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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
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PUBLIC EDUCATION: THE PERCEPTION CHALLENGE
Nostalgia, rumor, and media reports are powerful shapers of public
opinion. According to Glenn Cook, it's up to urban schools to tell
their
own stories -- and base those stories on fact, not fancy. For many
school
leaders, the task of educating the community is almost as daunting as
educating students. In a number of urban school districts, pervasive
negative perception -- combined with struggles to raise student
achievement -- has led to mayoral takeover threats and choice programs
--
mostly charter schools and private schools -- that drain precious
resources from the public schools. "We've changed expectations for
public
schools, and we want all these kids to reach these high standards,"
says
Richard Lee Colvin, director of the Hechinger Institute on Education
and
the Media at Teachers College-Columbia University. "To do this, there
has
to be a change in performance, and when there's a lag in performance,
that
creates a perception problem." Arnold Fege, director of public
engagement
for Public Education Network, says low-performing schools and the
perception that districts -- especially urban districts -- are failing
have "captured and driven the attention of Congress," resulting in the
sweeping reforms of the No Child Left Behind Act. And, he says,
researchers and pundits who support vouchers, free-market choice, state
takeovers, and other programs targeting urban schools also have gained
a
toehold in the perception game. "We have lost proportion as a society
about the value of public education," Fege says. "The public school
establishment has not done a very good job of marketing itself,
providing
counter viewpoints and a vision of itself. If we come out and try to
respond, it's translated into whining and apologizing for a bad school
system." The way to improve media coverage -- and ultimately perception
--
is for school districts to spend more time on educating the people
outside
the classroom, observers say. That requires more staff, more time, and
a
financial commitment by school boards.
http://www.asbj.com/specialreports/1203Special%20Reports/S4.html
NO CHILD LEFT BEHIND: A PROGRESS REPORT
Nearly two years after its passage, the No Child Left Behind Act has
produced one unambiguous result: an avalanche of data on the
performance
of public schools in the United States. But a survey of the 50 states
and
the District of Columbia by Education Week found less movement on other
fronts, such as the number of states now testing in the required
grades.
Moreover, writes Lynn Olson, many states are still struggling to mesh
their existing systems for rating schools with federal law, which has
resulted in confusing messages about what all the numbers mean. Read
Education Weeks year-end progress report on the states' efforts to
comply
with the No Child Left Behind Act.
http://www.you-click.net/GoNow/a15864a91777a89286524a0
DOES KINDERGARTEN NEED COPS?
Temper tantrums are nothing new in kindergarten and first grade, but
the
behavior of a 6-year-old girl this fall at a school in Fort Worth,
Texas,
had even the most experienced staff members wanting to run for cover.
Asked to put a toy away, reports Claudia Wallis, the youngster began to
scream. Told to calm down, she knocked over her desk and crawled under
the
teacher's desk, kicking it and dumping out the contents of the drawers.
Then things really began to deteriorate. Still shrieking, the child
stood
up and began hurling books at her terrified classmates, who had to be
ushered from the room to safety. Just a bad day at school? More like a
bad
season. The desk-dumping incident followed scores of other outrageous
acts
by some of the youngest Fort Worth students at schools across the
district. Not every school district in America is besieged by kamikaze
kindergartners, but those who see a problem believe they are witnessing
the result of a number of social trends that have come together in a
most
unfortunate way. Many cite economic stress, which has parents working
longer hours than ever before, kids spending more time in day care and
everyone coming home too exhausted to engage in the kind of
relationships
that build social skills. In addition, many educators worry about
rising
academic pressure in kindergarten and first grade in anticipation of
the
yearly tests demanded by the No Child Left Behind Act. In Texas, which
has
led the nation in embracing such tests, most kindergartens now go the
full
day, yet some have eliminated recess or limited it to 15 minutes a day.
"It's a mistake to focus exclusively on academic readiness," says
Stephen
Hinshaw, chair-elect of the psychology department at University of
California, Berkeley. "Even more vital than early reading," he says,
"is
the learning of play skills, which form the foundation of cognitive
skills."
http://www.time.com/time/magazine/article/0,9171,1101031215-556865,00.html
STATES VOICE DOUBTS ABOUT FEDERAL EDUCATION LAW
With penalties looming for poorly performing schools, state legislators
recently discussed how to cope with the financial burdens and testing
requirements created by President Bush's education overhaul. The list
of
complaints was long, the debates over them longer. Many lawmakers said
there is not enough federal support to pay for the demands the law
places
on the states. The federal government so far has increased K-12
spending
by $7.8 billion, but that only amounts to a 1 percent increase in all
the
money -- local, state and federal -- spent on primary education, said
David Shreve, an education expert with the National Conference of State
Legislatures. But that increase requires states to use the money to
help
all school children, while earlier federal money focused on the nearly
one-third of students nationwide considered economically disadvantaged,
Shreve said. The money is still targeted to the same needy children,
but
it aims to "lift all boats," one federal official said. Some states and
school districts are considering changing their own curriculums to meet
the demands of the law. Some Mississippi school districts have
eliminated
recess, devoting the resources to academics to adapt to the testing
standards. States are also beginning to prepare for penalties.
Thirty-eight schools in Massachusetts will need "corrective action,"
state
officials said. In New Jersey, districts have sent letters to parents
warning them that their children's teachers did not meet requirements
set
by the law. "This is the critical year," said Alaska Sen. Johnny Ellis,
a
Democrat. He said the law, besides shortchanging the states on money,
also
ignored the vastly different demands on rural states like his.
http://www.cnn.com/2003/EDUCATION/12/10/states.education.ap/index.html
THE STATE OF STANDARDS
The federal No Child Left Behind act (NCLB) has required each state to
set
proficiency levels in mathematics and reading to categorize students as
proficient or not. This legislation requires each state to set its own
proficiency levels, but does not specify how these levels should be
set,
or what the definition of "proficiency" should be. This provides states
with a great deal of autonomy, but raises questions concerning the
consistency and comparability of proficiency results from different
states. The Northwest Evaluation Association has recently completed a
comprehensive, 14-state research report on state education standards,
which confirms the concern of many regarding the current disparity in
educational standards. While the detailed results vary from one study
to
the next, examination of the results from all studies leads to three
general conclusions: (1) Proficiency standards among states differ
enough
to cause dramatic differences in the percentage of students categorized
as
proficient, even if the students have exactly the same skills; (2)
Proficiency standards within individual states differ across grades
enough
that they may provide teachers with inconsistent proficiency
indications
for a large percentage of students; (3) Proficiency standards between
subject areas within and across states differ enough that they may
provide
schools with inconsistent information when comparing proficiency of
students in reading to proficiency of students in mathematics. Read an
executive summary of the report findings at:
http://www.young-roehr.com/nwea/
YOUTH FOCUSES ON HIS WORKOUT, NOT HIS RESTRICTIONS
Aaron Bledsoe has become a fixture at a local Florida fitness center,
serving as an example to others not to make assumptions about people's
capabilities. Aaron, a sixth-grader at Boone Middle School in Haines
City,
was born with spina bifida, which results from an incomplete fusion of
the
spinal cord during pregnancy, and in Aaron's case it caused nerve
damage
that affected the muscles of his feet and lower legs. He wears metal
leg
braces from the mid-calf down and uses crutches to cover short
distances
and a wheelchair for longer ones, reports Gary White. "He's very
lucky,"
says his mom, Debbie Bledsoe. "Some children who are born with it are
paralyzed from the waist down and never walk." Though Aaron dislikes
the
label "disabled," others tend to look at him and take the leg braces
and
crutches as signals that he's incapable of any physical activity.
During
his first four years in elementary school, his physical education
teachers
prevented him from taking part in classes -- much to his frustration.
He
bristles at the memory of one P.E. teacher in particular. "He just made
me
watch the other kids and wouldn't let me do anything," Aaron says. "I'm
just glad I don't have him any more. It hurts my feelings; it really
does." The school eventually moved Aaron into an "adaptive" class that
allowed him to exercise during school hours. Since joining a community
fitness center five months ago, Aaron seems to be making up for lost
opportunities. Aaron, who stands about 4 feet 6 inches, was advised by
his
doctor last summer to lose about 30 pounds. In the first three months
after he joined the fitness center, he lost 17 pounds, dropping from
128
to 111. He has made dramatic progress on several of the machines,
boosting
his maximum by 30 pounds on the chest press and the seated leg press.
Jonathan Harkala, a certified personal trainer who often works with
Aaron,
says the youngster sets an example for others.
http://www.theledger.com/apps/pbcs.dll/article?AID=/20031202/NEWS/312020301/1021
12 THINGS TOP SCHOOL ADMINISTRATORS KNOW AND YOU SHOULD TOO
While many school administrators are hopping from job to job or getting
axed in today's challenging educational environment, there are some who
aren't just surviving but thriving. Despite all the pressures, they
ooze
confidence and win kudos -- even awards -- from teachers and parents
throughout their communities. Pamela Wheaton Schorr reports that top
school leaders share the following successful tools and techniques: (1)
Don't try to play spin doctor; (2) Remember that kids are your
customers;
(3) Don't forget who writes the checks; (4) Don't just call when you
need
something; (5) Don't play the blame game; (6) Acknowledge peoples
feelings; (7) Distinguish fact from opinion; (8) Close the technology
gap
between teachers and students; (9) Demonstrate a vested interest in
your
community; (10) Mentor your teachers; (11) Empower staffers; and, (12)
Empower yourself!
http://www.scholastic.com/administrator/novdec03/articles.asp?article=secrets
TENSION BETWEEN TEACHER UNIONS & TEACHER PROFESSIONALS
Teaching aspires to become a profession, writes Denis Doyle, yet it
faces
two daunting obstacles. First, public school teachers cling to
unprofessional salary schedules and terms of employment that make it
impossible to pay them based on their performance and market demand.
Second, the unions that bargain these terms are modeled not on
professional associations, but on the industrial unions of the early
and
mid-20th century. Doyle argues for teacher unions to become more
professional by demanding greater productivity and performance from
teachers. In his view, the deprofessionalized atmosphere in public
schools
helps to explain why teachers join unions that treat them as workers,
not
professionals. Because teacher unions don't control entry to their
profession, as lawyers and doctors do, they must find other means of
battling for higher wages and better benefits. Doyle believes that
teaching as a profession is doomed to fail if it continues to be an
assembly-line enterprise without embracing greater accountability and
increased professional standards.
http://www.educationnext.org/20041/50.html
SOARING REAL ESTATE PRICES LOCK TEACHERS OUT OF THEIR OWN DISTRICTS
Homes in affluent communities are often out of reach for teachers,
reports
Lisa Leigh Connors. Skyrocketing real estate coupled with stagnant
teacher salaries - which increased only 3 percent between 1991 and 2001
--
are pricing some teachers out of their school districts. These
teachers,
both new and in the middle of their careers, are forced to switch
districts or endure lengthy commutes. School officials in these pricey
areas hope that homebuyer programs will help to attract new teachers
and
retain those already on staff. "Very often, teachers will live in other
communities or double up and have roommates; that's not un-usual for
young
teachers," says Mildred Hudson, CEO of Recruiting New Teachers. "If you
look at the country, certain school districts will offer housing
incentives or bonuses, extra pay for certain kinds of work, or
discounted
mortgage rates, or cash stipends for housing. These are all incentives
that seem to have some benefit." However, the housing crunch is leading
to
long commutes and living at home with parents, report some teachers.
http://www.csmonitor.com/2003/1209/p13s01-legn.html
SCHOOL AWAY FROM SCHOOL
A growing number of public, private and charter schools are now
available
to kids who are looking for an alternative to a traditional education.
Commonly called "virtual school," it's a way of attending school at
home
without the hovering claustrophobia of home-schooling. Nationwide,
there
were about 50,000 students in virtual courses last year. As a business,
virtual school is booming. Virtual school seems like an ideal choice
for
kids who don't fit in or can't cope. On one online schools website,
students can enter a classroom without being noticed by their
classmates
by clicking the "make yourself invisible" icon -- a good description of
what these kids are actually doing. Before the Internet, they would
have
had little choice but to muddle through. Now they have disappeared from
the school building altogether, a new breed of outsider, loners for the
wired age. In this article, Emily White asks, "Do virtual-school kids
miss
the volatile human combustion of the classroom?" Because the phenomenon
of
full-time online education is relatively new, there is little research
into its lasting effects -- whether its practitioners become introverts
and computer zombies or whether, as one parent puts it, the kids "have
gathered their energy so they can go out into the world and be more
effective."
http://www.nytimes.com/2003/12/07/magazine/07CYBER.html
65 MILLION GIRLS KEPT FROM SCHOOL WORLDWIDE
A new UNICEF report released warns that global development efforts have
hit a glass ceiling, and that educating girls is the best way to break
through it. Women make most of the decisions that affect a family's
health
and welfare and thus a nation's living standard, the report says.
Without
accelerated action to get more girls into school over the next two
years,
global goals to reduce poverty and improve the human condition will not
be
reached, reports Maggie Farley. "International development efforts have
been glaringly inadequate at getting girls into school in too many
countries," UNICEF Executive Director Carol Bellamy. "We stand no
chance
of substantially reducing poverty, child mortality, HIV/AIDS and other
diseases if we do not ensure that all girls and boys can exercise their
right to a basic education." The report argues that gender
discrimination
has undermined development policies and that more attention must be
focused on people, especially women, and how they can contribute to a
nation's economic growth, rather than concentrating on economic
policies.
Investing in education -- with an emphasis on the teaching of girls --
is
the best use of a nation's resources, bringing multiple returns, the
report says. School-age girls in many nations have less access to
education because of cultural traditions and expectations that boys
will
grow to become the main wage earners of their families. However, the
report notes, educated girls and women can make a greater economic
contribution, are more involved in political decisions affecting women,
know how to keep themselves and their families healthier and are more
likely to educate their own children.
http://www.post-gazette.com/pg/03346/250391.stm
POORER SCHOOLS GET UNCERTIFIED TEACHERS
Hundreds of teachers in the Baltimore metropolitan area lack basic
state
certification, and they're employed disproportionately in the
worst-performing schools. An analysis by The Sun found 239 teachers the
state terms "conditional" in the 25 elementary schools with the area's
lowest test scores. That's 35 percent of the 684 instructors in those
schools, all of them in Baltimore. The analysis also found veteran
teachers with advanced certificates -- those with master's degrees and
at
least three years' experience -- clustered in many of the area's top
schools and in all of the suburban districts. A little more than 36
percent of the city's elementary teachers held advanced certificates,
compared with nearly 55 percent of Anne Arundel's teachers. There is
some
disagreement about the value of certification, or licensing, as a
measure
of teacher quality. Even supporters would not suggest that the presence
or
absence of a certified teacher is the chief reason a child does well or
poorly in school. But the concentration in under-performing schools of
teachers who have not met state requirements -- often because they have
failed national teaching tests -- disturbs many, reports Mike Bowler.
http://www.sunspot.net/news/education/bal-te.md.certify07dec07,0,3590942.story?coll=bal-home-headlines
WHY EVALUATION IS A CRITICAL PART OF SCHOOL IMPROVEMENT
Only in the past decade, as education reform increasingly has taken
shape
in legislative mandates, has evaluation become regarded as a vital
component of school improvement. The new federal No Child Left Behind
law
and many of the messages coming out of the U.S. Department of Education
are peppered with calls for "scientifically based research" to justify
local program expenses. The bottom line, educators say, is that the
question of evaluation is no longer up for debate. "More than ever
before,
program evaluation is going to be linked to resources in the future,"
says
Linda Madison, assistant superintendent of the Sioux City (Iowa)
Community
School District, who has worked closely with Learning Point Associates
evaluators to strengthen education efforts. "You have policymakers at
the
state and local levels saying, "We gave you some money for something --
now what are your results?'" Like others, Madison believes this shift
can
be good for education, as long as it causes school leaders to build
evaluation into the school improvement process from square one.
According
to Geoff Camphire, experts and experienced practitioners agree that for
program evaluation to further improvement, school leaders should take
these key steps: (1) Plan evaluation early in the school improvement
process; (2) Consult with outside resources; (3) Structure evaluation
strategically; (4) Gather and analyze data; and, (5) Report results and
recommendations. To help build a culture for improvement, involving a
range of stakeholders can help ensure that there are no surprises.
Securing broad-based buy-in can help generate a spirit of cooperation.
Those involved learn to use evaluation to support their successes and
to
change the programs and practices that are not working.
http://www.ncrel.org/info/nlp/lpf03/forgood.htm
TAMING YOUR TEMPER AND YOUR TONGUE
The anonymous quote "Hold a tight rein over the three T's -- thought,
temper and tongue -- and you will have few regrets" got middle grades
teacher Max Fischer thinking about what happens when teachers let go of
their control of any of the three. "On a few occasions in my teaching
career, I have endured hits to my professional credibility due to my
inability to master one or another of those three Ts." Teaching is an
intensely interpersonal profession. Only a saint never displays a fit
of
temper. However, let's face it, when teachers lose their cool in the
classroom, they have lost a semblance of control. A teacher risks much
when inner rage boils over. Not only might they do permanent damage to
the
student/teacher relationship, they might also skew the dynamics of the
entire classroom for some time to come. Repeated offenses of fury
probably
will place the instructor in a difficult position with parents and
administrators.
http://www.educationworld.com/a_curr/voice/voice098.shtml
FLU KEEPS 20% OF KIDS OUT OF SCHOOL
The severity of the nations recent flu outbreak is being reflected in
the
attendance at many Indiana schools this week, writes Jo Ellen Werking
Weedman. Kathleen Dodson, a nurse supervisor, offered an explanation
for
the diseases rapid spread through students, "We have so many working
parents, and they can't miss work. Sometimes they leave before their
kids
get on the bus, so they don't even know they're sick. Thats why when
we
get the flu, we get it bad." Other districts say they've got students
out
with the flu but not to the large degree that schools in Indianapolis
are
reporting. Indianapolis Public Schools officials said Wednesday that
several elementary schools on the citys west side had been hit hard by
illness. "We passed out rubber gloves Monday to all the teachers and
gave
spray bottles with disinfectant to wipe down the phones and the desks
and
everything the kids come in contact with," said Vicki Scott, a
secretary
at Eastwood Middle School, where 220 students were ill Monday. The
symptoms: fever, sore throat, cough and body aches. Dodson said parents
should find a way to keep students home if they don't feel good. "Not
only
can they be contagious, but if your child is sick -- even if hes not
on
his deathbed -- he can catch something on top of that," she said.
"Theres
how the really sick kids happen."
http://www.thejournalnet.com/Main.asp?SectionID=1&SubSectionID=113&ArticleID=40422
NEED SCHOOL LEADERS FOR TOMORROW?
Aspiring principals in North Dakota need look no further than the
Leadership and Educational Administration Development (LEAD) Center for
professional development programs and services to prepare them to
become
effective school leaders, writes Marv Erhardt from LEAD center in
Bismarck, ND. The North Dakota LEAD center as well as school districts,
universities and educational service centers in 22 states have
successfully identified and "grew" leaders who have the skills to meet
present and future complex challenges to lead schools effectively.
These
leaders demonstrated observable changes in knowledge, skills and
attitude
on the job, which enhanced their leadership practice and impacted
school
effectiveness. The reason for success is connected to the NASSP Center
for
Principal Development (CPD). The CPD works with educational
organizations
on the national level to assist them in diagnosing candidates
leadership
potential in critical areas of educational leadership, and develop this
potential based on diagnostic data. Whether the challenge is a shortage
of
principals or building the developmental capacity for future leaders,
says
Richard Flanary, the CPD Director, we offer tools, training, and
expertise
to assist education administrators in selecting and developing
effective
school leaders.
http://www.principals.org/CPD/index.cfm
SCHOOL-RELATED DEATHS ALREADY EXCEED LAST YEAR'S TOTAL
Twenty-six school associated deaths have occurred since the start of
this
school year in August, compared to 16 deaths during the entire
2002-2003
school year and 17 deaths during the 2001-2002 school year, according
to
findings by Kenneth S. Trump, a national expert on school safety. A new
report identifies at nearly 20 additional non-death shootings and
approximately 50 other incidents of high-profile violence, including
stabbings and riots, occurring nationwide since the opening of this
school
year. "School safety cannot be pushed to the back burner while we
heighten
security for bridges, monuments, and government offices. There is no
room
for a 'been there, done that' mindset of complacency related to
protecting
our students and teachers," said Trump, a 20-year veteran school safety
expert and author who has worked with schools and public safety
officials
in over 35 states. While there is no single cause for the recent spike
of
incidents, Trump cautions that the current educational and political
climates are ripe for school violence to continue to grow. Trump says
conditions making schools vulnerable include: (1) Decreasing school
safety
funding for training, personnel, and equipment, including a cut of 35%
($50 million) in state allocations for the U.S. Education Department's
Safe and Drug Free Schools Program in the proposed 2004 federal budget;
(2) Increasing pressure on educators which create a tunnel vision focus
on
meeting academic proficiency score standards; and (3) Increasing
complacency and belief that school officials did everything necessary
to
address school violence following the spate of school shootings several
years ago.
http://www.hsconnect.com/toronto/story/1012003_tor01toronto100103.asp
|---------------GRANT AND FUNDING INFORMATION--------------|
"21st Century Schools of Distinction Awards"
Thanks to support from Scholastic Administrator, Intel, and the Blue
Ribbon Schools of Excellence Foundation, 20 outstanding K-12 schools in
the United States will receive up to $25,000 in funding. Schools must
demonstrate excellence in any of nine categories: academic excellence,
community involvement, innovative use of technology, involved
parent/teachers, partnership, professional development, teamwork,
technology implementation, and technology excellence. There will be two
winners in each of these areas. Application deadline: December 31,
2003.
http://scholastic.com/administrator/popup_award.htm
"Funds for Inspirational K-12 Teachers"
ING Financial Services provides funds for K-12 teachers through its
Unsung
Heroes Awards. The awards are given to K-12 educators pioneering in
new
methods and techniques that improve student learning. Each year, 100
finalists are selected to receive $2,000 awards. Award checks are made
payable jointly to the recipient and to his or her school. At least one
award will be granted in each of the 50 United States, provided one or
more qualified applications are received from each state. Of the 100
finalists, three are selected for additional financial awards: First
Place
gets an additional $25,000; 2nd Place gets an additional $10,000; and
3rd
Place receives an additional $5,000. Application deadline: April 30,
2004.
http://www.ing-usa.com/us/about/connect/education/unsung_heroes.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
"Instead of having answers on a math test, they should just call them
impressions, and if you got a different impression, so what, can't
we
all be brothers?"
-Jack Handy (author), "Deep Thoughts"
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Howie Schaffer
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Public Education Network
601 Thirteenth Street, NW #900N
Washington, DC 20005
PEN@PublicEducation.org
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