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REL N

Broken Promises: What the Federal Government Can Do To Improve American Education - Bro... - 0 views

www.brookings.edu/...ing_k12education_loveless.aspx

ADMS707 Federal Conservative

shared by REL N on 07 Feb 11 - No Cached
  • REL N on 07 Feb 11
     
    Ratvitch/Loveless identify 4 principles: (1) fix existing federal programs, (2) bring mandates in line with the revenues required to meet them (3) send federal education money to schools and not to support bureaucracies (4) resist the temptation to regulate curriculum, instruction, teachers etc
mirabilecp

Federal Funding Cuts From This Week - 1 views

blogs.edweek.org/...short-term_measure_cuts_a.html

ADMS707 budget cuts federal Mirabile

shared by mirabilecp on 05 Mar 11 - No Cached
  • mirabilecp on 05 Mar 11
     
    Reading Was Fundamental.....The 8% that comprises the federal part looks like a lot of money right now...
Jonathan Becker

Dissent Magazine - Winter 2011 Issue - Got Dough? How Billion... - 4 views

www.dissentmagazine.org/article

education dissent magazine edreform special interest groups SIG gates broad adms707

shared by Jonathan Becker on 19 Mar 11 - No Cached
  • Jonathan Becker on 19 Mar 11
     
    This will be VERY relevant when we discuss the role of special interest groups...
  • Victoria Schnettler on 19 Mar 11
     
    There is no silver bullet...and everyone is looking for just one....money helps, that can't be denied, but until, as the author put it ...there is "hubris", it is all just a power play to be the one who "fixes it" - another addition to a CV or resume. Perhaps folks are looking for a legacy, that I can understand, but the politics of dissent will lead us nowhere.
  • stephlennon on 03 Apr 11
     
    Goodness gracious- what a mess! Training non-educators in six weekends- throwing money randomly at unresearched projects- coming up with a quick fix to cover up the quick fix that didn't work?!?!? What are they THINKING!?!?
Roger Mancastroppa

A Primer on Class Struggle | Common Dreams - 0 views

www.commondreams.org/...31-4

adms707 education policy government

shared by Roger Mancastroppa on 01 Apr 11 - No Cached
  • Roger Mancastroppa on 01 Apr 11
     
    "Class struggle goes on in other realms. In goes on in K-12 education, for example, when business tries to influence what students are taught about everything from nutrition to the virtues of free enterprise; when U.S. labor history is excluded from the required curriculum; and when teachers' unions are blamed for problems of student achievement that are in fact consequences of the maldistribution of income and wealth in U.S. society. It goes on in higher education when corporations lavish funds on commercially viable research; when capitalist-backed pundits attack professors for teaching students to think critically about capitalism; and when they give money in exchange for putting their names on buildings and schools. Class struggle also goes on in higher education when pro-capitalist business schools are exempted from criticism for being ideological and free-market economists are lauded as objective scientists."
REL N

Educate or incarcerate? NAACP pushes states to shift priorities. - CSMonitor.com - 0 views

www.csmonitor.com/...2

ADMS707 Niemeyer Achievement Gap

shared by REL N on 08 Apr 11 - No Cached
  • Better education can save society money in the long run, “but our refusal to make sane investments in these kids has led to an explosion in the costs of our criminal justice system,” says Amy Wilkins, vice president for government affairs at Education Trust, a nonprofit that focuses on narrowing the achievement gap.
  • REL N on 08 Apr 11
     
    Better education can save society money in the long run, "but our refusal to make sane investments in these kids has led to an explosion in the costs of our criminal justice system," says Amy Wilkins, vice president for government affairs at Education Trust, a nonprofit that focuses on narrowing the achievement gap.
Tara McDaniel

Community Colleges: Where's Our $12 Billion? - 0 views

www.npr.org/...colleges-wheres-our-12-billion

education adms707 politics finance

shared by Tara McDaniel on 01 Feb 11 - No Cached
  • Tara McDaniel on 01 Feb 11
     
    During a 2009 speech, President Obama promised $12 billion for community colleges. But they never saw any of that money because the president couldn't sell his plan to Congress.
Roger Mancastroppa

Accreditation Discrimination: Impact on School Choice, Costs, and Professional Prospect... - 0 views

www.academicleadership.org/...essional-prospects-in-academia

ADMS707 reform education politics Federal states

shared by Roger Mancastroppa on 06 Feb 11 - No Cached
  • Roger Mancastroppa on 06 Feb 11
     
    "we see a society built around profit and monetary gains where the major force driving educational institutions and their enrollees is money; pure profit and economic factors for the majority" "As a result of the uncontrollable turn that modern society has taken in terms of our emergence in a contemporary world built on profit maximization and survivalist economics and materialism, and propulsion toward a future of uncertainty for which we must gather wealth by any means necessary, the degree of competition among us in all walks of life and on all platforms has dramatically increased, and the workplace or proscenium upon which the dramatis personae of economic theories; firms, households, and governments must play, has turned into the battleground where technological advancement, increased knowledge, and the need for more specialized and skilled workers have driven us to commoditize learning opportunities in the form of training and education at an alarming rate. The rate of consumption which the market demands of education and training - knowledge and skills demand and consumption, has left schools, colleges, and universities competing among each other in desperate and even despicable ways, such that education in the form of mere training and book-scanning that the majority offers, has become just another "player" and card in Capitalism's game and race to the bottom of the consciousness funnel."
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

Fired superintendent sends email thanking Seattle Public Schools staff - 0 views

www.king5.com/...c-Schools-staff-117371848.html

ADMS707 superintendent Lennon

shared by stephlennon on 04 Mar 11 - No Cached
  • stephlennon on 04 Mar 11
     
    Well, if you steal $1.8 million, you SHOULD thank someone...read the related articles to the right of the article. There is alot of responsibility financially being a superintendent- #1 : don't steal the money!
REL N

A Board's Eye View : Education Next - 0 views

educationnext.org/aboardseyeview

ADMS707 Niemeyer Boards reform

shared by REL N on 17 Feb 11 - No Cached
  • “Code of Conduct for School Board Members.” This was intended, wrote the superintendent, in recommending the code, “to set standards for how the Board interacts with itself.” Sounded like sex to me. But the preoccupation with board member behavior was the result of the long-standing tension between the democracy represented by elected officials who oversaw the schools and the professionalism of those hired to run them. The superintendent was definitely attempting to tip the balance in favor of the pros. “We will not attempt to exercise individual authority over the district’s operations, staff, or personnel decisions,” read one of the rules he was proposing for us. Another: “We will not express individual judgments about the performance of the superintendent or staff. . . . We recognize the value of the chain of command. When approached by staff, constituents or the public, we will channel all inquiries to the administrator.” I e-mailed the superintendent, “Is this a joke?” He called and laughed lamely.
    • REL N
      REL N on 17 Feb 11
       
      "... the preoccupation with board member behavior was the result of the long-standing tension between the democracy represented by elected officials who oversaw the schools and the professionalism of those hired to run them."
  • “We should let people know we are looking for quality, of course, but not to the point of advertising outside official channels.”
  • the board never reviewed other major expenditures, such as the installation of a new computer system.
  • ...11 more annotations...
  • I asked the superintendent how a new asphalt parking lot was installed at the Greenport School without board approval–or even a bid or a notice or a need. He informed me that a bid wasn’t necessary for a job worth less than $10,000.
  • no clarification of what any of this meant–or cost. Don’t ask. “Mandated” was the knowing word from veteran board members.
  • almost 16 percent of the children in the school district were disabled, almost double the national average.
  • more than 350, were either “emotionally disturbed,” “learning disabled,” or “speech impaired.” These were the kind of catchall categories that allowed a district to dispose of many problem children–in Hudson those children were mostly black–with expensive baby-sitting.
  • over the next several months as I learned that the district had been running a deficit for several years. In fact, the state comptroller’s office, which oversees the fiscal integrity of all state and local government agencies, had conducted its own audit and found the same thing: “overexpenditure of budgetary appropriations and the overestimation of revenues.” Money was being moved around, from one fund to another, which was also against the rules, the comptroller noted. And when auditors had asked for records, they couldn’t be found.
  • the school board was not where the biggest battles would be won or lost.
  • The teacher union president, normally a regular presence at school board meetings, stopped coming so that he wouldn’t have to answer my questions about what was being done to improve things that his teachers controlled. (He had already stopped responding to my phone calls and letters.)
  • the debate was as much cultural–and racial–as educational,
    • REL N
      REL N on 17 Feb 11
       
      The author was frustrated that the board refused to discuss the academic mediocrity in the schools and then he realized that "the debate was as much cultural-and racial-as educational,...."
  • “Mandates” and laws sprouted acres of explanatory weeds–most of them unnecessary. No one ever read the original “mandate.”
  • no one seemed to know why the “Parent/Family/Community Involvement Policy” was necessary, but it was assumed that it was required by some Oz-like authority, passed through the policy-writing machinery at some school board association office, and sent to us for our “approval.”
  • No one else on the board expressed any hint of having read it. And I was beginning to discern a pattern: the more written, the less understood.
  • REL N on 17 Feb 11
     
    A concerned parent joined the local school board in hopes of improving the academics. After 6 frustrating months he resigned from the board believing that "the school board was not where the biggest battles would be won or lost."
Tara McDaniel

The Race to the Top Scheme - 0 views

www.educationnews.org/...108436.html

ADMS707 race to the top

shared by Tara McDaniel on 04 Mar 11 - No Cached
  • Tara McDaniel on 04 Mar 11
     
    "If you wanted to "sell" something that a number of people did not need, how would you do it? You might try setting up a contest where everyone competes for a significant financial prize. After all, Americans love to compete, especially when money goes to the winner"
Phil Riddle

Budget Mix-Up Provides Nation's Schools With Enough Money to Properly Educate Students - 1 views

www.theonion.com/...ions-schools-with-enough,20350

shared by Phil Riddle on 11 May 11 - No Cached
  • Phil Riddle on 11 May 11
     
    I know the class is over, but this is a good one.
Roger Mancastroppa

Obama bashes his own education policies - The Answer Sheet - The Washington Post - 0 views

www.washingtonpost.com/...AFKbDlyB_blog.html

adms707 education reform money Gates Foundation

shared by Roger Mancastroppa on 03 Apr 11 - No Cached
  • Roger Mancastroppa on 03 Apr 11
     
    Obama is critical of his own education policies which means he probably didn't fully support them to begin with. This offers a look into how policy is formed.
REL N

Education cuts coming, but fewer than GOP wanted - Washington Times - 1 views

www.washingtontimes.com/...eal-makes-giant-cuts-education

ADMS707 Niemeyer Federal Funding Cuts

shared by REL N on 14 Apr 11 - No Cached
  • Striving Readers, a program to boost literacy rates among middle- and high-school students, takes a $250 million hit,
  • some programs not only were spared but will get more money than the administration was looking for. The Teaching of Traditional American History, designed to help fund classes devoted to U.S. history, will lose $73 million from 2010 levels but will get $46 million more this year than the administration requested.
  • Adult education will be cut by $31 million
  • ...1 more annotation...
  • But the GOP is looking for bigger cuts and wants to reduce Pell Grant spending to “pre-stimulus levels,” cutting the annual federal allocation by about half while blaming Democrats for doubling the size of the program since Mr. Obama took office.
REL N

Education Week: Poll: Students Grade High School Down, College Up - 2 views

www.edweek.org/...421715_ap.html

ADMS707 Niemeyer Mission Effectiveness

shared by REL N on 19 Apr 11 - No Cached
  • A majority say their school wasn't good at helping them choose a field of study, aiding them in finding the right college or vocational school or assisting them in coming up with ways to pay for more schooling.
  • getting students ready for work remains central to high schools' mission.
  • most young people say their school didn't do a good job of preparing them for work or helping them choose a future career.
  • ...5 more annotations...
  • The one category where young people rated high schools best was preparing them for further education: 56 percent say their school did a good or excellent job at that.
  • 4 in 10 young people voice strong satisfaction with their high school education.
  • Dill, now 21, self-employed and living with her father in Arcadia, La., thinks high schools should offer juniors and seniors workshops on how to get a job, how to build a career and the many educational options besides a four-year degree.
  • Almost half of college attendees feel that the schools "get" them. That's significantly more than among those whose education stopped at high school; just 3 in 10 say the school system could identify with them.
  • Nonwhite students were more likely than whites to say their high school counselors helped them, and also gave their high schools better ratings for helping find money for college.
  • Georggetta Howie on 19 Apr 11
     
    Thanks for sharing. This is true and in my case and majority of my peers. My success in going to college goes to my mentors!
Roger Mancastroppa

State jobs directed to private companies to remedy budget shortfall | HeraldTribune.com - 0 views

www.heraldtribune.com/...NEWS

adms707 privatization public sector budget

shared by Roger Mancastroppa on 04 Apr 11 - No Cached
  • Roger Mancastroppa on 04 Apr 11
     
    So Florida is privatizing its public sector jobs to private industry which has not proven reliable in the past. Go figure.
REL N

Education Week: At-Risk Kids Treated as 'Gifted' Perform Better, Study Finds - 0 views

www.edweek.org/...28mct_ncgifted.h30.html

NIemeyer ADMS707 Reform

shared by REL N on 07 Apr 11 - No Cached
  • A U.S. Department of Education evaluation of a North Carolina program shows that when at-risk students are taught as if they are gifted and talented, they are likely to perform better academically.
    • REL N
      REL N on 07 Apr 11
       
      Well duh! Imagine how many more students could have been helped if we redirected the money that was spent to "prove" what we already knew to increasing the reach of the program!
Victoria Schnettler

US Educational Policy Interest Groups: Institutional Profiles - 0 views

books.google.com/books

adms707 education policy interest groups book

shared by Victoria Schnettler on 28 Mar 11 - No Cached
  • Victoria Schnettler on 28 Mar 11
     
    A quick view (not the whole book) of educational policy interest groups - tables of number of bills that the groups "testified" for, etc.... if I had extra money, I would totally buy this book.
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