Wednesday, December 31, 2008
Tuesday, December 30, 2008
WASHINGTON(12/29)—What do Lassie, The Tonight Show, Abe Lincoln, Gary Cooper, Gulf Coast Lighthouses, Civil Rights Pioneers and Wedding Cakes have in common? They’re all 2009 stamp subjects the U.S. Postal Service is providing a sneak peek at today. All stamp issuance dates and dedication locations are subject to change. The public is welcome to attend unless otherwise noted.
Monday, December 29, 2008
We are one step closer to a vote of the people.
Sunday, December 28, 2008
Saturday, December 27, 2008
Friday, December 26, 2008
The numbers are worse than we thought: State lawmakers will have $309.6 million less to spend next year than they had last spring.
Government-haters will no doubt be cheering. But those who care about improving roads and education or caring for the mentally ill and poor – just to cite a few key areas – will be disheartened.
Thursday, December 25, 2008
Wednesday, December 24, 2008
Tuesday, December 23, 2008
One year I bought 2 of the same books, one for my brother, the other for me. I gave my brother the book for Christmas and I read the book over the same time period. The book was terrible. Neither my brother nor I enjoyed it. Every year at Christmas, one of us finds a way to give the book back to the other. The book has become a long-standing joke and regift. This year my brother will try to figure out how to get it back into my hands.
Monday, December 22, 2008
1) National Board Certification is part of a growing education reform movement reshaping America’s schools by developing, recognizing and retaining many of the nation’s best teachers. Like board-certified doctors and accountants, teachers who achieve National Board Certification have met rigorous standards through a performance-based assessment that takes one to three years to complete. NBCTs have demonstrated deep knowledge of content and teaching practices to support diverse learners.
2) NBCTs improve student achievement. National Board Certification has a positive impact on student achievement, according to a congressionally-mandated report by the National Research Council released in June 2008. The NRC report states: “The evidence is clear that National Board Certification distinguishes more effective teachers…with respect to student achievement.”
3) National Board Certification is a widely accepted form of performance-based pay. National Board Certification is a model of pay-for-performance that is supported by teachers and administrators nationwide. More than two-thirds of the states provide salary incentives and cover the costs for teachers who pursue and/or achieve this advanced credential.
4) NBCTs offer students the skills necessary to thrive in school and in the workplace – essential factors for our nation’s success in the 21st century global economy. In the critical areas of math and science, for example, 10,000 math and science teachers have achieved National Board Certification, proving they are among the best teachers in the nation. Nearly 15 percent of all teachers who hold National Board Certification teach math and science.
5) National Board Certification retains teachers. National Board Certification is a proven way of ensuring that the most highly-accomplished teachers remain in the classroom. In Florida, for example, nearly 90 percent of NBCTs remain in teaching – which far exceeds the average 60percent retention rate for all teachers statewide. In Ohio, 52 percent of NBCTs surveyed said they plan to stay in teaching as long as they can as compared to 38 percent of non board-certified teachers in the state. South Carolina had similar results. Many NBCTs mentor new and struggling teachers—those most likely to leave the profession within the first five years of teaching.
6) NBCTs are proven teacher leaders. Research shows that NBCTs serve in significant school-based leadership roles. For example, researcher Gary Sykes (2006) found that NBCTs give input on curricular decisions, chair departments and organize professional development initiatives. A recent survey of NBCTs found that 83 percent mentor new or struggling teachers and 80 percent say that teachers and educators look to them for leadership. Hispanic, African American and Native American NBCTs report the greatest increase in leadership opportunities from National Board Certification.
Sunday, December 21, 2008
New Species Found in Mekong Delta
A rat believed to be extinct for 11 million years, a spider with a foot-long leg span, and a hot pink cyanide-producing "dragon millipede" are among the thousand newly discovered species in the largely unexplored Mekong Delta region.
Saturday, December 20, 2008
Inflation continues to outpace teacher salary growth
Average teachers' salaries declined over the past decade
WASHINGTON-Teachers across the nation are continuing to lose spending power for themselves and their families as inflation continued to outpace teacher salaries last year, according to the National Education Association's update to the annual report Rankings and Estimates: Rankings of the States 2008 and Estimates of School Statistics 2009.
Friday, December 19, 2008
The Supreme Court acted with great speed and has certified 234,446 signatures on the HOPE petition and has authorized the Secretary of State to publish the notice regarding State Question 744. The Secretary of State could publish the notice as early as this weekend. Challengers will have 10 days from the publish date to provide notice of their intent to challenge.
Thursday, December 18, 2008
Education Week’s Campaign K-12: NCLB's Most Vocal Foe to Leave Congress(Alyson Klein, Blog)“Rep. Peter Hoekstra of Michigan reportedly won't run for re-election in 2010. Apparently, the Republican is mulling a run for governor of the Wolverine State. Hoekstra has long been one of the most vocal opponents on the House Education and Labor Committee—and in Congress—of the No Child Left Behind Act's expansion of federal power over public schools. Last year, he introduced a bill that would have permitted states to opt out of NCLB's accountability requirements and managed to get more than 60 co-sponsors, including the incoming Republican whip, Rep. Eric Cantor of Virginia.”
Wednesday, December 17, 2008
Time For America's Education System To Wake Up
Students today live in a wired world, and most of them are adept at using computers to find information, play or upload video clips, and even create personal Web pages.
The digital age has dawned, but too many of our schools still rely on models from 1908 to meet the growing and changing needs of the 21st century. Simply put, many of our approaches are outmoded and out of touch, which makes it harder for educators to challenge students and hold their interest.
NEA is a firm proponent of providing all children with the critical, intellectual, and personal skills they need to be successful in the 21st century. This is why we serve on the board of the Partnership for 21st Century Skills (P21)—a coalition of business, education, community, and government leaders focused on infusing creativity and innovation into K–12 education.
The fundamental belief of this partnership is that as the world is flattening out, it is imperative that our students are equipped with skills that reach beyond those required for a simple multiple-choice test. Our nation will need students capable of filling emerging job sectors like robotics, biotechnology, and microelectronics. And frankly, if we fail to move our students up the value chain by staying competitive, these jobs will simply go elsewhere.
As other nations around the world strive to improve their schools to create global citizens, the education conversation in America is dominated by an obsession with math and reading tests. This is a dangerous approach in an increasingly competitive global economy. We are clearly failing to do all we can to prepare our students to enter the 21st century workforce and secure our place as a world leader.
A national poll conducted recently by Public Opinion Strategies and Peter D. Hart Research Associates on behalf of P21 found that 88 percent of voters believe that schools can, and should, incorporate 21st century concepts such as critical thinking and problem-solving skills, computer and technology skills, and communication and self-direction skills into their curriculum.
Clearly, we have aimed too low at a time when the stakes are too high. We're not going to get the students we need unless we change what and how we teach. This month's cover story is just one example of this challenge.
It is inconceivable that textbook selection and purchasing decisions are made without the involvement of teachers. The current system is terribly shortsighted and robs the real experts—classroom teachers—of their ability to fully harness the imagination of our students and help children acquire the skills necessary to prosper in the future. In my view, this spells more resistance to change and more of the same unrewarding outcomes in America's public schools.
We have absolutely no idea what the world will look like in the next 100 years. The only thing we know for certain is that the pace of change will continue, and probably even accelerate. It is our job to prepare our students to adapt and meet whatever challenges they might face in the future. We can't do that by living in the past.
NEA president Dennis Van Roekel
Tuesday, December 16, 2008
Duncan has called for doubling NCLB funding and adding more flexibility into the law
President-elect Obama: “In the next few years, the decisions we make about how to educate our children will shape our future for generations to come. When it comes to school reform, Arne is the most hands-on of hands-on practitioners. For Arne, school reform isn’t just a theory in a book – it’s the cause of his life. And the results aren’t just about test scores or statistics, but about whether our children are developing the skills they need to compete with any worker in the world for any job. With his leadership, I am confident that together, we will bring our education system – and our economy – into the 21st century, and give all our kids the chance to succeed."
Arne Duncan: "Whether it’s fighting poverty, strengthening the economy or promoting opportunity, education is the common thread. It is the civil rights issue of our generation and it is the one sure path to a more equal, fair and just society. While there are no simple answers, I know from experience that when you focus on basics like reading and math, when you embrace innovative new approaches to learning, and when you create a professional climate that attracts great teachers -- you can make a difference for children."
NEA President Dennis Van Roekel:“This could be the beginning of a promising new period for public education in this country. Arne Duncan has said before Congress that funding for NCLB should be doubled within five years, and that the law must be amended to give schools the maximum amount of flexibility possible. For too long, federal education policy has been about teaching to the test, and Duncan could use his new position to move beyond those failed policies, and provide every child with 21st century skills.”
In Chicago, Duncan set his sights on reducing the dropout rate, reducing school violence and creating successful new schools. His efforts have shown his commitment to quality public schools, Van Roekel said, and willingness to make decisive, bold changes.
Jo Anderson, Executive Director of the Illinois Education Association:"We applaud President-Elect Obama's choice of Arne Duncan to be the next Secretary of Education. In IEA-NEA, we have worked collaboratively with Arne Duncan on a number of ways to improve all Illinois public schools, including increased funding. In our experience, Arne Duncan is committed to working with others including the unions to promote excellence and equity in public education."
Duncan will inherit significant baggage from the failed policies of the Bush administration. NCLB is underfunded by $71 billion, and in economic downturns, school funding suffers.
“This is a challenging time for President Obama and for Secretary Duncan,” Van Roekel said. “We look forward to working together, along with parents and community leaders, to create great public schools for every student.”
Some Missouri School Districts Receive State Awards Despite NCLB Sanctions.
The Southeast Missourian (12/15, Bavolek) reported, "Some school districts that received federal sanctions this year for not making enough progress are now receiving a state award for distinction in performance. That's because the state looks at a broader range of data, including ACT scores, college placement rates and availability of advanced courses, while the federal government focuses mainly on test scores, holding all subgroups of students accountable." Thus, some districts "that received criticism when Missouri Assessment Program results were released in August are now celebrating their state distinction. The state's education department doled out awards to 330 districts out of 523 this year."
Many Hawaii Schools Make Progress, But Fall Short Of AYP Standards.
The Honolulu Star-Bulletin (12/15, Barone) reported that over the next six years, Hawaii AYP standards "will increase steadily until 2014, when all proficiency objectives will increase to 100 percent. ... A school that does not make AYP will face sanctions and may be put under reconstruction." The "percentage of schools to make AYP has decreased from last year and it is believed that increased proficiency objectives are to blame. ... Progress is being made, but not fast enough for NCLB. Superintendent of Education Patricia Hamamoto says, 'The progress made by our schools clearly indicates deep learning, especially with a substantial increase in math and reading proficiency targets this year.'"
Paper Calls For "More Realistic Expectations" From NCLB.
The Yakima (WA) Herald-Republic (12/16) editorializes, "Change is on the way for state and federal education agencies, and clearly one challenge facing their new leaders is the need for a complete re-evaluation of the Washington Assessment of Student Learning and federal No Child Left Behind Act. We're appalled that several Valley schools don't get proper credit for efforts that have produced measurable 'adequate yearly progress' mandated by the federal law." The Herald-Republic adds, that Yakima Valley students "are showing solid progress in academics, whether [NCLB] acknowledges it or not. With the new presidential administration and a new state superintendent in Olympia, we're at an important crossroads to revisit both programs and come up with more realistic expectations of students, and certainly a better way of measuring progress in learning."
Monday, December 15, 2008
Sunday, December 14, 2008
Saturday, December 13, 2008
Essay Cites Poverty, Nutrition, Health As Obstacles To Closing Achievement Gaps In Texas.
The Fort Worth (TX) Star-Telegram (12/12, Frazier) reports, Students in Texas "from poor families continue to perform worse in school than their classmates, according to research released Thursday by the Center for Public Policy Priorities." An essay in the State of Texas Children 2008-09 report titled Closing the Educational Gaps "cites...poverty, nutrition, and health" as "statewide factors [that] are pivotal in academic achievement." According to the essay, "Texas has more poor children than most states," and "poor children are more likely to drop out of school." Regarding nutrition, the essay claims that "children without enough to eat lack the fuel to learn, have lower levels of academic achievement and are less likely to be in school." Moreover, "sick children cannot learn well, and Texas' uninsured rate exceeds that of every other state," the essay says.
Friday, December 12, 2008
Ohio Charter Schools Report False and Deceitful
Review finds financial analysis and claims are only shoddy propaganda
EAST LANSING, Mi. (Dec. 10, 2008)—A recent report from the Buckeye Institute claims to show that charter schools in Ohio are unfairly underfunded when compared to traditional public schools. A new review of the report, however, finds it is misleading and, in some instances, false and deceitful.
The report, Public Charter Schools: A Great Value for Ohio’s Public Education System, was reviewed for the Think Twice project by Dr. Gary Miron of Western Michigan University, a leading evaluator of states’ charter school programs.
Miron begins his review by noting that the financing of charter schools has long been controversial. Supporters of traditional public schools contend that charters receive too much money based on the students they educate and the services they provide. Charter school proponents claim that they receive less money than they should.
But fair analyses of school finance issues must seriously address the complexities of school funding formulas and of the many sources of possible school revenues. Meaningful research would also include the caveats, nuances and exceptions which would help readers to fully understand the issues. In contrast, Miron says, “the analysis from the Buckeye Institute does not list a single limitation in the data or provide a single cautionary note for readers.”
Even more troubling, however, are the outright errors in the report’s analysis. Miron demonstrates in his review that all of the report’s main contentions are wrong or misleading, but one claim drew particular criticism. The Buckeye report contends that the state’s largest school districts receive a net gain in revenue on average for each student attending a charter school—and that returning those charter students to the regular schools would actually cost the districts in revenue per pupil. This contention, Miron says, is “ridiculously false, deceitful, and patently misrepresent[s] how the funding of public schools works.”
In reality, Miron explains, “If charter schools closed and a large portion of students returned to district schools, [the district] would still receive the same amount of revenues per pupil. The only difference is that the state share of the overall district costs would increase—with a shift in public funding from the charters to the school districts.”
Overall, Miron finds the Buckeye report to be of the type that presents “only selected data or partial evidence that supports a particular position.” It is, he writes, “intended to advocate, obscure, and redirect attention rather than deepen understanding and insight” and consequently offers little to recommend it as useful to policymakers.
Find Gary Miron’s review on the web at: http://www.greatlakescenter.org
Thursday, December 11, 2008
Wednesday, December 10, 2008
Reading for pleaure provides me with a special joy. I just finished Nelson DeMille's latest book, The Gate House. It is the sequel to an earlier work called The Gold Coast. I really enjoyed both of these books. Don't read them fast like a thriller. Sit back, relax and enjoy the pace and the dialogue. They are both tremendous reads.
Tuesday, December 09, 2008
Monday, December 08, 2008
This is another opportunity for teachers to use real-time issues in their classes for the utmost in learning opportunities.
Sunday, December 07, 2008
For me, it all comes down to good service and relationships.
Saturday, December 06, 2008
In recent days, The Oklahoman has featured the importance of addressing the dropout rate. While there may be a variety of reasons kids drop out, it is important for them, and for Oklahoma and our nation, that they remain in school. The Oklahoma Education Association is committed to addressing those needs.
The OEA has initiated and participated in "community conversations” projects, which seek input and ideas from the community served by schools so the school can better understand and address the issues and concerns important to that community.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
In Weatherford, the OEA joined an already-formed task force addressing the needs of American Indian students that includes the Cheyenne-Arapaho Tribe. Understanding the Native American culture and having those conversations with parents and tribal leaders will give everyone involved in education a greater opportunity to keep students in school.
On March 30, the featured topic at the second annual OEA Educator’s and Clergy Conference will be the dropout issue and how we can focus on ways in which schools can work with the faith community to have an impact on the dropout rates.
The ability to read is essential for kids to be successful and stay in school; not being able to read contributes greatly to the increase in the dropout rate. The OEA Read Across America program not only promotes the love and joy of reading, but also the positive impact being able to read has on students’ lives. In the past 12 years, tens of thousands of kids have participated in the program and been exposed to positive reading experiences.
It is extremely important for students and parents to understand the economic impact on the dropout. According to U.S. Census Bureau, a high school dropout will annually earn approximately $19,169 as compared with $28,645 for someone with a diploma or $51,554 for an individual with a bachelor’s degree.
No matter what the reasons for dropping out, quality teachers make all the difference in the world. OEA members mentor kids and provide a variety of opportunities for them to be successful and stay in school. There are also many times where students unburden themselves to caring teachers and counselors and the bonds formed between student and teacher keeps kids in school as well.
The OEA is serious about lowering the dropout rate. Losing even one child is unacceptable. We all need to work together to address this issue. Dropout rates aren’t statistics; they’re kids Oklahoma can’t afford to lose.
Friday, December 05, 2008
While a creative way to go about meeting needs, I'm not sure there is enough space to solve the funding crisis in our state legislature or to stop the HOPE Coalition and State Question 744.
California High School Teacher Places Ads On Student Exams, Sells Out Semester Final.
USA Today (12/2, Toppo, Kornblum) reports on Tom Farber, a teacher at San Diego's Rancho Bernardo High School who sells "ads on his test papers: $10 for a quiz, $20 for a chapter test, $30 for a semester final." Farber began selling the ads after the school district announced that it would cut "spending on supplies by nearly a third. ... At three cents a page, his tests would cost more than $500 a year. His copying budget: $316." Both San Diego Magazine and the San Diego Union-Tribune "featured his plan just before Thanksgiving, and Farber came home from a few days out of town to 75 e-mail requests for ads. So far, he has collected $350. His semester final is sold out." USA Today notes that "about two-thirds of Farber's ads are inspirational messages underwritten by parents. Others are ads for local businesses, such as...one from a dentist who urges students, 'Brace Yourself for a Great Semester!'"
Thursday, December 04, 2008
If we are going to prepare all kids for college and most of them can't afford to go, what kind of impact will it have on them and our nation?
For more information, visit http://collegeaffordabilitynow.org/ and see how your voice can be heard.
Wednesday, December 03, 2008
Another interesting area in the 2008 Survey dealt with funding where 87.7% of Oklahomans believe the legislature doesn't provide adequate funding for education.
Review finds Pro-voucher Polls Plagued by Biased Questions and Sampling Problems
EAST LANSING, Mi., (December 2, 2008)—A series of reports based on public opinion polls in 10 states claims that state political candidates could increase their electability if they support school vouchers and other school-choice measures. A Think Twice review of the reports, however, finds that the polls on which they rely contain poorly worded, biased questions and suffer from sampling problems.
The states surveyed thus far are Arizona, Florida, Georgia, Idaho, Illinois, Maryland, Montana, Nevada, Oklahoma, and Tennessee, and the reports were published by the Friedman Foundation for Educational Choice, a think tank that promotes school-choice proposals, including taxpayer-funded private-school vouchers. They were reviewed by professors Jon Lorence and A.Gary Dworkin, both of the University of Houston.
The 10 reports conclude that voters view public schools as performing unsatisfactorily, that they prefer private over public schools, that public funds should be available so parents can send their children to private schools and that potential voters are more likely to support candidates who back school choice proposals such as vouchers.
Lorence and Dworkin note that none of the reports cite any other surveys or research literature regarding opinions on vouchers or on public, private, or charter schools. By comparison, the reviewers cite a series of Gallup polls, conducted annually for Phi Delta Kappa, that include questions measuring public support for private-school vouchers and for public education in general. Those surveys consistently find less support for voucher proposals than shown by the Friedman surveys. In fact, the Gallup surveys consistently show that more Americans oppose vouchers than support them.
In addition, the reviewers point to a number of other factors which might explain why the Friedman surveys yielded more favorable results for school choice proposals.
First, they note that that the population samples surveyed might not represent the voting populations of their states nor the population of parents for whose children school vouchers are intended. Information to establish sampling accuracy is largely missing from the reports, and in at least one of the three instances where sufficient data were provided, the low response rate raises a red flag about possible sample bias.
Additionally, Lorence and Dworkin found repeated instances in which the wording of questions appeared likely to bias the results. These questions appeared to be worded in ways to encourage respondents to favor private-school funding. The reviewers use the corresponding Gallup questions to highlight these problems with wording. Additionally, the survey questions in some instances used terms not widely understood, such as questions about proposals to grant tax credits to companies that finance private school scholarships (vouchers).
“Had the respondents been presented more neutral questions about tax credits and vouchers, the findings may have been less favorable towards these issues,” the reviewers write.
Lorence and Dworkin observe that the 10 papers reviewed are aimed at driving a pro-school-choice agenda through the promotion of tax credits, vouchers, and charter schools. They conclude that the reports should not guide policy and recommend that policymakers avoid relying on, “public opinion surveys that present beliefs as fact,” and encourage them to, “examine research investigating whether charter schools and vouchers actually increase student achievement and other important outcomes.”
Find the review by Jon Lorence and A. Gary Dworkin on the web at:http://www.greatlakescenter.org.
Tuesday, December 02, 2008
State Question 744, sponsored by the HOPE Coalition, will provide our schools the revenue they need to be succesful.
Fixing public schools starts with funding by: KEN NEAL Senior Editor Tulsa World
Will vouchers or charter schools or both solve the problems of the public school system?
That question has bedeviled school observers for at least 20 years. The best answer after some limited experience with vouchers and charters is that they can be a part — but only a part — of the educational picture.
In the 30 years since Bill Bennett and the Reagan administration hammered the schools in the politically motivated and largely inaccurate "A Nation at Risk," bashing the public schools is increasingly a great sport.
Republicans generally lead that exercise, although Democrats often join them in blaming school boards and administrators for perceived failures of their children.
Even Mark Twain took a potshot at school boards. He once said, "God made the idiot for practice. Then he made the school board."
Yet the overwhelming evidence is that public school problems spring from the public's inability to deal with societal problems, specifically poverty.
Cal Thomas, whose syndicated column is carried in the Tulsa World, climbed on the school criticism bandwagon recently by chiding President-elect Barack Obama and his wife for selecting a private school for their two daughters when they move to Washington.
Never mind that putting the kids in a public school would drive the Secret Service nuts and cost the public thousands of extra tax dollars.
No, old thoughtful Cal claims "Obama and the Democrats" deny parents who can't pay for private schools the right to send their children to them.
Thomas sees nothing wrong with giving parents tax money to use to send their children to private schools.
Usually, this approach is but a way to help finance religiously affiliated schools. That would in effect allow government to support religion, generally considered to be unconstitutional.
That practice is what "Obama and the Democrats" oppose.
Private schools play an important role in the U.S.
About 11 percent of students are in non-public schools. While it makes a great column for Thomas to poke fun at the Obamas, the insinuation that private schools are an answer to the nation's education problem does not wash.
In fact, private schools could not possibly manage if substantial numbers of children in public school showed up with the inadequate amount of money spent on each child.
Nor would those schools be ready to accept the wide range of students with various mental and physical handicaps.
Thomas blithely speaks of what "parents" want, apparently oblivious to the fact that great numbers of school children have no parents in the usual sense.
In Tulsa, or any other metropolitan area in the U.S., it is surprising how many grandparents, aunts and uncles or foster parents are rearing children.
A child who has even one parent trying to get him or her into a private school has a big advantage over many of his or her peers. A parent or parents that care make all the difference.
Charter schools? These schools get the tax money (per child) that the government spends on them for public education.
Here again, Charter schools have a place, but the reason for their existence is that their sponsors believe they can do a better job than public school administrators with the same money.
So far, there has been little convincing evidence that children in private or charter schools perform better than their public school counterparts.
In Oklahoma charter school sponsors have found that the state does not spend enough per child on education to operate either public or charter school adequately. One group that wanted to operate charters for profit found that impossible on what Oklahoma spends on children.
Oklahoma is 46th in the nation when it comes to money spent on educating children. It spends $6,961 per year per child. The national average is about $10,400.
If Oklahoma spent more money on children perhaps all schools, including charters, could do a better job.
Monday, December 01, 2008
Multiple Pathways prepares students for college and careers
New report focuses on high school reform done right
EAST LANSING, Mich., (December 1, 2008)—The Multiple Pathways approach to high school reform is being advanced by states and supported by philanthropy groups around the country. The approach was developed as a way to prepare students for both college and careers while rejecting a tracking system that provides academic preparation for some students but only vocational preparation to others. A new report highlights the potential of this approach but warns that if poorly designed and implemented, past problems will not be addressed.
Released today by the Great Lakes Center for Education Research and Practice, this legislation policy brief was co-authored by Dr. Marisa Saunders, a research associate at UCLA’s Institute for Democracy, Education and Access, and Christopher Chrisman, an associate with the Denver office of the law firm Holland & Hart.
The first half of the report explains the key elements of effective Multiple Pathways reform. The second half translates these elements into statutory language, concretely providing the details necessary to move forward with this important reform.
The Multiple Pathways approach to high school reform connects rigorous academic preparation and technical knowledge to opportunities to learn from adult, real-world settings such as the workplace. The reform rests on three research-based propositions:
*Learning both academic and technical knowledge is enhanced when the two are combined and contextualized in real-world situations;
*Connecting academics to such real-world contexts promotes student interest and engagement; and
*Students provided with both academic and career education are more likely to be able to later choose from the full range of postsecondary options.
Saunders points out that Multiple Pathways is not a “one-size-fits-all” approach. Students and families choose from a number of “pathways” which offer both the academic and real-world experiences that students need. Though each “pathway” differs in terms of curricular content, how courses are organized and how much time students spend on and off campus, Saunders says that what is most important is that “every pathway leads to the same destination: preparation to succeed in both college and career, not one or the other.”
However, Saunders cautions, “If poorly designed or enacted, the reform will only maintain the same old vocational education programs or alternative schools, continuing discredited practices of ability tracking rather than transforming the comprehensive high school.”
A well-designed Multiple Pathways reform must include the following four essential components within each and every pathway that is offered to students:
*A college-preparatory academic core that satisfies the course requirements for entry into a state’s flagship public university, using project-based learning and other engaging classroom strategies;
*A professional/technical core well-grounded in academic and real-world standards;
*Field-based learning and realistic workplace simulations that deepen students’ understanding of academic and technical knowledge through application in real-world situations; and
*Additional support services to meet the particular needs of students and communities, which can include supplemental instruction, counseling, and transportation.
According to Saunders, effective Multiple Pathways reform as proposed in the brief can, “meet the educational needs of a diverse student population by bridging the divide between education for work and education for college.”
Find Saunders’ and Chrisman’s report, Multiple Pathways: 21st Century High Schools that Prepare All Students for College, Career and Civic Participation on the web at:http://www.greatlakescenter.org.
Saturday, November 29, 2008
Friday, November 28, 2008
Thursday, November 27, 2008
Friday, November 14, 2008
Oklahoma City Public Schools Superintendent Karl Springer and Tulsa Public Schools Superintendent Dr. Keith Ballard shared their thoughts and ideas about turning their districts into the best urban education districts in the country.
Dr. Ballard addressed a number of issues including funding. He told about a recent experience with the father of a teacher who was disappointed his daughter went to teach in Kansas. The district there was paying her $10,000 more a year. The father wanted his daughter to move back but she couldn't take the pay cut.
Dr. Ballard said raising Oklahoma's per pupil expenditure to the regional average would bring that man's daughter back to Oklahoma and keep quality teachers in state. He also said raising the per pupil expenditure is important because our kids deserve the best.
His concerns can be addressed by HOPE-SQ 744. Oklahoma can get to the regional average by its passage. Help us make a difference by supporting HOPE.
Tuesday, November 11, 2008
Grandpa Huebner-WW I
My Dad-WW II
Uncle Wayne-WW II
Uncle Wally-WW II
My Father-in-law-Cold War/Berlin Wall Construction
Check out the photo tribute to the surviving WW I Vets.
Monday, November 10, 2008
SchoolsExpert says existing research offers positive but mixed picture
EAST LANSING, Mi., (November 10, 2008) – With its reputation for high standards, highly committed teachers and longer school days, the Knowledge is Power Program (KIPP) has been widely hailed as a model for urban education. A new policy brief concludes that available evidence indicates that KIPP is indeed providing good opportunities for students, but it also warns that some claims are exaggerated; the current evidence incomplete and policymakers should proceed with cautious optimism.
The policy brief What Do We Know About the Outcomes of KIPP Schools? is written by Professor Jeffrey R. Henig, an expert on urban education reform and charter schools at Teachers College, Columbia University. It was released today by the Great Lakes Center for Education Research and Practice.
KIPP, which is a charter school provider, operates nearly 50 schools in the U.S., including ones in Washington, D.C., Houston, and New York City. KIPP schools have drawn praise for their work with urban, poor and minority students. A large-scale study of KIPP using a randomized design is underway, but it is not expected to be completed for five years. Because policymakers and others are already looking to the KIPP model for guidance, Henig’s brief takes a close look at the seven strongest existing studies, which together offer several important insights into the strengths and weaknesses of the model.
Henig’s brief presents several positive findings:
*Students who enter and stay in KIPP schools do tend to perform better than comparable students in more traditional public schools.
*The better performance does not appear to be attributable to selective admissions.
*KIPP students tend to be minorities, and many have performed poorly in previous schools.
But the brief also raises at least two serious questions:
*KIPP student turnover appears to be high and “selective.” Those who leave tend to be lower-performing students to begin with and to have performed less well while at KIPP. “Such attrition, if it were taken into consideration, would reduce the size of gains in reports that simply compare KIPP eight graders with those in their host districts,” Henig writes. But the evidence, he adds, is not enough to suggest that attrition alone accounts for the academic advantages that KIPP students appear to enjoy.
*While the enthusiasm of KIPP teachers is high, heavy demands on them and on KIPP leaders tend to promote high teacher turnover “and an unrelieved pressure to find and train new people,” Henig writes.
Henig notes that the extended-day policy at KIPP schools – 9.5 hours per day, plus summer and Saturday classes – has attracted a great deal of attention. But hard evidence does not yet link KIPP’s longer school day to the program’s success. Moreover, attempts to transport this part of the model to other schools may be met with objections from many parents and taxpayers.
Henig writes that KIPP is a model worth studying. However, at this point he does not recommend treating it as a prototype or a substitute for broader, systemic school reforms. It offers “a possible source of information and guidance” to education policy questions. But, he concludes, “Policymakers and others should have realistic expectations. There are significant unanswered questions about how expansion might affect outcomes, especially in relation to the difficulty of sustaining any gains attributable to KIPP’s heavy demands on teachers and school leaders.”
Find Jeffrey R. Henig’s report What Do We Know About the Outcomes of KIPP Schools? on the web at: http://www.greatlakescenter.org.
Saturday, November 08, 2008
Oklahoma has a great opportunity to address the needs of our schools so they can provide a quality workforce for business. Oklahoma can send a strong message to the rest of the country about the greatness of our state by investing in education. That investment will bring businesses to Oklahoma and make us competitive with the rest of the USA and countries around the world.
Our opportunities will be achieved by investing in our kids.
Friday, November 07, 2008
Thursday, November 06, 2008
Tuesday, November 04, 2008
Monday, November 03, 2008
Make a difference---VOTE.
Friday, October 31, 2008
Thursday, October 30, 2008
I hadn't seen Cathy since she was in high school back when we were both in Stillwater. I got to introduce her to my wife and good friends who were attending the game with me. We had a pleasant conversation and I look forward to getting in touch with her again.
Report’s Alarm over U.S. Education Lacks Support
Review finds Education Olympics of little value to policymakers
EAST LANSING, Mi. (Oct. 15, 2008)—A report released by the Thomas B. Fordham Institute following the Summer Olympic Games awards gold, silver and bronze medals to top-performing countries in various academic “events.” A new review of that report questions the rankings but saves its harshest criticism for the report’s leap to unsupported policy recommendations.
The report, Education Olympics 2008: The Games in Review, was reviewed for the Think Twice project by professors Edward Fierros of Villanova University and Mindy Kornhaber of Penn State University.
Education Olympics compares student achievement in American schools against that of other nations. Based primarily on standardized test results, it awarded the U.S. only one gold medal (for civics education). With this one medal, the U.S. was ranked 20th among the 77 participating nations.
The Fordham report acknowledges that it isn’t based on new research and that it takes some shortcuts to arrive at its rankings. Also not new is its conclusion that low U.S. rankings threaten the nation’s standing in the global economy. But the report offers little or no support for that conclusion or the associated recommendations.
The core of the report consists of tables showing how countries rank on various student achievement measures, as well as accompanying descriptive text. Supplementing the tables and narrative are ten sidebars that make a number of claims about education and economic performance. Fierros and Kornhaber point out that the sidebar assertions overlap with Fordham Institute policy initiatives for American schools and “raise doubts about the use of educational resources in the U.S., while praising other countries’ school choice policies and Canada’s lack of a federal role for education.” The review discusses, as an example, a sidebar largely focused on promoting school choice. The sidebar’s content “is driven by ideology rather than reasoned argument,” the reviewers write. As evidence, they point to the fact that Finland—the highest ranking of all the countries in the report—in fact has the lowest rate of school choice. The sidebars lack any analysis of the needs of students, teachers, communities, or families, and also lack any foundation of analysis of previous reform efforts.
In short, the report “does not attempt to provide clear guidance for policy or practice on the basis of its findings and conclusions,” Fierros and Kornhaber write. “The Education Olympics report, driven by predetermined positions and lacking any rigorous demonstration of argument, theory, evidence or methods, provides no basis for generating constructive policy for improving our nation’s educational performance.”
Find by the review by Edward G. Fierros and Mindy Kornhaber and a link to Education Olympics 2008 on the web at: http://mail.okea.org/exchweb/bin/redir.asp?URL=http://www.greatlakescenter.org/.
Monday, October 27, 2008
Saturday, October 18, 2008
Education and the Election
Two must-see events on edweek.org
Live Debate: Education and the Next President
Exclusive webcast, Tuesday, October 21, 7 p.m. to 8:30 p.m. Eastern time
Live from Teachers College, Columbia University: "Education and the Next President," a debate between Linda Darling-Hammond, education adviser to Democratic nominee Barack Obama, and Lisa Graham Keegan, education adviser to Republican nominee John McCain.
Register now to watch the live debate.
Friday, October 17, 2008
Our members really enjoyed the day with Dr. Payne and left with a lot of insight. They also shared a great deal with Dr. Payne about their own experiences with children and parents in poverty.
As a teacher who is committed to life-long learning, I wish I would have been exposed to Dr. Payne's work earlier in my career. The knowledge would have made me a better teacher.
Friday, October 10, 2008
I thought I might share a couple of local news stories with you. The stories are very pertinent with the upcoming convention with Ruby Payne. Tulsa Public schools has an 82% free/reduced lunch rate, many like mine are close to 100%. As you are aware, poverty breeds violence. I want to thank you for changing the convention to meeting the needs of our society. The convention has always been good, but many of our members have not truly taken advantage of all the workshops at the conventions. Ruby Payne is fantastic and very meaningful in our turbulent economic times.
The first new story occurred at Booker T Washington High School(one of the top schools in the state and a magnet school) and also Lynn Stockley's school. This school is usually only in the news for their academic successes not violence. Last week they had a 2 hour lock down and police searched the school and found students with 3 guns and ammunition. On Monday, the following story was on KOTV about girls fighting at BTW (be sure and watch the interview with our district's new police chief)
As a result of this story, KOTV received hundreds of calls from parents, teachers and principals about the problem of girl fights. KOTV received word that a teacher had been hurt in a girl fight (myself). [A week ago, I underwent shoulder surgery after being thrown against a wall at school, while trying to stop a girl fight. The surgeon reattached three tendons in my rotator cuff as well as reattaching my bicep tendon. I will return to work next week, but undergo four months of physical therapy]
I agreed to the interview after confirmation from the district that I would not be reassigned. I made sure that Denzel was interviewed as well as my principal so I was not the only one discussing the problem. Here is the story and video.
At the bottom of the story you can click on comments to read the public's reaction to the story. Over 70 people have left comments compared to 8 for the story on Wayman Tisdale! Comments have come in from as far away as New York . Many are from Tulsa teachers. Here is an example of one of the many comments:
"I am so glad that this article is out! I don't think people understand the difficulties that Teachers face these days. The disrespect is out of control. These kids talk to the Teachers like they are dirt and then when the kid gets in trouble, the parent comes to the school and cusses everyone out. I run one of the In School Intervention programs at a local high school. It's a sad thing when I come to school and actually sit in my classroom in fear."
Tulsa ISI teacher
The comments have given me hope that the general public are beginning to realize what schools are like today. People are realizing that we need assistance and we need it now.
I realize that sometimes OEA members from smaller schools/districts or rural areas do not understand the challenges we face in the inner-city areas. Yes, I do realize they have as many problems as we do, but of a different nature. I realize girl fighting has gone on since the dawn of education, however video taping the fights with cell phones and broadcasting the fight on the web has not. I hope by shedding light on this problem we can stop this problem before it becomes a major problem for all schools in Oklahoma .
Hopefully, OEA can help our legislators to understand the violence and fear some teachers deal with on a daily basis.
I just wanted to let you know what has been happening in Tulsa . Again, I thank you for bringing in Ruby Payne to the convention.
Thursday, October 09, 2008
Thursday, October 02, 2008
Claim that Private Schools Outperform Public Schools Doesn’t Hold Up
Review concludes that Cato’s simple tally of unscreened studies is not a useful way of summarizing research
EAST LANSING, Mi. (Sept. 30, 2008)—A new report from the Cato Institute purports to show that private schools around the world perform better than public schools and that the United States should embrace a free and competitive education marketplace. A review of the Cato report, however, finds the report’s analysis to be faulty and the resulting policy conclusion to be unwarranted.
The report, Markets vs. Monopolies in Education: A Global Review of the Evidence, was reviewed for the Think Twice project by Professor Clive Belfield of Queens College/City University of New York, who is also co-director of the Center for Benefit-Cost Studies in Education at Teachers College, Columbia University.
Markets vs. Monopolies tallies up the conclusions reached by 55 domestic and international studies. It finds that, by a ratio of 8 to 1, private schools outperform public ones. It then presents the results of a closer look at a subset of studies, representing systems with the greatest market freedom, and finds that private schools again outperform public schools.
From these findings, the report draws a series of broad policy recommendations: That the content of schooling does not need to be overseen by the state; that there should be universal access to minimally regulated education markets; and that parents should directly pay at least some of the cost of their children’s education.
Belfield’s review strongly criticizes the report’s analysis as well as its findings. “Contrary to the basic assertion in the Cato report, there is little warrant for U.S. policymakers to draw policy conclusions from tallying the results of the body of very uneven international evidence. The large and growing body of U.S. evidence about school choice and marketization is more accessible, applicable and useful than figuring out how international evidence applies to the U.S.”
Regarding the report’s simplistic “vote-counting” to analyze the studies’ conclusions, Belfield notes that “not all votes – not all studies – are necessarily equal.” Researchers have developed much more careful ways of analyzing and making sense of multiple studies that explore related phenomena. The danger, Belfield explains, is that many of the studies counted in the Cato study are substantially weaker than others, and their value is highly suspect.
The Cato report also omits a number of relevant studies, raising “serious questions about the report’s methodological assumptions and about the usefulness of reviewing international evidence instead of relying on U.S. research,” Belfield writes.
Belfield notes that even if the report’s fundamental findings of the experiences of other countries were accurate, it nonetheless cannot support the policy conclusions. The national systems surveyed, including those in Pakistan, India and Ghana are so different from the U.S. as to make comparisons questionable, and the report ignores such questions as the costs vs. benefit of market approaches, both in economic and social terms.
“It is possible that private schools are superior to public schools when all the international evidence is counted,” Belfield writes. “We don’t know, and this report does little if anything to help answer that question.”
But the best studies in the U.S. and abroad, which include rigorous controls for bias, show the purported private school advantage to range from small to non-existent, he concludes. “As such, expanding market forces is unlikely to yield dramatic improvements in the quality of the U.S. education system.”
Find Clive Belfield’s review and a link to the Cato report on the web at: http://www.greatlakescenter.org.
Contact: Teri Battaglieri, (517) 203-2940; (email) email@example.comClive Belfield, (718) 997-5448; (email) Belfield@qc.edu
Wednesday, October 01, 2008
Please visit Kaycee's site and let her know you're thinking about her. The thoughts and prayers of 40,000 OEA members can make a difference for Kaycee.
Tuesday, September 30, 2008
Review finds that report claiming Ohio vouchers improve public schools is riddled with flaws
EAST LANSING, Mi. (Sept. 8, 2008)— A new report from the Friedman Foundation for Educational Choice claims to find evidence that Ohio’s private-school voucher program spurs public schools to improve achievement. A review of the report finds numerous flaws that seriously undermine the research.
The report, “Promising Start: An Empirical Analysis of How EdChoice Vouchers Affect Ohio Public Schools,” was reviewed for the Think Twice project by Professor Christopher Lubienski of the University of Illinois, a nationally recognized expert on school choice research.
“Promising Start” examines Ohio’s EdChoice program, which offers vouchers of $4,375 or more to allow up to 14,000 students enrolled in “chronically under-performing” public schools to instead attend private schools at taxpayer expense. The report asserts that there is empirical support that the voucher program, by fostering competition with public schools, improves those public schools’ performance, thereby providing an indirect benefit to those students who remain in the public schools. In particular, it claims that in EdChoice’s first year, students experienced substantial academic gains at public schools exposed to the possibility of losing students to vouchers.
“Despite being presented as scientifically rigorous, the report suffers from serious methodological shortcomings,” Lubienski writes. “The analysis uses weak variables and an incorrect approach to measuring academic gains, and it tries to make claims based on cherry-picking uneven results.”
“Instead of being empirically based, the report’s assumptions appear to be more statements of belief based in a rudimentary and simplistic view of economic behavior in markets for education,” Lubienski writes. “The Friedman report selectively focuses on studies—no matter what the quality—that appear to support its agenda. In doing so, it leaves out much high-quality research, much of it peer-reviewed that seriously questions the assertion that the threat of losing students has a positive impact on public schools.”
“In view of the announced advocacy mission of the Friedman Foundation for Educational Choice regarding vouchers, and the notable flaws on this report, it is better read as a statement of belief than as an empirical analysis,” Lubienski writes.
Find Christopher Lubienski’s review and a link to the Friedman report on the web at: http://www.greatlakescenter.org/.
Monday, September 29, 2008
Education Week: NCLB Debate at the Sidelines(David Hoff, News, National)“In their education proposals, Democratic Sen. Barack Obama and Republican Sen. John McCain have outlined specific plans to address provisions of the almost 7-year-old federal education law. Both would refocus the teacher-quality section to bolster the recruitment of new teachers and to experiment with new forms of teacher pay. Sen. McCain promises to make school choice and tutoring available to students in struggling schools sooner than the current law allows. But neither candidate has said what he would do to address significant questions about the NCLB law’s future, such as whether to keep its goal of universal student proficiency in reading and mathematics by the end of the 2013-14 school year, how to increase the rigor of states’ academic standards, and how to improve the interventions in schools failing to meet achievement goals.”
Education Week’s Campaign K-12: Obama vs. McCain: The Budget Battle Lines Are Drawn (Michele McNeil, Blog)“Specifically, Obama--who listed education third in his list of priorities--said: "We have to make sure our children are competing in math and science." In addition, he said college must be affordable. In all, he wants to spend an additional $18 billion on education. And a little later, Obama said he would prefer to see more investments in early education rather than subsidies to private companies that participate in Medicare.”
Thursday, September 18, 2008
Tuesday, September 16, 2008
Heather wrote in her biography to the selection committee, "I had an opportunity to make a real difference for students, especially those who struggled in math. After years of basic textbooks and worksheets, the majority of my students lacked any appreciation for math. I embarked on a new teaching mission: to engage students in math, so they could experience the power it held and, yes, even how fun it could be!"
Sandy Garrett, State Superintendent remarked: " Heather Sparks is a fantastic choice for Oklahoma Teacher of the Year and the work she is doing to foster love of math and raise math achievement among the inner city students she serves is inspiring."
I taught with Heather's father-in-law, the late James Sparks, a science teacher at OKC's John Marshall High School in 1982. He would be very proud of Heather.
The OEA hosted a luncheon for the finalists and their families. The finalists included Sherilynn Admire of Midwest City, Debbie Flowers, Meeker; Betsy Glad, Union; Matt Holtzen, Enid; Valorie Lewis, Stigler;Cheryl McCord, Jenks; John Nolan, Norman; Denise Radcliff, Claremore; Mandy Rowley, Woodward; Phillip Scott, McAlester; and Nolan Watson of Cache. Also in attendence were several previous Oklahoma Teachers of the Year.
Heather's selection ends the representation of Stephanie Canada of Shawnee, the 2008 Oklahoma Teacher of the Year. Stephanie did a great job of representing Oklahoma teachers at events across the country. She was selected as one of 5 people to be named as Ambassadors for Teachers for the Federal Department of Education in Washington.
Monday, September 15, 2008
Educators will take case directly to the people
Educators, spearheaded by the Oklahoma Education Association, will begin circulating a petition next week asking for a statewide vote requiring legislators to fund schools at the regional average. The state currently funds pupils at about $6,900 per year when the regionalaverage is said to be about $8,300.
Some lawmakers said the drive would require up to 850 million additional dollars for education each year. They're not just pulling that figure out of thin air. An independent study commissioned for the legislature more than three years ago said the state needed to pump more than $800 million into the formula to help districts meet state and federal student performance expectations.
At the time, the Augenblick, Palaich and Associates report said Oklahoma's "formula" funding doesn't reflect the level of resources needed tofully implement standards-based reform."
Petitioners may find some comfort in the study to buttress their position. There were questions as to why the study itself wasn't quickly released.
But the drive may fall victim to timing. A roads versus education showdown is developing and taxpayers are in a lean mood these days. If the drive succeeds in gathering nearly 140,000 signatures over the next 90 days, organizers are asking that it be on the ballot in 2010. Perhaps,by then, the timing will be better.
Sunday, September 14, 2008
Saturday, September 13, 2008
Friday, September 12, 2008
Thursday, September 11, 2008
This is the essence of what teaching is all about. There are so many great parts in this presentation. One of my favorites is "You better not give up, because as you know, in some cases you're all we've got."
How do you measure that on a standardized test. How do you reward "not giving up" with merit pay?
Wednesday, September 10, 2008
Children Reap Lasting Benefits from Quality Preschool Programs
As candidates debate national preschool policy, expert urges policymakers to stick with what works
EAST LANSING, Mi., (Sept. 10, 2008)—Amid a contentious debate over the value of preschool programs, a new policy brief, Preschool Education and Its Lasting Effects: Research and Policy Implications examines what researchers currently know about the short- and long-term effects of preschool. The brief concludes that preschool can strongly benefit children’s learning and development. But it also finds that the quality of programs varies dramatically and that increased public investment in preschool education should be focused on program designs that have been demonstrated to be highly effective.
The policy brief is written by W. Steven Barnett, director of the National Institute for Early Education Research at Rutgers University in New Jersey. It was released today by the Great Lakes Center for Education Research and Practice.
Preschool programs have become increasingly common over the last several decades. Recommendations for or against various forms of universal, publicly funded preschool have emerged in the current presidential campaign. For example, Senator Barack Obama is proposing grants to encourage states to institute universal, voluntary preschool programs, while John McCain’s campaign has called for a more limited federal role, providing information and databases to help parents choose a preschool education program.
Barnett’s brief offers a solid research foundation upon which this policy debate can proceed.
In his brief, Barnett explains that well-designed preschool programs have been shown to produce long-term improvements in school success—raising students’ achievement test scores, reducing the rates of students being retained in grade, reducing the assignment of students to special education programs, and raising student educational attainment. He also finds that these well-designed programs are extraordinarily cost effective, with their long-term payoffs far exceeding their costs.
The strongest evidence suggests that children from all socioeconomic backgrounds reap long-term benefits from preschool, Barnett says. And he notes that the strongest benefits are received by economically disadvantaged children.
However, Barnett also warns that current public policies for child care, Head Start, and state pre-Kindergarten programs offer no assurance that American children will attend such highly effective preschool programs. Some attend no preschool and others attend educationally weak programs.
Although there are exceptions, highly effective preschool programs are generally characterized by small class sizes and the use of well-educated, adequately paid teachers, and Barnett recommends that policymakers stick with those approaches. Preschool teachers should undergo intensive supervision and coaching and “should be involved in a continuous improvement process for teaching and learning.” Preschool programs also should regularly monitor children’s learning and development.
Because preschool programs vary so much in quality, Barnett counsels against simply raising child care subsidies. Instead, he recommends greater public investment in effective preschool education programs, with a focus on state and local pre-K programs with high standards, which have been found to be the most effective. Such programs “need not be provided by public schools,” he notes; public, private and Head Start programs all “have produced similar results when operating with the same resources and standards as part of the same state pre-K program.”
Finally, Barnett recommends that policies expanding preschool access to children under four give priority to disadvantaged children because an earlier start and longer duration appear to produce better results.
Find Steve Barnett’s report, Preschool Education and Its Lasting Effects: Research and Policy Implications on the web at: http://www.greatlakescenter.org.