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Victoria Schnettler

Charter Schools: A Report on Rethinking the Federal Role in Education - 1 views

www.brookings.edu/...1216_charter_schools.aspx

adms707 federal charter schools accessibility data

shared by Victoria Schnettler on 31 Jan 11 - No Cached
  • Victoria Schnettler on 31 Jan 11
     
    From the Brown Center on Education Policy at Brookings, a think tank, a group of researchers review the accessibility of data on charter schools and the federal government's recent push towards this growing trend.
stephlennon

Ohio Case: The 'Rosa Parks Moment' For Education? - 2 views

www.npr.org/...osa-parks-moment-for-education

adms707 federal democracy education Lennon

shared by stephlennon on 04 Feb 11 - No Cached
  • stephlennon on 04 Feb 11
     
    The punishment does not fit the crime, but if there is such a strong correlation between zip code and achievement, who can blame a Mom for trying?
  • REL N on 04 Feb 11
     
    I disagree with two of the comments in the article... The first was made by the City Council President: ""The young lady was wrong, she should not have tried to take her kids to another school system,..." I do not think she should have falsified the records; however, I do not think that it was wrong to try to find a way to get equal access to a quality education for her children. I also disagree with Don Domenech's interpretation of SES data. While research has found a correlation/relationship between SES and student achievement, I think his statement that "the correlation between student achievement and zip code is 100 percent," is misleading. The average student achievement may be higher in more affluent zip codes but that does not mean 100% of the students perform better. There are still students who struggle or drop out. I think the data speaks more to the family SES. It is true that better facilities and access to more materials and technology provide a higher likelihood of academic success, but I think that some of the student's personal/home factors have a bigger influence. If you send a child who is hungry, has to take care of siblings and/or work to help support the family to an affluent suburban school, that student will not automatically perform better. There are no absolutes and I feel his statement that "The quality of education you receive is entirely predictable based on where you live," is misleading. The "quality" of some of the "inputs and processes" may be better but because success in education is complex and dependent on more than simply the school, the outcomes are not guaranteed based on zip code.
Georggetta Howie

Paul Stoller: Myth, Politics and the Erosion of the American Dream - 1 views

www.huffingtonpost.com/...e-american-dream_b_834456.html

ADMS707 education politics Howie Power

shared by Georggetta Howie on 11 Mar 11 - No Cached
  • Georggetta Howie on 11 Mar 11
     
    This article fits well with our topic this week. It reviews how the Myths that society accepts is doing away with accessing the American Dream- stability, education and access to wealth. "To paraphrase the words of the late Clifford Geertz, one of the great anthropologists of the 20th century, myths are stories we tell ourselves about ourselves. Powerful narratives based upon fiction -- not fact -- myths shape our perception of the world. They create frameworks for our behavior. They are impervious to logical or factual critique. As such, myths are powerful political tools that the powers-that-be have long used in their attempt to control social behavior."
Roger Mancastroppa

Peer Reviewed Open Access Journals - 1 views

ucblibraries.colorado.edu/...peer_reviewed.htm

adms707 education

shared by Roger Mancastroppa on 28 Jan 11 - Cached
  • Roger Mancastroppa on 28 Jan 11
     
    Scroll down to Education
REL N

Charles Kolb: Educational Success: America's New Industrial Policy - 1 views

www.huffingtonpost.com/...al-success-ameri_b_810464.html

ADMS707 Federal Resource-allocation

shared by REL N on 04 Feb 11 - No Cached
  • And we need to approach our education investment as we approach infrastructure or industrial policy.
    • REL N
      REL N on 04 Feb 11
       
      NOOOO! We need to better define the type of success we can achieve given that individuals are in different places at different times in their lives. We need to support people where they are and help them move forward in areas and at a pace that is right for them. If a 16-year old is able to perform well in a college program then that is where s/he should be. If a student is gifted in math and abhors and does poorly in history, then we should nurture her/his strengths and stop holding them to their social grade level in math and wasting their time and their passion drilling them in history. Ultimately, they will be happier, more productive, and more willing to contribute to society in a math-related endeavor.
  • "define success up." Our new industrial and competitiveness policy as a nation should be focused relentlessly on those talented young children and adolescents who show educational promise. We should double, perhaps triple, federal, state, and private sector resources that support gifted-and-talented programs in our schools. We should nurture this talent the same way some institutions nurture athletic talent. This approach is not elitism; it is smart commonsense.
    • REL N
      REL N on 04 Feb 11
       
      Yeah... I think we all saw what happened when we had a leader who was proud of getting "C's" in college. And, then we are not really sure if a "C" actually meant a "D-" but was given to ensure social promotion. I would not go to a surgeon who either did not want to go to medical school or was not able to succeed in her/his training. That is not elitism. It is more than simply common sense. It is effective data-driven/evidence-based decision-making. A person might be terrific and funny and caring (and perhaps rich and attractive too) but they should not be given a role beyond their knowledge and capabilities.
  • If such an exam cannot be developed within six months, then perhaps we really have wasted a lot of time over the last 30 years. Algebra in New Hampshire is not different from algebra in California. Reading skills and reading-level assessments should be the same in each state. Grammar doesn't vary across state borders, and gravity tends to work the same way everywhere. The governors are well-positioned to lead a national discussion about what our high school graduates should know and be able to do -- and then devise a test that measures the success of our young people in mastering what they need to know to be successful. The National Governors Association is already doing excellent work in this area -- but it has to move faster.
    • REL N
      REL N on 04 Feb 11
       
      f we stopped the gaming in elementary and middle school testing and relied on the teachers and administrators to implement effective local testing and take appropriate actions to ensure learning, we would have more resources (time, money, people) to develop appropriate and resonable assessments at the high school level. These must be based on higher order thinking and include essays, video-taped dialogues/presentations, and some simple answer tests. The evaluation should be done by humans outside the local area and care must be taken to ensure inter-rater reliability. This is done in other countries as well as in the states with the IB diploma programme. It is do-able and the graduates will be well prepared and confident that they can move forward. Our initial pass rates may not be as high as we would like, and we need to be prepared to accept that some students may take more than 12 years or choose to take a less rigorous set of exams; however, we will have a higher level of success overall and our students will be much better prepared as citizens and workers.
  • ...6 more annotations...
  • We need to change our approach from preventing failure to promoting success.
  • In late December 2010, the Education Trust reported that nearly 25 percent of high school graduates taking the U.S. Army entrance exam cannot answer basic questions in math, science, and reading. Some of the questions were pretty basic: "If 2 plus x equals 4, what is the value of x?"
  • all children can learn, not all children are ready to learn at the same time. If some of our classrooms have disruptive students, these students should attend other classes until they become serious about learning.
  • And finally, we should learn from the French, who for decades have had a baccalaureate exam that is a prerequisite for advancing to post-secondary education. In France, the "bac" exam is typically taken by 17- and 18-year-olds, but if a student fails the exam, he or she can take it again -- even later in life. The "bac" serves two purposes: it sets a standard for what French high school graduates know and can do, and it serves as a moment of consequence for French young people: they cannot move forward until they have proved their proficiency.
  • In several states, where testing has been adopted, we find large discrepancies between how the states report their children's performance on "No Child Left Behind" tests and the often much lower performance found by the objective National Assessment of Educational Progress.
  • resources we've squandered. We need a more tough-minded and focused approach that identifies, nurtures, and rewards success
  • REL N on 04 Feb 11
     
    I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.
  • mirabilecp on 05 Feb 11
     
    I am intrigued if not in full agreement with this piece by Kolb. He makes good points about a national baccaulaureate exam...it's true, algebra is algebra, grammar is grammar, in all 50 states. Some of our colleagues would disagree that we need primarily focus on the best and the brightest and that those who are not ready to learn should be sequestered until they are (paraphrasing here). He says, "We really aren't serious as a nation when it comes to education," but I think that we are fast approaching a time when (I hope) it becomes a primary focus of our political debate (from Candy).
stephlennon

Beyond Access: An Analysis of the Influence of the E-Rate Program in Bridging the Digit... - 0 views

web.ebscohost.com.proxy.library.vcu.edu/...pdfviewer

adms707 federal connectivity Lennon

shared by stephlennon on 04 Feb 11 - No Cached
  • stephlennon on 04 Feb 11
     
    This seems fitting as it deals with connectivity as a learning process and federal programs.
Angela Winston

State Education Finance and Governance Profile: Virginia - Peabody Journal of Education - 0 views

www.informaworld.com.proxy.library.vcu.edu/...section

State Finance Governance Winston ADMS707

shared by Angela Winston on 24 Feb 11 - No Cached
  • Username: Password: [ athens sso ] [ shibboleth ] [ forgotten password? ] [ hide ] Access provided by:Virginia Commonwealth Univ. Libra...
  • Angela Winston on 24 Feb 11
     
    Describes Education Governance and Finance in Virginia...read all about it! yeyy U.Va.
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