "This poses dramatic [financial]
challenges for our schools," Superintendent Donald J. Ford Jr. said.
"It
is becoming more and more difficult for the locality to meet our
needs."
State aid "doesn't come anywhere close to providing the services we
must
provide," he said. Every year, school districts say they don't get
enough
money from the state. And every year, the state says it doesn't have
enough money to spend on education.
http://www.washingtonpost.com/wp-dyn/articles/A31691-2004Mar4.html
ARE WE OVERDETECTING FAILURE IN SCHOOLS?
Test score figures point to problems in screening similar to those in
medical tests, which can fail in two major ways: They can fail to
detect a
problem that exists, or they can detect a problem when none exists,
producing a "false positive." Overdetection may lead to unnecessary
breast
or prostate surgery, and the acute anxiety that goes with it.
Overdetection of failure in our schools will lead to largely successful
schools' carrying the stigma of failure, and to a huge dissipation of
state and local resources to deal with problems that don't exist (this
is
the true hidden, unfunded cost of the No Child Left Behind law). Never
before in American education has such a relatively small federal outlay
of
money leveraged such extensive federal intervention in our schools,
writes
Thomas Newkirk.
http://www.edweek.com/ew/ewstory.cfm?slug=25Newkirk.h23
TEEN MAKES DUCT TAPE PROM DRESS & ACCESSORIES
For most people, a conversation about "taping" something usually
involves
wrapping gifts, piecing together a ripped paper or recording some
must-see
television show. But to 17-year-old Rachael Reichert, taping is an art
form that yields fashionable results, reports Kelli Grant. Reichert
creates duct tape dresses, skirts, bags, wallets, flowers and other
items
for local businesses through her company "What Would Duct Tape Do?" She
began taping three years ago, shortly before she became a freshman at
Lansing High School. After a failed attempt to craft a shirt out of
duct
tape, Reichert succeeded in making a dress. "I thought it was cool that
I
could make things out of tape," she said. Although there are hundreds
of
books on duct tape projects, Reichert said she hasn't read any of them.
She goes by her own designs and intuition of what will work. Her
projects
have also become more ambitious. Reichert made her dress for the junior
prom, and crafted a matching tuxedo for her date -- both of which were
entered into the nationwide Stuck on Prom contest for duct tape prom
outfits. She's also made several Halloween costumes, including Alice in
Wonderland and Edward Scissorhands.
http://www.theithacajournal.com/news/stories/20040224/localnews/461683.html
NEW ONLINE "PRIMER" HELPS POLICYMAKERS EVALUATE EDUCATION RESEARCH
The Education Commission of the States (ECS) and Mid-continent Research
for Education and Learning (McREL) have launched a new online tool to
help
policymakers, education leaders, reporters and others better understand
and evaluate education research. The interactive, online document is a
first-of-its kind effort. The primer helps policymakers and other
interested individuals answer three questions: (1) What does the
research
say? (2) Is the research trustworthy? (3) How can the research be used
to
guide policy? It was written by McREL Principal Researcher Patricia
Lauer
and funded through grants from the U.S. Department of Education.
http://www.ecs.org/html/educationIssues/Research/primer/foreword.asp
STUDY CONFIRMS EFFECTIVENESS OF NATIONAL BOARD CERTIFICATION
Utilizing a sophisticated value-added model built from 600,000 North
Carolina elementary student test scores during a 3-year period, an
independent research team has found that National Board Certified
Teachers
(NBCTs) are far more likely to improve student achievement as measured
by
the states highly touted standardized testing system. The research
team,
led by labor economist Dan Goldhaber of the University of Washington
and
the Urban Institute, has noted that these findings "provide direct
evidence that the National Board for Professional Teaching Standards
(NBPTS) is identifying and certifying teachers who will raise student
achievement" and they "could put to rest some of the controversy in
education circles surrounding the national certification." In
particular,
the study concluded that National Board Certified Teachers (NBCTs): (1)
Are more effective at raising student achievement than teachers who
pursue, but fail to obtain, NBPTS certification; (2) Are more effective
at
raising student achievement -- outside of the year in which they apply
--
than teachers who do not pursue NBPTS certification; (3) Have a greater
impact with younger students; (4) Have a greater impact with low-income
students.
http://www.teachingquality.org/resources/html/NBPTS_Goldhaber.htm
MUSIC EDUCATION BUILDS INTELLIGENCE
SupportMusic.com focuses on reaching parents and teachers who are
facing
massive cuts in school music programs, and providing them with the
tools
and information needed to take action on behalf of their childrens
education and future. The website is an innovative system that
simplifies
the advocacy process for community members by allowing them to
customize
their campaigns in support of local music programs. This resource is
offered for those who are interested in preserving music education for
children, but who may not have the experience working with Boards of
Education and other decision makers. Specifically, the "Build Your
Case"
resource featured on SupportMusic.com presents users with tailored
information that addresses the specific challenges faced by music
education in their communities. Visitors to the site can access
information that will answer questions about the value of music in
building intelligence, address the ways that budget cuts improperly
target
music programs and help combat the trend of eliminating music from
schools curriculums.
http://www.supportmusic.com/
KIDS ON THE CAMPAIGN TRAIL
They may not yet have voting rights or drivers licenses, but high
school
students have blazed the campaign trails alongside adults in this
winters
Democratic Presidential primaries. Wanting to learn more,
WhatKidsCanDo.org (WKCD) recently tracked down several dozen of these
teenaged activists -- most doing their footwork for John Edwards, John
Kerry, or Howard Dean-- and through phone interviews and email
exchanges
gathered their stories. These teenagers -- informed, thoughtful, and
outspoken "do their homework" on the issues and the candidates and
come
to their own decisions. They challenge peers and adults in and out of
school. They express outrage at the current administrations policies;
indignation that so many Americans waste the opportunity to vote;
buoyant
enthusiasm for progressive causes; and finally, astonishment at their
own
influence on the elections.
http://www.whatkidscando.org/featurestories/KidsOnTheTrail.html
SEXUAL ABUSE BY EDUCATORS IS SCRUTINIZED
A draft report commissioned by the U.S. Department of Education
concludes
that far too little is known about the prevalence of sexual misconduct
by
teachers or other school employees, but estimates that millions of
children are being affected by it during their school-age years.
Written
in response to a requirement in the federal No Child Left Behind Act,
the
report by a university-based expert on schoolhouse sexual misconduct
concludes that the issue "is woefully understudied" and that solid
national data on its prevalence are sorely needed. Yet despite the
limitations of the existing research base, reports Caroline Hendrie,
the
scope of the problem appears to far exceed the priest abuse scandal in
the
Roman Catholic Church, said Charol Shakeshaft, the Hofstra University
scholar who prepared the report. The best data available suggest that
nearly 10 percent of American students are targets of unwanted sexual
attention by public school employees -- ranging from sexual comments to
rape -- at some point during their school-age years, Ms. Shakeshaft
said.
http://www.edweek.org/ew/ewstory.cfm?slug=26Abuse.h23
OVERCOMING THE LACK OF MOTIVATION FOR LEARNING
Teachers say that the most frustrating aspect of dealing with students
is
"lack of motivation for learning." In this article from KAPPAN magazine
(March 2004), the authors describe the Paideia Coached Project, an
approach that more and more schools are adopting in an effort to combat
this pervasive problem. "When students know that their project or
performance will be presented to an audience outside the classroom,
they
are inspired to produce work of the highest quality."
http://www.pdkintl.org/kappan/k0403rob.htm
TEACHING & LEARNING FOR PEACE
The Teaching and Learning for Peace Foundation seeks to support any
adults
and children in communities, both locally and internationally, who are
interested in focusing their attention upon telling and sharing stories
of
hope and peace. These stories have happy endings in which everybody
wins.
TLPF also promotes the telling of good news stories. In today's world
newspapers and televisions often share stories that are not good news
or
peace-building stories. Therefore to counterbalance the negativity and
hopelessness TLPF encourages telling and sharing peace-building stories
and creating magical healing and transformative spaces such stories can
develop. TLPF seeks to create a universal peace consciousness that will
guide world citizens as we work together to create a peaceful world for
all the children and the generations to follow.
http://www.tlpeace.org.au/
|---------------GRANT AND FUNDING INFORMATION--------------|
"Baseball Tomorrow Fund"
The Baseball Tomorrow Fund is a joint initiative between Major League
Baseball and the Major League Baseball Players Association. The mission
of
the Baseball Tomorrow Fund is to promote and enhance the growth of
baseball in the United States, Canada and throughout the world by
funding
programs, fields and equipment purchases to encourage and maintain
youth
participation in the game. Grants from the Baseball Tomorrow Fund are
designed to be sufficiently flexible to enable applicants to address
needs
unique to their communities. The funds may be used to finance a new
program, expand or improve an existing program, undertake a new
collaborative effort, or obtain facilities or equipment necessary for
youth baseball or softball programs. Next application deadline: April
1,
2004.
http://mlb.mlb.com/NASApp/mlb/mlb/official_info/community/btf.jsp
"Teammates for Schools Foundation"
The Teammates for Kids Foundation accepts proposals for grants from
nonprofit organizations that specialize in working with children.
Grants
from the Foundation support the on-going work of operating
organizations
that help needy children in the areas of health, education and
inner-city
services. The Foundation's giving cycle is semi-annual and the next
application deadline is April 1, 2004.
http://touchemall.com/index.htm
"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 2004 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 include programs and competitions we have
previously announced, as well as those they plan to announce 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
updates to this document through July 2004.
http://www.ed.gov/fund/grant/find/edlite-forecast.html
"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
"I'm looking at the junkiest room I've ever seen. It is a classroom in
an
American public school; it is public education in America today. A
child
did not make the room junky; generations of litterers -- legislators,
school board members, superintendents, principals, taxpayers, teachers
and
presidents did. Given the mess, it is a wonder that our children are
able
to do even as well as they do. We must be grateful that there always
have
been talented and determined teachers who find their way through the
maze
of rules and special interests and do what they became teachers to do:
help their students shine. Our neighborhood schools are cluttered and
crumbling. Of course, I'm assuming that anyone applying to be president
probably never went to a poor and neglected public school where books
have
missing pages, walls have peeling paint and children have nothing to
write
with. Wealthy people comfort themselves that money is not the issue.
But
nothing dear to America was ever maintained without it. We need money
to
secure great teachers, money to update teaching methods, money for
technology and supplies, and money for time. Time is a precious
commodity
and teachers need it to plan lessons and meet with students, parents
and
administrators. When the junk is cleaned out of that junky room, its
structure is sound: Public education is a good foundation on which to
build a better life for each of us. And if we want to prove to these
children who never made the mess in the first place that education is
worth the trouble, our schools have to inspire them so they can do what
they ought to do."
-Bill Cosby (entertainer), adapted from "Letters to the Next President:
What We Can Do About the Real Crisis in Public Education" (Teachers
College Press, 2004).
http://www.letterstoprez.com
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