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31 October, 2010

Why graduates lean to the Green/Left

Comments below from a conservative student in Australia. What he says applies perhaps even more so to Britain and the USA.

Australia has a "Green" party that regularly gets seats in the Senate -- as the Australian Senate is elected by European-style proportional representation. They also recently won one seat in the lower house

Some have attributed the increasing levels of support for the Greens to centrist policies adopted by the Labor Party on climate change, refugees and gay marriage that offend its progressive base. Others argue the rising Greens vote is due to a failure by the main parties and the media to apply appropriate scrutiny to Greens policies, which they say are far more radical than many realise.

Former finance minister Lindsay Tanner, whose seat of Melbourne was lost to the Greens' Adam Bandt, has a different view. In his 2009 John Button Memorial Lecture, Tanner attributed the rise of the Greens to the expansion of higher education.

"Voting behaviour is increasingly defined as much by education as by income level. The Greens are, first and last, a product of higher education. Greens voters are overwhelmingly people with a tertiary education . . . 20 years ago this group was modest in size and overwhelmingly Labor in adherence. Now their numbers are growing rapidly and many support the Greens," he said.

Tanner went on to say this growing group had a "profound commitment to multiculturalism, gender equity and higher learning" and that this was a product of their education.

There is some empirical evidence to support Tanner's thesis. Data from the 2007 Australian Election Study, collected by the Australian National University, showed voters with higher education qualifications were much likelier than the general population to identify with the Greens.

In the overall population, the study found just 5.8 per cent of voters identified with the Greens. But among those with a bachelor's degree, that rose to 11.1 per cent, and 12.9 per cent among those with postgraduate qualifications. Postgraduates also were twice as likely to state they "strongly liked" the Greens.

The study also asked participants to rank themselves on a left-right matrix. Among the general population, about one-third of respondents identified with the broad Right, while 27.7 per cent identified with the broad Left. Yet significantly more people with university-level education self-identified as left-wing, including 42.4 per cent of people with a bachelor's degree and 44.6 per cent of postgraduate qualification holders.

So, what explains the higher levels of support for the Greens? It should not necessarily follow that more education equates to more left-wing views. After all, what does a bachelor of engineering, science or commerce teach students about gay marriage or refugees?

It is a damning indictment of the higher education system that Tanner, from the left faction of the ALP, admits our universities are churning out increasing numbers of Greens voters. It is no coincidence the institutions that churn out these graduates are dominated by left-wing academics.

There are limited studies of academic bias in Australian universities, and most of the evidence to support the notion of widespread bias is anecdotal, but that does not mean it is not a problem.

In 2008 the Senate inquired into the issue and, despite the overwhelming majority of individual submissions reporting instances of academic bias, the Labor-Greens majority on the committee dismissed the idea that bias was a problem in Australian universities.

The Liberal minority report, however, argued the evidence presented at the hearings by students and representative organisations suggested it was a problem. Students complained they were treated as pariahs if they expressed centre-right views and felt excluded and vilified because of their politics.

Studies in the US make it clear that academe is almost exclusively dominated by the Left. One, published by The New York Times in 2004, showed registered Democrats outnumbered Republicans in humanities departments seven to one.

As an undergraduate student at the University of Melbourne during the past five years, I've witnessed and been subject to multiple instances of academic bias. One of the worst examples was presented to the Senate inquiry in 2008.

An introductory politics subject, Contemporary Ideologies and Movements, devoted one week to liberalism and conservatism. For the following 11 weeks, it examined different variants of socialism and green ideology as well as feminist and lesbian political movements.

Worse, the required reading on liberalism was not John Stuart Mill or Friedrich Hayek but an expose on the social lives of Young Liberals published in The Monthly magazine. Following the inquiry the subject was abolished and replaced with a subject that, in the words of Melbourne vice-chancellor Glyn Davis, would have a broader focus and include readings from Milton Friedman.

Critics note few conservatives aspire to careers in academe, preferring to enter the private sector in search of higher earnings. They argue it is only from self-selection that university faculties tilt left, not sinister design.

That may be true, but many conservatives are discouraged from seeking careers in universities because faculties appear monolithic and unwelcoming for those on the Centre-Right. And it does not absolve universities from their responsibility to teach in a non-partisan manner.

Having left-wing views or political affiliations does not automatically make an academic biased. Excellent teachers are able to put their own views aside and present a balanced appraisal of contentious issues. But many professors are not able to put their politics aside, and the lack of intellectual pluralism at many universities means academics work and socialise mostly among those who share their left-wing views.

Of course, academic bias has a more immediate effect than its capacity to skew the electorate: on the quality of education students receive. For this reason alone, it deserves much greater public scrutiny.

SOURCE




Great education available outside the mainstream

Home schooling and private and selective schools give kids the best chance at learning, says Christopher Pearson, writing from Australia

Julia Gillard [Australian PM] often tells us that Labor proposes to give every young Australian a great education. The phrase is a mantra, of course, but I wonder if there is anything remotely approaching a consensus about what constitutes a great education.

Being something of a traditionalist, when I hear those words my mind turns to the sort of elite schooling that Eton offers its boys and Geelong Grammar provides for both sexes. Although I would have hated being a boarder myself, I'm now inclining to the view that many - perhaps even most - adolescents benefit from longish spells away from the comforts and distractions of family life, in an ordered existence concentrated on study.

Schools like these offer the best of several worlds. Because they cater for grandees and rich people, many of whose children aren't especially bright, they're a model of flexibility in encouraging the extracurricular and sporting interests of pupils who aren't academically inclined. At the same time, they give everyone a good grounding in the basics and attend assiduously to anyone displaying any scholarly inclinations.

At the opposite end of the scale is private tuition at home. The days when rich people in Australia thought nothing of hiring a full-time tutor to teach their children are almost gone, except in the case of invalids and infant prodigies.

However, there is a thriving home-schooling movement, delivering most of the same benefits at a fraction of the cost and producing more than its share of outstanding students.

It was born of a warranted mistrust of the ideological baggage of the state system and, increasingly, of the Catholic parochial and independent systems.

Parents tend to rely on unfashionable textbooks that teach you how to parse a sentence, to construct a paragraph and to mount an argument in 500 words. They do not pander to the fads for dumbed-down literary studies but offer English as we once knew it.

Similarly, the maths and science books are usually at least 20 years old and quaintly insistent on the difference between a right answer and a wrong one. Because the parents learned from similar texts, they find them relatively easy to teach from.

Home-schooling parents enjoy an unenviable reputation in official educational circles as a current equivalent to the American Amish. In my experience this is seldom warranted because most of them believe in the value of a rigorous education that will let their offspring think for themselves and free them from enslavement to the zeitgeist.

Home-schooling parents include blue-collar social conservatives and middle-class people who set great store in education. Quite a lot are disenchanted former teachers who tend to pool their expertise and hold group tutorials for students in their area. This has the added advantages of getting the kids out of the house and into the company of their age-mates.

Retired Latin, French and music teachers can earn a modest supplement to the pension, instructing small groups of highly motivated youngsters. Old maths teachers are also much sought-after.

I should declare an interest here. I've found teaching English and history to individual home-schoolers one of the most rewarding experiences of recent years.

In between what many would regard as the two extremes, another example of an education that could plausibly be called great is the kind provided by NSW's James Ruse Agricultural High School. It's a selective co-ed school with a catchment area including a lot of poorer suburbs. Nonetheless, in exams its students regularly outperform every other secondary school, public or private, in the state and they excel in the arts and sport as well.

By virtue of its dedicated staff and track record of academic performance, James Ruse has broken down what's probably the biggest barrier to equality of opportunity in schooling. It has overcome the habitual under-valuing of education by generations of working-class Australian parents.

There are a few groups that have been notable exceptions to that rule: the Lutherans and the remnants of the old-fashioned Presbyterian and Methodist cultures (which maintain a strong ethos of self-help) and the Jews, known from the earliest times as "the people of the book".

Among the crucial reasons for the inequality of educational outcomes in Australia - which Gillard often conflates with the separate question of educational opportunity - is that middle-class parents tend to value schooling highly and reward good results.

The fact their children are over-represented in the professions is less a function of the advantages of their class than because those are the careers to which they and their families have historically aspired and so many of them are over-achievers.

Considering the three models of an excellent education canvassed here and the shape of a consensus that might emerge on the subject, there are a few points that can be made.

The successes of home-schooling suggest it's the quality of teaching and parental support, rather than the amount of money expended, that is critical.

In contrast, vast amounts of public funding underpinned the fad for "whole word" reading programs in primary schools that have wasted years of everyone's time and left many thousands of younger Australians functionally illiterate.

All three models assume that schooling should be a demanding exercise as well as a rewarding one and that this applies to the slow learners and the disengaged as much as the gifted and the keen.

Unless schools expect the best their pupils can achieve, they'll seldom see it and the young may never get a good grounding in the basics, let alone find out what they're capable of doing.

The surest way to avoid institutional dumbing-down is by streaming all students according to ability, as measured by IQ tests and annual exams.

However, it's well documented that the British model of an all-important 11 Plus hurdle has discriminated against late developers and bright kids from backgrounds of complex disadvantage, so there needs to be periodic opportunities to change stream.

Not everyone belongs in the top streams and not everyone belongs in their local secondary school. Selective schools with competitive entry may offend the politically correct pieties of the teachers unions, which say they want every school to be a centre of excellence.

But in the meantime, until that happy day dawns, selective schools are the best chance of a great education for students in the public system. They are the leaven in the lump.

There should be more of them and they should encourage their youngsters in academic competition as fierce as the kind we take for granted in sport.

SOURCE





New grammar (selective) schools could be built in Britain after all

Grammar schools could soon be given the green light to expand under the Government's flagship education reforms. Michael Gove, the education secretary, has signalled to campaigners that existing grammars will be able to create more places but also, crucially, could be given permission to build new premises and start "satellite" schools.

The move is a significant shift for David Cameron who controversially ruled out building new grammar schools before the election. The Prime Minister has repeatedly said there will be no expansion of selective education in the state sector.

But ministers now accept that Mr Gove's free schools policy – allowing parents and teachers to start their own establishments – has "let the genie out of the bottle".

A senior Government source said that where there was increasing demand from parents in areas of population growth, existing grammars would be able to expand places.

One option being considered is to allow existing grammars to build new premises and expand into additional sites. In this way, they might set up and run "satellite" schools that are also selective.

The move is bound to increase tensions in the coalition as the Liberal Democrats oppose grammar schools and vowed in their manifesto to oppose the setting up of new ones.

However, after a growing campaign by Tory MPs, Mr Gove last week signalled a possible u-turn at a packed reception held by the Friends Of Grammar Schools group at the House of Commons.

He told the meeting that his foot was "hovering over the pedal" of allowing parents more access to selective education. MPs present, including Graham Brady, chair of the powerful 1922 committee of Tory backbenchers, seized on Mr Gove's remarks.

Dozens of MPs, teachers and governors attended the meeting, including Katharine Birbalsingh, the teacher who was suspended from her job after describing Britain's education system as "fundamentally broken".

Speaking at the gathering, Mr Brady, who resigned from the front bench in 2007 over Mr Cameron's policy on grammar schools, applauded the Government for pushing ahead with free schools and more academies but asked Mr Gove to go further with the expansion of selective education where parents wanted it.

Mr Gove said: "My foot is hovering over the pedal. I'll have to see what my co-driver Nick Clegg has to say."

Last night Mr Brady said: "I was hugely encouraged by what Michael Gove had to say. There is enormous demand for selective education.

"The new government's commitment to extending parental choice, allowing parents to set up new schools where they want them and to enhance local decision-making, is extremely welcome.

"I hope that all parties who believe in localism will accept that they should not be standing in the way where parents, schools or local authorities want to offer more choice of academically selective schools."

There are 164 grammar schools in England but the demand for places far outstrips capacity and competition is becoming ever fiercer. In a ruling last week, the schools adjudicator backed three "super-selective" grammars which admit only those children with the very highest 11 Plus scores, sometimes from outside the county.

The decision of the adjudicator to back the head teachers using such strict admission criteria was seen as a major victory for selection. Many areas are demanding more grammar schools be built to cope with rising demand.

In Kent, the county with the largest remaining concentration of grammars, this year's 11 Plus results, published last week, show that the number of children from outside the area, mostly from London and East Sussex, who passed the test rose by 16 per cent this year as parents nearby scramble to get their children admitted.

Support for grammars remains strong in the Conservative Party. Over 50 MPs attended the meeting last week including Michael Fallon, the Conservative deputy chairman, Lord Ashcroft, and many MPs from the new intake.

Frank Field, the former Labour welfare secretary who is conducting a social justice review for Mr Cameron, was also present.

The Prime Minister has been under growing pressure to change his mind on the issue since May 2007 when he ditched his party's traditional support for selective education, declaring: "It is delusional to think that a policy of expanding a number of grammar schools is a good idea." He said then that a pledge to build more grammar schools "would be an electoral albatross. Labour want to hang it round our neck."

The Sunday Telegraph led the way in campaigning to overturn the decision. The row threatened to engulf Mr Cameron at the time, with some even describing it as his "clause four moment".

But Tory MPs say the game has been changed by legislation allowing parents, charities and businesses to set up new schools – similar to systems in the US and Sweden – which was passed in the summer. "It would be very odd if we were saying to parents 'you can set up any kind of school you want so long as it's not like a grammar school'", said one Tory insider.

As part of the first wave of the free schools programme, Mr Gove said he expected 16 new schools to open by September 2011.

However he faces an uphill battle to convince Liberal Democrat members of the coalition opposed to selection to back grammars. The party was explicit in its opposition to selection in its manifesto, although the issue was not mentioned in the coalition agreement.

A spokesman for the Department for Education said last night: “There are no plans to increase selection.”

SOURCE



30 October, 2010

Women's Choices, Not Abilities, Keep Them out of Math-Intensive Fields (?)

The article below is just opinion. The plain fact is that advanced mathematics is HARD. You have to be very bright to do it at university level. And there are many more men in that super-bright range. That fact is mentioned below but glided over subsequently

The question of why women are so underrepresented in math-intensive fields is a controversial one. In 2005, Lawrence Summers, then president of Harvard University, set off a storm of controversy when he suggested it could be due partly to innate differences in ability; others have suggested discrimination or socialization is more to blame. Two psychological scientists have reviewed all of the evidence and concluded that the main factor is women's choices -- both freely made, such as that they'd rather study biology than math, and constrained, such as the fact that the difficult first years as a professor coincide with the time when many women are having children.

Psychological scientists Stephen Ceci and Wendy Williams of Cornell University set out to understand the differences between men and women in math-intensive fields such as physics, electrical engineering, computer science, economics, and chemistry. In the top 100 U.S. universities, only 9% to 16% of tenure-track positions in these kinds of fields are held by women.

But girls' grades in math from grade school through college are as good as or better than boys', and women and men earn comparable average scores on standardized math tests. However, twice as many men as women score in the top 1% on tests such as the SAT-M. Clearly, the picture is complex, Ceci and Williams decided. Their analysis and conclusions appear in Current Directions in Psychological Science, a journal of the Association for Psychological Science.

Williams and Ceci also reviewed research on sex discrimination and decided that it is no longer a major factor. In fact, one large-scale national study found that women are actually slightly more likely than men to be invited to interview for and to be offered tenure-track jobs in math-intensive STEM fields.

Instead, Williams and Ceci think the problem is that women actually choose not to go into math-heavy fields, or drop out once they have started. "When you look at surveys of adolescent boys and girls and you say to them, 'What do you want to be when you grow up,' you never see girls saying, 'I want to be a physicist or an engineer,'" Ceci says. That doesn't mean they're rejecting science, but they're more likely to want to be physicians or veterinarians.

And those preferences persist. Studies of college students find that women are more interested in organic and social fields, while men are more interested in systematizing things. And indeed, more than half of new medical doctors and biologists are women today -- and in veterinary medicine, women are more than 75% of new graduates.

Also, women drop out of mathematics-heavy careers paths. Almost half of undergraduate math majors in the U.S. are women. A smaller percentage of women go into graduate school in math, and in 2006, women earned 29.6% of math PhDs. Women are also more likely to drop out after they start a job as a professor, often because they are unable to balance childcare with the huge workload required to get tenure. Young male professors are more likely than their female counterparts to have a stay-at-home spouse or partner who takes care of children.

"You don't see nearly as many men with doctorates in physics saying, 'I won't apply for a tenure-track position because my partner wants to practice environmental law in Wyoming and I'm going to follow her there and help take care of the kids,'" Williams says. Fair or not, women are more likely to prioritize family needs. "I don't think we should try to persuade a woman who's going to be a physician, veterinarian, or biologist to instead be a computer scientist."

On the other hand, women shouldn't have to drop out because the tenure schedule conflicts with their fertility schedule. "Universities can and should do a lot more for women and for those men engaged in comparably-intensive caretaking," says Williams. Coming up with alternative schedules for parents of young children who are seeking tenure, for example, or finding other ways to ease the burden on parents or young children, could help women stay in academic careers -- and not only in math-intensive fields.

SOURCE. Journal article here.





British pupils make more effort with male teachers as they are seen as fairer

Pupils try harder for male teachers, according to an official study. They make more effort to please them, display greater self-esteem and are more likely to believe they are being treated fairly.

The findings are particularly significant as more than a quarter of primary schools do not have a single male teacher.
Sir knows best: Or at least that's the perception amongst school pupils. A study found that pupils make more effort for male teachers

With the number of male secondary school teachers also dwindling, it is feared that some youngsters could go throughout their entire education without experiencing the benefits of being taught by a man.

Researchers from Westminster University, the London School of Economics and the graduate business school INSEAD carried out an experiment involving 1,200 pupils aged 12-13 in 29 schools.

The study, commissioned by the Department for Education under Labour, was aimed at discovering what shaped youngsters’ effort, motivation and educational achievement.

Each pupil received £2 and was asked to buy up to ten questions, priced 20p each. The questions involved having to define the meaning of words. A correct answer doubled their money each time while an incorrect one forfeited 20p. Therefore, pupils who tried ten questions and got them all correct could earn £4.

In one group, marking was done anonymously by an external examiner. In the other, marking was done by the teacher in the classroom. There were nine male teachers and 18 female teachers in the study, which compared the number of questions bought across both groups and measured pupils’ perceptions of the grading and their willingness to make effort using questionnaires.

They found little overall difference in the number of questions purchased between both groups. But in the group where marking was done by the teacher, pupils bought significantly more questions when assessed by men. Children had a more ‘positive perception of the rewards’ of their effort despite the fact the males were not any more lenient.

Both boys and girls also showed greater confidence in their ability. Researchers said the findings were ‘new and significant’ as the effects were evident for every male teacher in the experiment.

They said the study ‘reveals that pupils taught by male teachers tend to have better perceptions of the importance of hard work, better perceptions of equalities of opportunities and higher self-esteem. ‘This experiment shows that male teachers may be beneficial for both male and female pupils, increasing motivation and effort.’

But the latest figures from the General Teaching Council show that only 123,361 of 502,562 registered teachers are men - just 25 per cent - with the vast majority working in secondary schools and further education. Two decades ago, men made up four in ten teachers. Staffrooms at 4,700 primaries – 28 per cent – are solely populated by women, 150 more than last year.

A recent study by Kent University found that women teachers are holding back boys by reprimanding them for typically male behaviour. They are reinforcing stereotypes that boys are ‘silly’ in class and refuse to ‘sit nicely like the girls’ and are more likely to indulge in pranks.

Researchers found that women teachers may also unwittingly perpetuate low expectations of boys and encourage girls to work harder by telling them they are clever.

SOURCE





Bid to lift choice for Australian university students

VICTORIA yesterday called for more student choice and new private providers in university education.

The Brumby government is urging the Gillard government to extend commonwealth undergraduate funding to TAFEs and other approved providers. In its Tertiary Education Access Plan to be announced today, the government says increased choice is needed to meet skill shortages and demand for more applied-focused degrees.

From 2012, the federal government is uncapping the supply of commonwealth-supported undergraduate places that universities can offer to increase participation. But Victoria wants commonwealth places to be allocated as an "entitlement" to eligible students to study at the provider of their choice.

Philip Clarke, head of tertiary education policy at Skills Victoria, said: "Victoria believes that shifting the focus of a demand-driven model to a student entitlement that can be met by a wider range of providers that have met national quality assurance and regulatory standards is a key element of growing higher education participation and completion."

The Victorian proposal comes as the Group of Eight sandstone universities lobby for significant student fee deregulation to drive choice, and also argue for commonwealth funding for TAFEs.

The Council of Private Higher Education welcomed the proposals but warned that commonwealth funding, plus the student contribution, did not cover the cost of delivery of many courses.

TAFE Directors Australia backed the proposal, noting that TAFE students doing degrees had to pay full fees without commonwealth supported places. But Universities Australia said that while it wasn't opposed in principle the commonwealth first needed to ensure new national quality regulators were in place.

RMIT vice-chancellor Margaret Gardner said universities were already well placed to deliver on the government's expansion targets and that a wide range of courses were available to students.

Kwong Lee Dow, former Melbourne University vice-chancellor and an adviser to the government on the plan, said he was disappointed the plan didn't include significant new spending measures beyond a previously announced $104 million for boosting tertiary access in rural areas.

The plan, worth $7m, details priorities for fostering school, TAFE and university partnerships to boost participation, and includes a government internship program for the disadvantaged.

SOURCE



29 October, 2010

Raising school standards is a dream while Leftist educational theories prevail

Passing a law to say that students MUST learn doesn't mean that they will

More than half of Illinois public schools — including, for the first time, many of the state's academic powerhouses — failed to meet test targets this year, raising questions not only about the schools, but also the standard by which they are judged.

In Illinois, high schools fared the worst. Nine out of 10 high schools — 609 of 665 in the state — missed the mark on math and reading tests and risk federal sanctions, according to information released Wednesday by the Illinois State Board of Education.

Statewide, 44 percent of elementary and middle schools fell short.

Educators say it was bound to happen. The federal No Child Left Behind law requires that schools bring every student to proficiency in reading and math by 2014, a goal that most teachers have thought impossible from its inception. The standard ratchets higher every year as the deadline nears.

"Everybody knew it would get to this point. It had to," said Superintendent Linda Yonke of New Trier Township High School, which missed the test target for the first time this year.

This year, 77.5 percent of students had to read and do math at their grade level on state tests, up from 70 percent a year ago. Smaller subsets of students — as defined by race or income, for example — had to meet the target too.

New Trier, among the state's best schools by virtually any measure, posted some of its highest scores ever on the college-entrance ACT test, which comprises half of the Prairie State Achievement Exam given to juniors. But the performance of a small group of students, those with learning disabilities, fell short of the testing target.

The entire school failed as a result, revealing one of the troubling limits of the law: Schools that narrowly miss the mark with one group of kids get saddled with the same failing label as schools where virtually all students languish below grade level, and are subject to the same penalties. The sweeping designation muddies the issue for parents trying to make sense of it all, and threatens to make the federal standard irrelevant.

"When we've got 98 percent of kids going to college, you can't tell me that we're a failing school," Yonke said. What's more, she added, the very subset of learning-disabled students that failed to meet the federal standard, called "adequate yearly progress," or AYP, scored an average of 22.6 on the ACT — two points above the state average.

More HERE





MN: School board says classroom isn't place to address sexual orientation

An Anoka-Hennepin school official said for the first time Wednesday that the district's sexual orientation curriculum policy will not change anytime soon. School board chairman Tom Heidemann said the board will not address the controversial policy. "They believe the policy is fine how it is now," said Superintendent Dennis Carlson.

Carlson also addressed charges that the district was not GLBT-friendly, saying he felt "frustrated" about how Anoka-Hennepin schools were being portrayed.

Anoka-Hennepin, the largest school district in Minnesota, has been in the national spotlight over gay bullying and harassment issues after seven students — five from the school district and two affiliated with area schools — took their lives in the past year. Of those students, activists said four were harassed because of a perceived gay orientation.

In recent months, community members have criticized the district's "neutrality" policy, which they say prevents teachers from talking about and standing up to bullying and harassment against gay students. Critics include Tammy Aaberg, mother of openly gay student Justin Aaberg, who took his life in July.

School officials say teachers should and can protect gay students and address bullying and harassment whenever they see it. But they say the classroom is not the place to raise politically charged or religious issues, including those dealing with sexual orientation. Instead, if those issues arise in the course of schoolwork, the district states that staff should remain "neutral."

In addition, district officials say bullying and harassment policies are already in place to make all students feel welcome. "We are not neutral to the safety of our students." Carlson said.

This week, the Anoka-Hennepin school board revised those policies to more prominently place and more clearly word that discrimination on the basis of sexual orientation will not be tolerated.

The move was not good enough for some community members who said the district's "neutrality policy" also must be revised so sexual orientation could be talked about in classrooms.

"It sounds like they're trying to enforce (anti-bullying and harassment) more," Aaberg said, but she believes teachers still are getting confused over what they can and can't say and do.

Carlson said he believes the district has been used as a center for debate over a polarizing issue sweeping the country. "We don't need to be a battlefield for this type of political and religious issue," he said.

In looking at the students who took their lives, Carlson said the parents of two said their son or daughter was gay, and parents of the others have not disclosed their child's sexual orientation.

Carlson said the larger issue should be about making sure students get the support and help they need. He said suicide rates are up nationally and that at least two other metro area school districts have a larger percentage of suicides than Anoka-Hennepin.

"We have more needs than we have resources," Carlson said. "We have to ask 'what's the role of a school district in mental health issues and what are the roles of others?' This is not just ours to answer."

Meanwhile, Carlson said he and others are doing what they can to make clear to staff that the district will not tolerate bullying or discrimination against students based on their sexual orientation.

He has spoken to all 2,700 teachers in his district since the beginning of the school year. This summer, the district developed a GLBT training program for its teachers. So far, all secondary school teachers have gone through the orientation on how to indentify GLBT harassment and how to intervene. "We will not tolerate harassment," Carlson said. "If a teacher isn't tolerant, we will seek their dismissal."

Carlson said the bad reputation the district has gotten has taken its toll on a staff that cares and advocates for its students.

"My question for others is — are you here to hurt us or are you here to help us?" he said. "For us, it's a serious matter. We are trying to keep kids alive."

SOURCE







How pushy parents DO improve British schools: Commitment by families 'drives up standards'

It will surely be a green light for pushy mothers and fathers everywhere. Forceful parenting really does help children – and even their schools – to do better, according to research published today. Their efforts towards boosting their children’s educational achievement is highly significant, the study suggests.

In fact, researchers found it is even more important than the amount of work put in by the pupil – or their teachers. This is believed to be because parents’ conscientiousness rubs off on everyone around them, driving up standards across the board.

The study from Leicester University and Leeds University Business School suggests head teachers should deter pushy parents at their peril.

Researchers examined data from the National Child Development Study, which follows 17,000 people born in March 1958 throughout their lives. They focused on about 10,000 children aged 16 – from both state and private schools – who were asked questions about their effort in lessons, such as whether they thought school was a ‘waste of time’.

Their parents had been asked about their interest in education, for example whether they read to their child, knew about their progress and attended meetings with teachers. Teachers were also asked about their perceptions of this level of parental interest.

Researchers compared the findings to the exam results of these youngsters at age 16 and 18 and discovered that parents who showed even a small interest in their child’s education improved the probability of the average child getting four GCEs (now GCSEs).

Pushy parents were four times more likely than the school and six times more likely than the child to be able to instigate these improvements.

Professor Gianni De Fraja, head of economics at Leicester University, said: ‘If parents exert more effort, then the child also exerts more effort by working harder. ‘Separately and independently of this, the school results improve. What we found surprising is that the parent’s effort matters more than the school effort or the child’s effort.’

Children’s propensity to try hard at school was not influenced by their social background. However the socio-economic background of parents not only affected their child’s educational attainment – it also affected the school’s effort. Teachers were more likely to be more conscientious in response to middle-class parents than less advantaged ones.

Professor De Fraja said: ‘Why schools work harder where parents are from a more privileged background we do not know. ‘It might be because middle-class parents are more vocal in demanding that the school works hard.’

Last month, research claimed that private schools are being turned into ‘exam factories’ amid pressure from pushy parents to achieve results. The Headmasters’ and Headmistresses’ Conference, which represents 250 leading independent schools, found that teachers are being put under ‘considerable pressure’ by families to deliver top grades.

SOURCE



28 October, 2010

DOE: Schools may be liable when bullying ignored

The US Department of Education will warn schools that tolerating or failing to adequately address ethnic, sexual, or gender-based harassment could violate antidiscrimination laws.

Following several high-profile cases of bullying, the department will write to schools, colleges, and universities today, reminding them of their obligations.

Russlynn Ali, assistant secretary for civil rights, said the department was responding to what it senses is a growing problem. The Office for Civil Rights received 800 complaints alleging harassment in the last fiscal year, and reports from the field indicate an increase in harassment of certain groups, including gays, lesbians, and Muslims.

In September, a Rutgers University student, Tyler Clementi, 18, committed suicide after his roommate secretly webcast his dorm-room tryst with a man. The roommate and another student have been charged with invasion of privacy, and authorities are considering a hate-crime charge.

In January, a South Hadley, Mass., girl, Phoebe Prince, 15, took her life after being relentlessly bullied by classmates, prosecutors said. Six teenagers have been charged.

Also yesterday, New Jersey lawmakers introduced an “antibullying bill of rights’’ that one advocate said would be the toughest state law of its kind.

Introduced by a bipartisan group of legislators and advocates, it seeks to augment laws New Jersey passed eight years ago. It would require antibullying programs in public K-12 schools and language in college codes of conduct to address bullying.

US Education Secretary Arne Duncan sought to assure students that action will be taken.

“No one should ever feel harassed or unsafe in a school simply because they act or think or dress differently than others,’’ Duncan said.

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British teachers, bureaucrats and others blocking school reform

The Education Secretary's optimism is unshakeable. He considers creating new secondary schools that offer all the benefits of grammars, minus the selection, to be his mission. Wherever he goes, he finds parents and teachers clamouring for the chance to create a free school – free to teach, free to expand to meet demand, free to get rid of bad teachers and pay more to good ones, free from bureaucratic tyranny and union bullying.

Yet around him, and in Downing Street, there are fears that momentum is fast being lost – and that it is largely due to resistance from inside Mr Gove's own organisation. The Department for Education, suggest increasingly riled ministers, is becoming the biggest single obstacle to improving the woeful attainment of children languishing in what Alastair Campbell described as "bog standard comprehensives".

Of course, the enemies of free schools outside Whitehall are not hard to find. The National Union of Teachers has taken to bullying head teachers who express an interest in breaking from local authority control by sending letters threatening industrial action. Christine Blower, the head of the NUT, is orchestrating the resistance, and according to Fraser Nelson, whose Spectator magazine exposed her racket, she is doing it "dangerously well".

Or take the Anti-Academies Alliance, the umbrella organisation backed by the trade unions that has fought free schools since they were first set up by Tony Blair. Far from being a rainbow coalition of parents united only by concern for their children's education, it is in effect a Left-wing pressure group shaped by the Socialist Workers' Party and their enthusiasts with the sole aim of securing the grip of the big state on the education system. One of its most vocal supporters is Fiona Millar, Mr Campbell's partner.

Then there are the local authorities. Although Labour councils are more likely to obstruct free schools, Mr Gove must also be worried that Tory Bromley recently came out against proposals for a new Harris Federation academy, even though the chain set up by the carpet magnate has posted blistering results in terms of rescuing failing schools. As Fiona Murphy, the mother of three behind the campaign to bring Harris to Beckenham, complained: "It's a key Conservative manifesto policy, and we've got a Conservative council blocking it."

Finally, there are Ed Balls and the Labour Party. Until he was moved to the Home Office portfolio by Ed Miliband, Mr Balls was a one-man demolition squad who came close to wrecking Mr Gove's project in its earliest stages. When the list of prospective victims of the decision to axe the bloated Building Schools for the Future programme was released, to a storm of criticism, fingers were widely pointed at the former education secretary and his sympathisers in Whitehall.

However, as that episode suggests, the biggest threat facing free schools is now the enemy within. Senior figures in Downing Street have discussed how to rally support for Mr Gove, who is seen as isolated in a hostile department, able to count only on a small team of advisers and ministers, alongside the minority of officials who have embraced the reforms. They mutter darkly about "sabotage"; one of the Prime Minister's closest allies was heard to ask, "Shouldn't we do to Education what Ronald Reagan did to the air traffic controllers, and simply sack the lot?"

Under its different incarnations, the department has long had a reputation in Whitehall for being an obstacle to reform. How could it be otherwise, when it exists to serve the producer interest – the teachers and the bureaucrats, not the pupils and parents? Keith Joseph was stymied by his senior officials; Kenneth Baker had to fight to get his landmark reforms to the curriculum passed; and David Blunkett needed outsiders to help him, even though he could count on the support of Michael Bichard, a permanent secretary who was evangelical about change.

The current resistance takes many guises. In a minority of cases it is active, if difficult to prove (although I'm told that ministers have traced the leaking of harmful stories to a handful of senior officials). Those in the thick of the free schools project point to the legislative tools that civil servants who understand the system can use to slow the process to a trickle.

In particular, campaigners have identified three avenues – Freedom of Information, European Union competition rules, and the threat of judicial review – that are being used to delay decisions and frighten ministers. The first can be deployed to force the disclosure of a free school's supporters, who might be embarrassed by premature public exposure. The second is invoked to scare would-be sponsors of the schools who might balk at finding they have to compete with a commercial rival. The third is a stultifying catch-all, used to justify delay "while we double-check the small print, Minister".

Mr Gove puts all this down to inertia and risk-aversion, rather than politically motivated hostility. But he is not being idle. Internally, processes have been overhauled and an entire directorate set up by Mr Balls – for youth issues – has been axed. He has also created project management teams to turn policy into action. Two external hawks – John Nash, the sponsor of the Pimlico Academy, and Theo Agnew, who helped prepare the policy in opposition – have been appointed to the department's board. He will also shortly name someone from outside the Civil Service to be schools commissioner, and act as a champion for reform.

Bolstered by a better-than-expected spending settlement, Mr Gove is working on persuading teachers to rally to the free schools flag. Next Wednesday, in a nifty piece of political theatre, he will introduce union representatives to Arne Duncan, who ran the Chicago schools system before becoming Barack Obama's education secretary. His message to them will be that the reforms here are the same reforms embraced by Mr Obama's Democrats.

Still, the challenge for Mr Gove, and for the Coalition, remains daunting. "It's a huge department, in which four people at the top are trying to change everything," one reformer says. "It's still entirely doable. But if the department carries on moving at this pace, reform just won't happen." And what is happening there will happen elsewhere. David Cameron has launched revolutions on all fronts, but the Cabinet ministers watching Mr Gove from the safety of their shelters haven't even begun to fight their own battles. They should realise that this is what it will be like for them, too, and charge to his support.

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Australia: NSW High School curriculum fails students

BUSINESS experts have slammed the HSC curriculum for failing to provide skills where they're needed. NSW Business Chamber CEO Stephen Cartwright said schools were ignoring demand for trade qualifications. "The HSC is focused on university outcomes more than trades and apprenticeships, areas in which we face a skills shortage," he said. "It's important that HSC students are encouraged to take up a trade, especially in those areas facing a skills shortage like construction."

Mr Cartwright called for an urgent review of the HSC curriculum to ensure vocational education students don't miss out on crucial skills. "Young people who do not enter university after they leave school need to be supported in their preparation for adult life, including their life at work," he said.

This year about 19,000 students were enrolled in a vocational education and training course, but not all choose to take the written HSC exam that goes toward their Australian Tertiary Admissions rank. There are 2724 Year 12 students enrolled in construction this year - up 8.4 per cent from 2009 - but only 80 per cent of them will sit tomorrow's test

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27 October, 2010

Give me my fees back, pleads debt-ridden U.S. university student

A desperate US student who is up to his eyeballs in debt, about to become a father and has little hope of finding a job when he graduates next year, has offered to quit law school in exchange for a full tuition refund.

"With fatherhood impending, I go to bed every night terrified of the thought of trying to provide for my child AND paying off my JD," or Juris Doctor degree, the unnamed student said in an open letter to the dean of Boston College Law School (BC Law), where annual tuition is more than $US40,000.

"I'd like to propose a solution to this problem: I am willing to leave law school, without a degree, at the end of this semester. In return, I would like a full refund of the tuition I've paid over the last two and a half years," he wrote in the letter dated October 15, and posted online.

After his early exit from law school, the student said he would return to his previous career in teaching and be able to provide for his new family "without the crushing weight of my law school loans."

His departure would also benefit BC Law "since you will not have to report my unemployment at graduation to US News," a magazine that compiles much-read annual rankings of US universities.

BC Law replied in its own open letter, dated October 22, that it was "deeply concerned about the prospects of our students and our recent graduates" in a legal job market that has been severely affected by the economic downturn.

There was no indication, however, that the law school took up the student's offer and refunded his tuition.

US law students borrowed on average $31,800 from any source in the 2007-08 school year and took out $29,400 s in federal loans, according to the National Centre for Education Statistics (NCES).

The payback for their investment is supposed to come when they get their degree and are recruited by a law firm, where they could earn in excess of $100,000 a year in their first year.

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Strange British attack on "rich" university graduates

A PENALTY for paying off your loan??

Successful graduates who wish to avoid being burdened with decades of debt could be hit with mortgage style redemption penalties if they pay off their student loan early.

The fees, likely to run to thousands of pounds, would also be levied on parents who saved up to pay upfront for the cost of putting their child through university rather than see them saddled with long-term debt.

It is understood that the redemption penalties are being considered as a means of stopping those who can afford to avoiding the higher rates of interest which are due to be levied on students loans for better off graduates.

In last week’s spending review, George Osborne, the Chancellor, confirmed that university fees are set to rise from their current rate of £3,290 from start of the 2012 academic year.

The new level has yet to be set, but Nick Clegg, the Deputy Prime Minister, confirmed that the Government would reject the recommendation of the recent review of university financing, led by Lord Browne, the former head of BP, that the cap on university fees be lifted altogether.

Instead, ministers are understood to be preparing to propose a new fee of around £7,000-a-year, to be paid off by loans with tiered rates of interest depending on how much the graduate earned in future.

A redemption penalty would stop the better off avoiding higher interest rates by paying off a loan early – and would be seen as a sop to Liberal Democrats who have taken flak over the tuition fees rise after signing a pre-election pledge to scrap them altogether.

Lord Browne had suggested that no redemption penalty be imposed. But Vince Cable, the Lib Democrat Business Secretary, confirmed that ministers were examining ways to make the new system more “progressive” before detailed plans were set out in a few weeks’ time.

He said: "High-earning graduates will be paying more later in their life, but in a progressive way relating to their ability to pay. "There is an issue about people who go on to very high-earning jobs and who therefore pay off relatively quickly and we do have to think about how to find a way by which they make some sort of contribution towards low-earning graduates. "It's a tricky technical problem but we're working on it."

Mr Cable confirmed that ministers had already decided not to proceed with Lord Browne’s suggestion that universities be permitted to charge unlimited amounts, with a levy on any fee above £6,000 to be paid to the Government to spend on bursaries and grants. "I don't think there's any prospect of having unlimited fees – that simply isn't going to arise," he told Sky News.

“We're looking at this very carefully, what Browne had to say – but I think that particular approach was one we're not going to pursue." His words echoed those of Mr Clegg, who told the BBC’s Andrew Marr Show: "I am uneasy about the idea that you, in theory, have unlimited fees. So we are looking at something which would be more restrained."

The Liberal Democrat leadership is braced for a sizeable rebellion by the party’s backbenchers when the plans come before Parliament.

A number of Lib Dems represent university towns and would face a sizeable backlash from students if they supported a rise in tuition fees after fighting the general election on a promise to abolish them.

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Australia: Ignorant history examiners in NSW

ANCIENT history students are the victims of a Higher School Certificate exam mistake, aptly - and literally - known as Herculaneum Gate.

In 2008 HSC examiners in their annual post-mortem upbraided students who confused the two towns of Pompeii and Herculaneum. Two years later the examiners are accused of making the same error in a compulsory question posed to 12,269 students.

In last Friday's exam, students were asked about inscriptions from a cemetery excavated at Herculaneum. But a cemetery has never been found at the Herculaneum archaeological site. The inscriptions come from tombs at Pompeii, near the town's Herculaneum Gate.

Kathryn Welch, a senior lecturer in the department of classics and ancient history at the University of Sydney, said the mistake would have limited answers on one aspect in particular. It describes a public official with a career that was perfectly normal in Pompeii, but not in Herculaneum.

"This will have impeded the students' realisation that they could have talked about politics in Pompeii on which they were probably better prepared," Dr Welch said. "And, sadly, the better prepared the student was on Pompeii, the more they will have hesitated to apply their information to Herculaneum."

Brian Brennan, an ancient historian who has led school tours to both sites, said angry teachers had contacted him over the mistake. Both Roman towns were buried when Mount Vesuvius erupted in AD79.

"To the outsiders it may appear insignificant," he said. "However, we wouldn't accept such mistakes in other papers like English or maths. "It's a question about the credibility of the HSC paper and the board which oversees it. This mistake is basic. The teachers deserve better and they complain and complain and get rebuffed each time."

Jennifer Lawless, the NSW Board of Studies inspector for history, said yesterday the Herculaneum reference was a factual error. But she said the incorrect location would have little impact on the students, who were asked to deal with evidence within the inscriptions. She denied there had been errors in papers for the past three years, saying some facts presented were the subject of academic dispute known to students.

A Board of Studies spokeswoman said one complaint had been received about the ancient history paper this year. She said neither students nor teachers had made complaints about the 2009 or 2008 papers. The spokeswoman said the mistake was unfortunate after an eight-month checking process.

"With all those processes there are sometimes errors," she said. "When we find an error, the chief examiner is contacted and we evaluate how it might affect student responses. "Markers are briefed so they are aware of it and gauge whether student responses have been affected. The bottom line is we want to make sure students aren't disadvantaged."

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26 October, 2010

Teacher Performance Pay Programs Don't Make the Grade

Most of the nation's most heralded teacher "performance pay" programs don't even come close to truly reforming teacher pay to benefit talented educators, according to a new study and report card from The Center for Education Reform. For more than twenty years, the notion of paying teachers more money if they are effective in the classroom has been an issue that has resonated with citizens and policymakers alike. Alternative compensation programs have been established from Colorado to Washington, DC, but most don't make the grade.

"Performance pay for teachers is a simple concept with complicated opposition," says Jeanne Allen, President of The Center for Education Reform. "True performance pay is not a system of bonuses or incentives, which in essence bribe teachers to work hard, but an evaluation and compensation package that rewards demonstrated impact on student achievement growth."

A look at several programs around the country shows that:

- Most place too little emphasis on student achievement and growth while offering reward for benchmarks that do not have impact in the classroom

- Many are opt-in and therefore do not have the intended transformative effect on the culture of teaching in their areas

- Some programs labeled as "performance pay" initiatives are merely a series of bonuses, often school-wide

CER's report provides policymakers with a roadmap to the implementation of meaningful performance pay guidelines and dispels the myths, confusion and misunderstandings that have blocked true evaluation and contract reform in the US.

"The greatest obstacle to performance pay and teachers being treated as other professionals is the teachers union and their ironclad, one-size-fits-all contract," says Allen. "Performance pay that is not written into law and is not mandatory will always be watered down by special interests. That is why real performance pay must become the new status quo."

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TN: Teacher-run schools interest Nashville

Possibility of experiment, control excites educators

Many Metro Nashville teachers would jump at the chance to run their schools their way. Whether the district will give them that chance remains to be seen. The district is debating whether to experiment with a teacher-led school, following the lead of other urban areas that have removed the principals and administrators and turned failing schools over to the teaching staff to see whether they can straighten them out.

"The teachers I've talked to about this have been very excited about the opportunity to have more say-so in how their schools are run," said Erick Huth, president of Metro's teachers union. "I think it would be empowering for a lot of teachers."

The state's latest school reforms put a lot of emphasis on teacher accountability. If test scores don't rise, if students don't succeed, the system looks to the teachers for an explanation. Teacher-led schools are a response to that pressure. If they're goingto take on that responsibility, some teachers say, they also should get to take control.

A delegation of Metro school officials visited a teacher-led math and science academy in Denver earlier this year and came away impressed.

"This kind of frees up the teachers to become intimately involved with deciding the curriculum and developing policies that affect their students directly," said Earl Wiman, who heads special programs for Metropolitan Nashville Public Schools and who saw the teacher-led philosophy in action. "The teachers might not be as involved in ordering the toilet paper or who's cleaning the floors, but they are very interested in what those students are having for lunch."

Teachers work collaboratively to solve problems that arise. In Denver, Wiman said, there was an issue of a school bus that was dropping children off a block away. Somebody was needed to escort the youngsters across the street and safely into the schoolyard. The teachers put their heads together and came up with a schedule that allowed them to take turns on bus escort duty.

"If that school had been principal-led, there would have been a lot of hard feelings" if an administrator had simply ordered someone to make time to escort the students, Wiman said. "The ownership teachers felt in what was going on at that school is what made the difference."

Teacher-led schools are part of the regular school district and are held to the same standards as any other school. In Detroit, teachers were so eager to try the experiment, they volunteered to give up their tenure protection for a shot at autonomy.
Prospects intrigue teachers

The teacher-led schools are generally struggling schools with low test scores, low-income students and large populations of students learning English as a second language.

"These are schools that have not traditionally attracted high numbers of qualified teachers," Wiman said. But the chance to bypass the administrative bureaucracy could lure large numbers of the best teachers to the schools that need them most. Or so the school district hopes. "The teachers we've talked to are just fascinated by the thought that they could actually be in charge of the school," Wiman said.

The Denver school opened its doors last year. The Detroit teacher-led school began operating this fall. And teachers in Minneapolis just received permission to start their French-immersion academy in 2011.

If Nashville follows suit, it won't happen until at least 2012, Wiman said. He will spend the next year researching the various teacher-led school models and trying to find grants to help fund the project.

Meanwhile, the talk of teacher-led schools is creating a buzz in education circles. "A lot of principals out there have a beat-people-down approach," Huth said. "This is a chance to see if we could have done things different, an opportunity to at least have a say-so in decisions."
Next Page

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British schools in better-off areas will lose cash to aid poor

Schools in middle-class areas will have their funding cut to pay for the Liberal Democrat policy of helping children from low-income families, the Government has admitted.

Just four months after David Cameron promised that no families would suffer to meet the cost of the £2.5 billion "pupil premium", Michael Gove, the Education Secretary, conceded that the plan meant some schools "will have less".

Ministers struggled for months to come up with funding for the pupil premium, a key plank of the Lib Dem election manifesto. Other parties warned it would be impossible to pay for when cuts were being imposed across the public sector.

Earlier this month, Nick Clegg, the Lib Dem Deputy Prime Minister, announced that he had secured the necessary funding for the scheme, which is intended to give the poorest children access to the best schools and universities. State schools could be given up to £2,000 more per pupil to educate children from low-income families.

At the time, it was reported that Dr Liam Fox, the Defence Secretary, had been leant on to find greater cuts from the defence budget to finance the premium, following promises from ministers that the funding would come from outside the existing schools budget.

Lib Dem MPs were promised as part of the coalition agreement that the money would be an "add on".

However, Mr Gove has now admitted that some of the £2.5 billion will be found from Department of Education funds after all, with children from middle-class families paying the price. He told the BBC's Politics Show: "It is a very tight settlement and that does mean, and I won't run away from it, that there will be some schools that will have less."

Economic experts have predicted that most schools will suffer financially as a result of government spending plans.

Andy Burnham, the shadow education secretary, said that the Lib Dems had been "sold a pup" by the Conservatives over the pupil premium, which he predicted would "take money from one school and give it to another". He added: "Many schools will be losers and they will not have a protected budget in real terms as suggested by the Government."

In announcing the results of the spending review last week, George Osborne, the Chancellor, made much of the fact that the Department of Education, along with the departments for health and international development, would not suffer cuts.

However, it has since emerged that much of the tiny 0.1 per cent increase in the education budget will be swallowed up by the cost of providing school places for the extra children born during a recent slight rise in birth rates, with the result that the budget will fall by 0.6 per cent in real terms every year – a total cut of 2.25 per cent.

It became clear yesterday that Mr Gove has also been forced to inform schools that were given permission to proceed with building work earlier this year that their construction budgets were being reduced by 40 per cent. The schools thought they had been spared from a cull of building works under the cancellation of Labour's Building Schools for the Future scheme. Many were aghast to told that they would be hit after all by the austerity drive.

Middle-class families also face higher costs when their children go to university with the introduction of increased tuition fees from 2012.

Vince Cable, the Business Secretary, confirmed yesterday that he was considering "progressive" ways of stopping successful graduates from paying off their student loans early to avoid paying high levels of interest.

In a further blow to families, Mr Gove admitted it seemed inevitable that schools outside the poorest areas would see further cuts. He said: "I think there will be some schools who will have less funding. At the moment we're consulting on how the pupil premium will be allocated. "Some of it comes from within the education budget."

His words directly contradicted those of the Prime Minister, who in June told the Commons: "We will take money from outside the education budget to ensure that the pupil premium is well-funded."

Analysis by the respected Institute for Fiscal Studies last week estimated that 87 per cent of secondary school pupils and 60 per cent in primaries would see their school’s funding cut over the next four years. Mr Gove disagreed with the figures “because they’re making an estimate based on one particular interpretation of how the premium would work”.

Adding that he hoped that some of the money would come from savings in the welfare budget, he added: “I think it’s only fair to acknowledge that if you have school spending rising very modestly … you’ve got a government that’s signalled that looking after schools and investing in education is our top priority.”

Simon Hughes, the Liberal Democrat Deputy Leader, warned that his party’s MPs still expected the pupil premium to be paid for from outside the schools budget. “I am clear that we wanted a pupil premium which was an add on. If it is not an add on, then clearly there is work to be done,” he said.

Mr Burnham disclosed that the pupil premium had been a top Lib Dem concern before entering into the Coalition. “When the Lib Dems and Labour were in talks after the election, this was an issue upon which those talks foundered,” he said. “The Lib Dems said to us, 'The Tories have agreed to fund the pupil premium over and above the schools budget. Will you do the same?’ And Labour said, 'Well we can’t because the money isn’t there to give a pupil premium over and above.’ And that is why the political significance of this issue is huge.”

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25 October, 2010

Separation of church and state or public schools: Pick one

A commenter on my previous post asks what the content of a creationist course would be, readings from the book of Genesis or merely bad science, and adds that "teaching Marxist ideas of 'laws of history' is peddling a form of religious pseudo-science. Some of the environmental dogma being taught in schools is also on par with this stuff."

This suggests a more general point—is the existence of a public school system consistent with a serious commitment to the separation of church and state?

I think the answer is that it is not. While teaching a fundamentalist version of the origin of life is indeed taking a side in a religious dispute, teaching a conventional account of biology and geology is is also taking a side in that dispute, just the opposite side. I do not see how I can honestly tell a fundamentalist that it is a violation of the separation of church and state to teach children that his religious beliefs are true but not a violation to teach children that they are false.

The conventional view is, in this case, the one I believe is true. But then, if they were teaching creationism, they would be taking the side he believes is true. So what purports to be separation of church and state ends up as the opposite—the state supporting a particular view of religious questions. That comes pretty close to the established church that the First Amendment explicitly forbids.

Of course, these are not only religious questions, they are also scientific questions. But then, most religious questions are also scientific, or historical, or philosophical, questions. If the rule is that the state can teach whatever it believes is true provided that here is some basis for that belief other than religion, that leaves the state free to teach the truth or falsity of pretty nearly every religion. The doctrine of separation of church and state then becomes the doctrine that one can only teach the truth, which sounds fine as rhetoric but has some practical difficulties in a world where different people have different views of what the truth is.

So far, I have considered a case where the school teaches what I believe is true. In the real world there is no such limitation, as the quoted comment with which I started this suggests. When schools teach children that they have an obligation to take care of Mother Earth they are teaching religion, whether or not they put it in an explicitly religious form; religions are not limited to beliefs about gods. And I find it hard to draw any sharp line between religions and secular ideologies such as Marxism or libertarianism.

Eliminate all content that is in a broad sense religious and there is nothing left. Even eliminate all content that is religious in a narrow sense, where that includes claims that religions are false as well as claims that they are true, and there is not a whole lot left.

In practice, the application of separation of church and state in the American public schools usually comes down to not teaching what most of those concerned see as something that one would believe only for religious reasons. A century or more ago, that mostly meant that teaching Christianity was fine, since practically everyone took it for granted that Christianity was true. Today, insofar as matters are decided at the local level, it means that teaching things that the locals almost all agree with are fine—which can be Christian fundamentalism in some places and environmentalism and left-wing politics in others.

Problems arise when there is a conflict either between local and national views or between the views of the local parents and the views of the teachers and/or administrators running the schools. It is only at that point that what one group sees as obvious truth gets attacked by another as teaching religion.

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British Spending Review: 75,000 extra apprenticeships

Up to 75,000 people will be given on-the-job training under Government plans for a huge expansion of apprenticeships. George Osborne said spending on adult training would rise by £250m a year to boost workforce skills during the economic recovery. It represented an increase of 50 per cent on the amount of money set aside by Labour for apprenticeships.

But the announcement failed to mask sharp cuts elsewhere in the further education budget. Cash for colleges and adult training will be slashed by a quarter – or £1.1bn – to £3.2 billion by 2015. Train to Gain, which provides courses for over-25s already in employment, will be scrapped.

The Coalition also announced that English language courses for economic migrants and those not intending to take up UK residency would be cut.

Vince Cable, the Business Secretary, said: “I am not going to say that any of these cuts are going to be easy and many people are going to feel the consequences, but without action all of us, for years to come, would pay the price. "These decisions have been hard but they are necessary”

Julian Gravatt, assistant chief executive of the Association of Colleges, said: "There is no escaping the fact that the next few years will be extremely difficult and there are some real challenges ahead, but colleges are resilient and will find ways of making the best possible use of the funding available."

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Pupils once had access to life's poetry

Not all education needs to be utilitarian. An introduction to the beautiful and the inspiring is important too

By Christopher Pearson (in Australia)

One of the cornerstones of Western civilisation is the proposition that the growth of human understanding is an intrinsic good. This stands regardless of whether it's of practical use or economic benefit and even when -- for example, in the case of research into lethal variants of viruses -- the new knowledge has potentially catastrophic consequences.

Some kinds of new knowledge are obviously far more important than others; some that at first seemed so trivial as to be barely worth recording lead to wonderful drugs such as penicillin. Many of the rankings on what's worth knowing are far more provisional than is commonly supposed and most are subject to revision over time.

For many revisionist educational theorists, truth and beauty are corny abstractions with resonances of the poetry of Keats and Matthew Arnold's late Victorian text Culture and Anarchy.

Others, not least of them Pope Benedict XVI, insist that the experience of the beautiful and developing the ability to discern the true are the foundation of any education worthy of the name. They further argue that it is the intrinsic value of the arts, the social and the natural sciences -- rather than preparing job-ready pupils -- that should shape the content of any curriculum and its priorities.

The philistines in charge of state education, and many of their colleagues in the private schools, have triumphed to the point where concrete examples of the kind of policy I'm talking about may be scarcely imaginable for readers in their 30s and 40s. Let me sketch it out, with reassurances that 40 years ago it was the norm for most Year 10 kids.

At school, in Year 8 and above, students would at least be expected to have mastered arithmetic and be able to read, more or less under their own steam, two novels suitable to their age. They were still taught the rudiments of grammar and spelling, and expected to commit to memory 40 or 50 lines of verse, or perhaps some of Shakespeare's speeches, in any given year. In independent and Catholic schools the emphasis on memorising was stronger, leaving kids an enduring legacy of "the best that's been thought and said" in their mother tongue.

From Year 8 there was a general introduction to maths, physics and chemistry for all but the slowest, and most had at least one year, often three, of French, German or Latin, the great literary languages. Most studied history and/or geography, and had at least one lesson a week of art, music and physical education.

By that time sport was an optional extra, along with participating in the choir or school band and putting on a play each year.

By the end of Year 10 the average pupil would have been no less job-ready than his contemporary counterparts, but would have had a broader and deeper general education.

The class of 1970 would have had a fair range of options and been able to compensate with extracurricular activities if the core wasn't very appealing. They'd have been able to read a newspaper and, when necessary, most would have known how to use a library. Even if their English teachers had been remiss on the subject of grammar, studying another language would have helped many to grasp the fundamentals of their own.

The general assumption was that everybody, including the plodders in the technical schools, was entitled to experience music and poetry and fiction that spoke to "the higher things". The task was to give them a preliminary introduction to the riches of the culture or, in F.R. Leavis's phrase, "a greater sense of life's possibilities". The Left and the Right of the teachers' unions in those days tended to agree that their responsibility was to help prepare kids for life, not just ready them to acquire a meal ticket or turn them into factory fodder.

None of this is to disparage vocational education per se; merely to put it in proper perspective.

The broader and better the education, the less likely that kids will specialise too soon, foreclosing other options, and the more adaptable to the increasing vagaries of the jobs market. Let me end with a proposition that in 1970 would have been a commonplace and now seems almost scandalous.

Suppose you had taught a pupil to sing and follow a score, or play a musical instrument. Whether anyone else got to hear the person sing or play, or whether performing became a source of income, was entirely up to the individual. You had given that person a great gift: a measure of access to the canon and a grounding in technique. That was all that mattered.

From an educational perspective, the fact that it might never be shared, let alone monetised, as accountants say these days, or that it might never be captured in measured productivity or the gross domestic product, was of no consequence whatsoever. I trust that, for the best of the rising generation of teachers, it still doesn't matter.

SOURCE



24 October, 2010

Rethinking school

Few institutions in the United States create more cognitive dissonance than its public school system. Complaints about the cost and quality of American schools fill newspaper opinion pages, and the rhetoric of “improving education” is a staple of every political campaign. Missing from this debate, however, is the role each and every person plays in his or her own education. This responsibility is much more important in determining quality of education than how much money is spent. Even the poorest among us, by embracing a return to the fundamentals of school, can take advantage of all being an educated person has to offer.

The time is ripe for a new way of looking at school. A Wall Street Journal and NBC poll taken in September found that 58% of those surveyed think public schools need “major changes” and only 5% believe they “work pretty well.” The pessimism of these respondents is justified. In 2005, for example, a study called “Rising Above the Gathering Storm” led to a twofold increase in Federal funding for science education. A recent Congressional review of the results, however, found little improvement in U.S. elementary and secondary science education. More public funding and more Federal interference in science classrooms had virtually no effect in raising test scores, because simply doing more of the same thing is not going to solve the problem. We not only need to challenge what it means to be “educated” in the U.S., we need to recognize the limits of publicly funded or government-controlled education.

Proponents of publicly funded education are correct in insisting that education empowers, but their arguments in favor of continued government intervention in schooling can only be sustained as long as “being educated” is defined by the State. Currently, a person who is educated in the eyes of the State is a person who has passed all required exams, meaning that he or she has memorized certain facts and is able to recite them with over 70% accuracy. Multiple studies, surveys, and “man on the street” interviews have shown, however, that even among those who have graduated a public high school in the United States, there are many who lack critical thinking skills and basic knowledge of logic, math, science, history, and geography, as well as other markers of “intelligence.”

To get to the bottom of this problem, we must understand that simply attending and graduating a traditional liberal arts school does not guarantee a person will become educated or even intelligent. A state of being educated is typically defined as “characterized by or displaying qualities of culture and learning,” or “to qualify by instruction or training for a particular calling,” “to inform,” and “to develop the faculties and powers of (a person) by teaching, instruction, or schooling.” An educated person is someone who possesses a trained mind, not someone who can merely recite important facts or who can display a diploma.

An educated person has a great advantage over one who is not, not only in terms of employment and social advancement, but in terms of self respect, creativity, health and cleanliness, fitness, parenthood, and in being informed and able to participate in decisions that affect that person and his or her family and community. But as we have seen, publicly funded education in the United States has failed to develop this kind of person, and that failure is now reflected in every facet of popular culture, entertainment, and political life.

I would like to propose an alternative school that can be organized right now, that hardly costs anything (other than a small investment of time), and which is guaranteed to produce better results than any Federally-funded education program. This alternative school will be more successful because it is born out of a natural desire to learn. It can be performed by anyone with a brain and an interest in self-improvement, from high school students, to short-order cooks, to farmers and housewives.

The ancient Greeks invented some of the world’s most sophisticated learning with nothing more than the art of the dialogue. During the Great Depression, men who earned a few cents a day carried on discussions of the latest books by scribbling notes in the margins, then reselling them to be read by the next buyer. In the 1700s, men and women met in salons and coffeehouses to discuss important issues as well as the latest scientific discoveries. Today, all over the world, small groups meet in “schools of community” to discuss the works of philosophers like Luigi Giussani.

Imagine what would happen if instead of relying on the public school system for our education, we took education into our own hands and turned every coffee shop, bar, or even living room or front porch into a contemporary salon. Imagine what we could do if instead of spending $60 and several hours on buying and mastering a new Xbox360 game, we invested that time and money in learning a new skill, or in holding a discussion of Frédéric Bastiat’s The Law. I guarantee that Jay Leno would have less comedic fodder the next time he interviewed the average man on the street.

Suggestions for Action

1. Write a list of ten subjects or skills you would like to learn more about.

2. Invite five friends over for dinner and have a conversation about a topic you have not previously discussed. Ask a question and follow that up by asking them to explain their answers.

3. Set aside a half an hour before you go to bed to read a chapter of a book about a topic you know very little about.

4. Ask a friend to teach you something that they can do that you always wanted to be able to do.

5. Write down five things that learning how to do yourself would lead to being more independent or helpful.

SOURCE






Poor history education in British schools

Children’s ignorance of British history has been laid bare in a survey today that shows one-in-20 pupils believe the Spanish Armada is a tapas dish.

Research carried out to mark the anniversary of the Battle of Trafalgar shows many schoolchildren believe that Horatio Nelson was captain of the French national football team in the 1990s.

Almost one-in-four also said that ships evacuated British troops from Dover – not Dunkirk – during World War Two, Walter Raleigh invented the bicycle, Captain James Cook was the captain of the Starship Enterprise and Christopher Columbus discovered gravity.

The disclosure came in a study of 2,000 secondary school children in England to coincide with the anniversary of Admiral Lord Nelson’s defeat of the Spanish navy in 1805.

Children aged 12 to 16 were questioned about a series of key events in maritime history over the last 200 years.

Captain Mark Windsor, from the Sea Cadet Corps, said the poor answers highlighted the extent to which many children failed to connect with Britain’s maritime past. "As an island nation our relationship with the sea is a critical one since much of our food and trade passes over the oceans and our place in the world largely stems from our maritime heritage,” he said. "But it seems children are very confused when it comes to what key historical events occurred on the sea which helped shape the world in which we live.

"Horatio Nelson wouldn't be impressed to learn kids think he was a football captain and Columbus' discovery of America went completely unnoticed. "By picking up a book, exploring the UK and getting involved with activities on the sea, children can become much more clued up."

National Trafalgar Day – on Thursday – celebrates 205 years since Admiral Lord Nelson's fleet defeated the combined might of the French and Spanish. But according to the survey, carried out by the Sea Cadets, one-in-20 children believe the Spanish Armada is a tapas-style cuisine.

Three quarters did not know that Trafalgar Square was home to Nelson's Column, with eight per cent believing it was from EastEnders, while 15 per cent thought it was a shopping centre or chocolate biscuit. One-in-six thought Sir Walter Raleigh was the brains behind the Chopper, not the adventurer responsible for bringing tobacco and potato back to our home shores.

Some 14 per cent said Captain Cook starred in Star Trek rather than commanding the Endeavour on the first voyage of discovery to Australia. The report found six-in-10 youngsters did not know the Battle of Waterloo was fought in Belgium, with one-in-six opting for London's train station as their answer instead.

The disclosure comes two weeks after Michael Gove, the Education Secretary, announced a major review of the history curriculum in an attempt to revive interest in Britain’s “island story”. The historian Simon Schama has been named as the Government’s new “history tsar” to lead the drive.

SOURCE





Australia: Pressures forcing teachers to quit Queensland schools

"Behaviour-management issues" is code for lack of discipline

CLASSROOM sizes and behaviour-management issues are driving teachers out of the workforce. Almost three quarters of Queensland teachers say it is difficult to retain staff because morale is so low.

Teachers and parents are compensating for a lack of government funds by working longer hours and fundraising for school essentials, the State of our Schools survey by the Australian Education Union released exclusively to The Sunday Mail reveals.

Last year, parents and teachers dug deep raising $15 million through fetes, uniform sales and voluntary contributions, with funds going towards classroom essentials and new facilities. More than 60 per cent of Queensland respondents said this fundraising was "very important" in keeping the school running, with most of the money going to fund classroom equipment, library resources and sporting goods.

Other results include 44 per cent of Queensland teachers saying student outcomes would improve with smaller class sizes, 18 per cent calling for more support for students with disabilities and behaviour-management issues and 68 per cent saying reduced workloads and help with troubled kids would ease the pressure.

AEU federal president Angelo Gavrielatos said while teachers and principals were "the glue that held schools together", the public deserved better. "Ultimately our public schools are great schools and doing a great job by international comparisons," Mr Gavrielatos said. "But what we need to do is put in place resources to ensure the needs of every child can be met."

The survey was released to coincide with the union's national campaign launch around the Review of Funding for Schooling. The union is calling for more equity between the amount of funding given to government and private schools, saying two thirds of federal government funding goes to private schools, which educate just one third of students.

But Independent Schools Queensland executive director David Robertson said while this claim was strictly correct, it was misleading because government schools received 96 per cent of their funding from the states. He said he welcomed the review which was the first analysis of funding in 35 years.

Currently funding for non-government schools is calculated using the SES model (socio-economic status). This measures the income profile of students' parents through cross-matching postcode and census data. "It's a transparent funding model . . . the Government says these non-government schools whose parents can afford it, should receive less," Mr Robertson said.

SOURCE



23 October, 2010

Schrecker and Me at Brandeis

By David Horowitz

I spoke last night a Brandeis University, as usual under the auspices of College Republicans and with no institutional or faculty sponsorship. As fate would have it, there were two other events with speakers that evening, one an anti-Israel activist named Hedy Epstein, who was sponsored by the Peace, Conflict Resolution and Co-existence Department, and the other a radical professor from Yeshiva University, named Ellen Schrecker. Schrecker, who in the past has gone out of her way to attack me for objecting to the injection of political agendas into academic classrooms, was speaking about her new book, The Lost Soul of Higher Education, which is a defense of indoctrination (the “lost soul” in the title refers to the alleged “corporatization” of the university and its interests). While my talk was a faculty orphan, Schrecker’s was sponsored by the following Brandeis departments: Education, History, Women’s and Gender Studies, Mandel Center for Studies in Jewish Education, Sociology, Anthropology, English, Legal Studies and Journalism.

This little disparity tells you all you really need to know about the intellectual orientation of academic faculties and their disrespect for conservative students. For the failure of any academic department at Brandeis to sponsor the talk of a well-known university critic who has written five books presenting a conservative view response to authors like Schrecker was not an oversight. My student hosts had approached these or similar departments and asked them to sponsor my talk and been rebuffed. Nor is this an unusual occurrence. I have spoken at roughy 400 universities in the last 20 years and at only two have I been invited by members of the faculty, and only one by a department. This is one – and only one -- of the reasons it grieves me to see conservatives refer to their antagonists, whose deepest passions are censorious and totalitarian as “liberals.”

As a matter of fact, I would have welcomed the opportunity to share a platform with Professor Schrecker, who despite her intolerant attitudes and collectivist prejudices sits on the academic freedom committee of the American Association of University Professors. This would have been a special pleasure because her new book confirms everything I have written or said about the contemporary university, although when I do, I am condemned by Shrecker and her colleagues as a liar who has made up the facts and a witch-hunter –- “worse than McCarthy,” as a story by Schrecker described me on the cover of the Chronicle of Higher Education.

For nearly a decade it has been my claim, which I have documented in four books -- The Professors, Indoctrination U., One Party Classroom and the recently published Reforming Our Universities -- that entire academic fields, newly created in the post-1960s era, are not in fact academic but are political parties, now entrenched in our universities, whose mission is the indoctrination and recruitment of students to left-wing political agendas. I have identified these fields as Women’s Studies, African American Studies, Peace Studies, Cultural Studies, Post-Colonial Studies, and similar inter-discipinary subjects, and have deplored how they have spread their malign influence into other academic areas including all the Brandeis departments that chose to sponsor Schrecker’s talk and withhold support from mine.

And here is how Ellen Schrecker in her book describes the creation of the two new academic fields that pioneered the debasement of the university curriculum: “What women’s studies did have in common with African American studies, however, was its connection to a major social movement. The field grew directly out of second-wave feminism; it was, one scholar noted, ‘the educational arm of the women’s liberation movement.’ As such, it had a strong political agenda, one that was readily embraced by its early practitioners, former New Left activists who viewed their teaching and research as part of the broader feminist struggle against the patriarchal oppression of women. ‘From the beginning,’ historian Marilyn Boxer explained, ‘the goal of women’s studies was not merely to study women’s position in the world but to change it.’ There was thus a ‘continuing commitment …. to advocacy – that is to political action….”

This, in a nutshell, is the Orwellian universe we now inhabit, where totalitarians and character assassins are referred to as “liberals” and where defenders of political indoctrination sit on academic freedom committees and call their critics “McCarthyites.”

SOURCE






British Muslim teacher banned for life for being useless

After he had been teaching for 13 years!

A teacher who is judged to be incapable of ever improving his work has become the first to be banned for life from the classroom due to incompetence. Nisar Ahmed will never reach 'requisite standards' of teaching and cannot work in state schools again, a panel ruled.

The General Teaching Council for England found the 46-year-old guilty of serious professional incompetence and said there was a risk that pupils would be seriously disadvantaged if he was ever allowed to return to lessons.

Mr Ahmed was head of business studies at the John O'Gaunt Community Technology College in Hungerford, Berkshire, from September 2007 to January 2009. He had taught for a total of 13 years at schools across the South-East. His management of lessons was 'invariably' below standard, the GTC disciplinary panel was told.

The school, which has more than 450 pupils, aged 11 to 18, gave Mr Ahmed 'extensive formal and informal' support for more than a year but he failed to improve. Just 13 teachers have been banned from the profession for fixed periods for incompetence since 2000. Mr Ahmed is the first to receive a prohibition order without time limit.

His organisation of classes was deemed 'persistently poor', with class registers regularly left uncompleted and student work folders 'poorly managed' and sometimes left at home or in his car when they were needed in lessons.

Marking was persistently not done or delayed and feedback to pupils was inadequate, GTC committee chair Rosalind Burford said. She added: 'You regularly failed to undertake proper lesson plans. This resulted in a lack of pace and challenge in your lessons and a lack of clear learning objectives.'

These 'fundamental' failings had a significantly adverse effect on his students, she said, adding: 'We could not be satisfied that you have an appropriate level of insight into your shortcomings. 'Thus, we felt you posed a significant risk of repeating your actions.'

Two years ago, GTC chief executive Keith Bartley said there could be as many as 17,000 'substandard' members of staff among the 500,000 registered teachers in the UK. The small number banned for incompetence will spark fears these teachers are simply being recycled.

Mr Ahmed had been placed under a formal capability process in December 2008. He resigned shortly after learning his case would be considered by governors.

Michael Wheale, the school's former headteacher who gave evidence at the hearing, was unavailable for comment. Its current head Neil Spurdell said: 'Under a capability process, teachers do have the opportunity to improve against certain targets and many do. 'The bottom line is you can't have pupils disadvantaged by inadequate teaching. They only have one chance at this.'

Last night Mr Ahmed, who lives in Reading with his wife and their two children, said he would be appealing the GTC decision. He added: 'They have made a scapegoat out of me. I'm deeply unhappy about it and don't deserve to be the first to be struck off for life.'

SOURCE





One in four British employers say exam system doesn't prepare students for work

One in four employers believe the national examinations system is not doing a good job and should be reformed, according to a study. They lack confidence in the reliability of GCSEs and A-levels and are increasingly bringing in their own tests to measure applicants' ability.

Exams watchdog Ofqual surveyed 210 employers, 314 A-level teachers and 358 students to gain their opinions about exam reliability. It found that 23 per cent of employers think the exam system is not up to scratch and needs to be reformed, 48 per cent believed it was doing a good job but wanted improvement and only 18 per cent had no reservations.

Just 14 per cent of employers admit to turning to candidates' exam results when filling jobs. However 65 per cent 'sometimes' use their own tests to assess their skills. Overall, 61 per cent of employers say they are not confident in the exams system, along with six in ten students (58 per cent) and nearly four in ten (38 per cent) teachers.

The report said: 'It would be expected that teachers would be more confident in the examinations system than students and employers as they use the system more than students and employers and are more familiar with the system.'

About 89 per cent of teachers felt their pupils got the grades they deserved, compared to 66 per cent of employers. Only 17 per cent of students believed they got the correct grades.

The survey also shows that significant numbers of those questioned believe that differing proportions of candidates are getting the wrong grade at GCSE, depending on the subject.

Maths and science were perceived to have fewer 'grade misclassifications' than English, where over a third of employers thought at least 30 per cent of candidates had unreflective grades in this subject.

Some 22 per cent of employers believed that more than half of pupils had the wrong grade in English.

The publication of the report comes as Ofqual has set out details of its inquiry into the incomplete marking of Assessment and Qualifications Alliance (AQA) GCSE, AS-level and A-level papers this summer.

This resulted in 615 pupils across the country receiving lower grades than they should have. The regulator will identify 'precisely what went wrong' with initial findings expected by mid-December.

SOURCE



22 October, 2010

Boston public schools emptying out == as pupils flee to charters or the suburbs

Boston school officials — under pressure by financial watchdogs to cut operating costs but hesitant to close schools — have not made public the full number of empty classroom seats across the city.

Their most recent tally of 5,758 empty seats counts only the excess capacity in classrooms staffed by teachers, officials said in interviews this week. It does not account for the surplus space that exists in no-longer-used classrooms or those that have been converted into storage and meeting rooms as student enrollment has dropped.

The accounting is more than an academic exercise for a district that recently proposed vacating four buildings at the school year’s end. The more empty seats there are, the more money it could be wasting on unneeded infrastructure as it confronts a potential $60 million shortfall next year, fiscal watchdogs say. The higher the number of empty seats, the more pressure leaders will be under to close more schools — a politically difficult process that riles parents, teachers, and students.

Over the past decade, enrollment has declined by nearly 8,000 students to 55,371 last fall, according to the most recent state tally. Yet during that time, the school district has opened three new large schools and has only vacated four small buildings, potentially leaving it with more square footage than when the decade began.

Superintendent Carol R. Johnson has long been hesitant about closing schools, concerned that the district may need the space in the future even though enrollment is expected to decline further into the foreseeable future as more independently run public charter schools open.

Michael Goar, the school district’s deputy superintendent, said yesterday that the district is developing its strategy to balance next year’s school budget and hoped the number of school closures was on target. “It’s very difficult for students, parents, and staff,’’ Goar said of the school closures, which have sparked protests. “I’m hoping we got it right and I’m hoping we don’t have to do another closure next year.’’

School officials declined yesterday to fulfill a Globe request made a week ago for an estimate of the district’s overall capacity that would encompass empty classrooms, saying they needed more time to refine internal numbers.

The variation in how much space is available in a building can be striking in some instances when data comes to light.

A case in point is the Dearborn Middle School, located in a nearly 100-year-old building in Roxbury.

In June, as part of a districtwide report on building use, school officials told the City Council that 79 percent of the 365 seats at the Dearborn were occupied by students, while the rest were empty.

But school officials told the Massachusetts School Building Authority last November, in an application seeking millions of dollars for a massive renovation of the Dearborn, that the building could accommodate 675 students and only 41 percent of the building was being utilized.

SOURCE






Fairfax County Renews Lease for Saudi Wahhabi School

No separation of Mosque and State!

Last night, Virginia’s Fairfax County Board of Supervisors voted to extend its lease of county property to the Embassy of Saudi Arabia for the Islamic Saudi Academy. It did so despite new evidence that this Wahhabi school is poised to lose its academic accreditation, according to the Atlanta-based international accrediting giant AdvancEd.

The vote took place after an hour and a half hearing (unofficially summarized here and officially videotaped here) that aired citizens’ concerns about Wahhabism being taught at the school. Until two years ago, it had been documented that ISA texts taught that it is permissible or even required to kill those who leave Islam (which includes the majority of Muslims who reject Saudi Wahhabi doctrine), polytheists (which includes Shiite Muslims), Jews, homosexuals, and others, and that militant jihad to spread the faith is a sacred duty, as described here.

What it now teaches in Islamic Studies no independent observer knows for sure. I was one of the witnesses urging that the county not risk abetting Saudi Arabia’s well-known practice of exporting extremism by renewing the county lease, and I cited new information, namely a letter and an accompanying report I received from the agency that previously accredited ISA (both are posted here).

The letter from ISA’s accrediting agency states that it currently finds ISA “in violation” of five of the agency’ seven standards and that because of this it could not recommend ISA for accreditation status in its assessment earlier this year. It plans to review the school again next spring to see if its demands have been met.

AdvancED, the parent company of ISA’s accrediting agency, the Southern Association of Colleges and Schools Council on Accreditation and School Improvement, sent a special review team to the school last December. On that occasion, unlike its prior visit almost five years ago, the review team included two fluent Arabic speakers, and one who has previously taught Islamic theology at the university level. This was critical, since the religious textbooks in question are written in Arabic.

In its letter of February 9, 2010, AdvancED’s general counsel wrote:

Upon review of material provided by the Islamic Saudi Academy and other agencies, SACS CASI, and its parent organization, AdvancEd, identified the following areas of concern about the school: course material, course curriculum in compliance with standards and non-discrimination policies, teacher qualifications, governance issues, and community and stakeholder involvement. Specifically, the institution appeared to be in violation of the following AdvancED Accreditation Standards:

Standard 1: Vision and Purpose

Standard 2: Governance and Leadership

Standard 3: Teaching and Learning

Standard 6: Stakeholder Communication and Relationships

Standard 7: Commitment to Continuous Improvement

The two standards it managed to meet relate to adequate resources — hardly surprising, since the school is supported by the Saudi government.

Specifically regarding the Islamic Studies curriculum, the review team required the academy to take the following action before next spring: “As with other program areas of the school, [Islamic Studies] curriculum should be in a written format and placed on a regular schedule for review and revision.” In other words, part of this curriculum was not provided, at least not in written, verifiable form, to the Special Review Team. This is in fact the modus operandi of the secretive Saudi academy’s Islamic Studies department.

Other relevant problems encountered by the Special Review Team included:

* “During the Special Review Team’s [three day] visit, the Director General of the school was not available for interview and was not on campus. The Director General did not contact the Special Review team or provide information to them through written or other media.”

* “While the Special Review Team requested interviews with the Director General and the complete Board of Directors, only those members who were also part of the school leadership were made available for interview.”

* Of the requested information for the Special Review Team, “much of the data and information was not readily available or current.”

* “School leadership employed legal counsel to be on site during the teacher interviews.”

* “The Special Review Team requested samples of student writing, which were submitted after screening by the principal and Director of Education.”

In view of all this, the accrediting agency concluded that “they represent a lack of transparency in the operation and leadership of the school.”

AdvancED states: “This lack of transparency does little to quell external stakeholder criticism or suspicion of the school’s curriculum.” This suspicion, it should be noted, was heightened last year when one of the academy’s valedictorians was sentenced to life imprisonment by a U.S. Court of Appeals for supporting al-Qaeda and conspiring to assassinate the president of the United States.

The upshot is that the Fairfax County board of supervisors doesn’t know or care if the Royal Saudi Embassy doing business as the Islamic Saudi Academy, as the lease calls its tenant, is still teaching jihad on county-owned property.

SOURCE






State v private: The A-level gulf widens with British fee-paying students now three times more likely to get straight As

As discipline has collapsed in State schools

Teenagers from private schools are three times more likely to gain straight As at A-level compared with pupils in the state system, figures reveal. Nearly a third of independent school students achieved three or more A* or A grades this summer compared with one in ten state pupils.

Private schools produced more pupils with these grades at A-level than every comprehensive put together – despite educating just 7 per cent of pupils, according to statistics from the Department for Education.

Almost 12,000 pupils at fee-paying schools achieved three A grades this summer – against 10,802 at comprehensives. Only 8 per cent of pupils in comprehensives gained three As, compared with 27 per cent in selective state grammars and 31.4 per cent in the independent sector. The figure for all state schools was 10.6 per cent.

The latest statistics show that the gap between private and state school pupils doubled under the previous Labour government.

In 1996/7, 5.4 per cent of state pupils gained three As at A-level, compared to 15.6 per cent of independent school students – a 10.2 percentage point gap. By 2009/10, the gap had widened to 20.8 percentage points.

The Coalition said it was ‘scandalous’ that the gulf has been allowed to double despite the billions poured into the education system by Labour....

The fall came after an overhaul of A-levels by the Labour government in a move designed to introduce tougher, essay-style questions in exams and allow students to study fewer modules in more depth.

The A* grade was also awarded for the first time this summer as part of sweeping changes made to the exams. One in 12 entries was awarded the top grade, higher than predicted.

At A and A* grade, boys slightly outperformed their female classmates for the first time, with 12.5 per cent of boys gaining at least three top grades, compared to 12.4 per cent of girls.

Education Secretary Michael Gove said: ‘It’s tragic that children are three times more likely to secure top A-level grades if their parents can afford to go private. ‘And it’s a scandal for all the billions spent and all the “education, education, education” rhetoric, the gap between the maintained and independent sector actually doubled under Labour.’

SOURCE



21 October, 2010

Almost two-thirds of students entering Rhode Island Community College not ready for college work

Many only at grade school level. When are they going to realize that Leftist educational theories are all wrong?

Nearly two-thirds of the graduates of Rhode Island’s high schools who enroll at the Community College of Rhode Island need to take remedial classes when they get there — a troubling reflection of the state’s public school system and a burden for its only community college.

“What it all comes down to is: Are students ready for the rigors of college or whatever they want to do after high school?” said CCRI President Ray Di Pasquale, who is also acting higher education commissioner. “Are they prepared? And we know from our numbers, they are not.”

The problem is widespread, affecting both urban and suburban districts, and even some private schools, according to a recent report commissioned by the state Board of Governors for Higher Education. The report shows that about 60 percent of students who graduated from public and private schools in 2005 and 2006 who enrolled at CCRI needed remediation in one or more areas: reading, writing or math. The percentage was slightly higher in 2007, with nearly 63 percent requiring remedial classes, also called “developmental” classes.

Education Commissioner Deborah A. Gist, who oversees K-12 education, said people often remind her that not all students want to go to college, a fact she acknowledges as true.

“But there are two important points to make. One, we need more college-educated adults here in Rhode Island, so that number needs to go up,” Gist said. “And two, even if they don’t go to college, they need a level of skills to be successful in life.… And the skills that students need to be successful at the community college level are the same skills they need to be successful in the work world.”

Gist and Di Pasquale say the K-12 and higher education systems must work together to reduce the need for remediation.

For at least seven years, the number of students at CCRI who need remedial classes has not decreased, despite a series of changes initiated in 2003 by the state Department of Education designed to make academic standards more rigorous and provide more support for students.

CCRI is the only public college in Rhode Island that requires all incoming students to take standardized placement exams in reading, writing and math before they begin classes. In 2007, 2,082 high school graduates from the Class of 2007 enrolled at CCRI, and 1,304 of them needed one or more remedial classes.

Di Pasquale said similar numbers of recent high school graduates have needed remediation in 2008, 2009 and 2010, even though those students had to reach higher expectations to graduate than previous classes, including completing a portfolio or senior project and taking more credits.

“I am surprised because we clearly thought we would see some steady improvement,” Di Pasquale said. “But the numbers have been holding steady.”

The report is another piece of evidence that far too many students are still graduating from high school unable to read, write and compute well enough to perform college-level work, Gist says.

Rhode Island reflects the national average. About 60 percent of students who enter community college around the country need to take remedial courses, according to the Community College Research Center at Columbia University.

The consequences are severe for CCRI, which is straining to address the growing need for remedial classes amid deep budget cuts. More than 4,000 CCRI students are taking remedial classes this fall, and the college had to turn away hundreds more because the college could not offer enough sections, Di Pasquale said.

Research shows that students who require remedial classes are most at risk for dropping out. “It’s discouraging, because if you come in reading at a sixth- or seventh-grade level, you have a long way to go before you can take a college-level course,” Di Pasquale said.

SOURCE






Cincinnati school pushing teens to vote Democrat

Three van loads of Hughes High students were taken last week – during school hours – to vote and given sample ballots only for Democratic candidates and then taken for ice cream, a Monday lawsuit alleges.

The complaint was made by Thomas Brinkman Jr., a Republican candidate for Hamilton County auditor, and the Coalition Opposed to Additional Spending & Taxes against Cincinnati Public Schools. “They plan to bring four more high schools (to vote) this week,” Christopher Finney, COAST attorney, said Monday after filing the suit.

It seeks a temporary restraining order to prevent school officials from participating or helping students participate in partisan politics during school hours or with school property or employees involved.

But the school district’s lawyer denies any school connection. “No CPS personnel engaged in the promotion of candidates or any political party,” CPS attorney Mark Stepaniak noted in a written release. CPS spokeswoman Janet Walsh said taking students on school time to vote has been done before. “It has to be scrupulously nonpartisan,” Walsh said. Stepaniak said church vans were volunteered to drive students to vote.

The suit alleges three van loads of Hughes High students arrived at the Downtown Board of Elections offices at 1 p.m. Wednesday, supervised by a school employee. School lets out at 3:15 p.m.

When they got out of the vans, the students, the suit alleges, also were accompanied by adults who appeared to be campaign workers or supporters for U.S. Rep. Steve Driehaus, D-West Price Hill, the congressman being challenged this fall by Steve Chabot. When the students got out of the vans, the suit alleges they were given sample ballots containing only Democratic candidates.

“We want these kids to vote,” Finney said. “I’m not sure them being bussed during the school day is a good thing, but that’s not the thrust of the suit. “If they had fair sample ballots or no sample ballots it would be different.”

The suit alleges those actions violated a 2002 agreement between CPS and COAST where the school agreed it wouldn’t allow school property or employees to be used for “advocating the election or defeat of candidates for public office.”

SOURCE






Let’s end the bog standard in British education

Towards the end of the 19th century and increasingly into the 20th and 21st, politicians and intellectuals became convinced by the idea that they could run the country through central planning than the individual decisions of each and every person acting in their own interest. In this climate of control they usurped and marginalised private schooling, planning centrally what had previously occurred spontaneously. In time the “bog standard comprehensive” came to be the model for all but the richest.

Tony Blair used the term “bog standard comprehensive” in a conference speech, which was coined by the now repentant Peter Hyman. Perhaps it is discourteous to the many talented professionals working in the toughest schools, but its popular usage attests to the fact that it captures the essence of the state we’re in. The “bog” evokes images of stagnation – and this is exactly what has happened under a system directed centrally by the government. While freer industries have thrived in conditions of competition and innovation, centrally planned schooling has languished behind.

Schooling is long overdue for a shakeup to release the talents of the students currently stuck in the quagmire. As an industry, teaching methods are firmly entrenched in the past. For example, most children don’t learn to speak a language despite spending their lives sitting for hundreds of hours in a classroom attempting to do so. Even those with top grades can’t hold a basic conversation. As the language expert Paul Noble points out: “Students realise that even if they do get a GCSE in French, they still won't be able to speak the language”. In contrast, private companies guarantee that business people will learn more than this in a couple days.

This is not a call for another revision of the national curriculum and a new national strategy to push all children into intensive language lessons. This would entirely miss the point. Instead we need to free schools, and the first way this could be done is to allow them to run for a profit. As with any service industry, experimentation would become the norm and best practice would be copied where appropriate. Education companies abroad are ready to invest, while there are many companies in the UK currently teaching adults various skills that would be able to add immense value to teaching children. Without this change, most will be left mired neck-deep in an unwholesome bog standard education.

SOURCE



20 October, 2010

Obama signs education initiative for Hispanic children

Two weeks before elections in which Democrats in several states are nervous that depressed turnout by Latino voters could cost them their jobs, President Barack Obama signed an executive order Tuesday to improve educational opportunities for Hispanic children.

Obama's order appeared to be, at least in part, a bid to rally Latinos behind Democrats and him this election season. Many Latinos traditionally back Democrats. Their votes could be of particular consequence in close contests this year in Texas, Arizona, California, Colorado, Florida, Illinois, Massachusetts and Washington state.

A survey that the nonpartisan Pew Hispanic Center released this month found that education, jobs and health care rank as the top issues for registered Latino voters. Immigration came in fifth, behind federal budget deficits.

The order Obama signed renews the White House Initiative on Educational Excellence for Hispanics. The program, an effort to determine the causes of the achievement gap between Hispanic students and their peers and to work to address them, first began under President George H.W. Bush.

White House spokesman Robert Gibbs said the elections had nothing to do with the executive order. "It's the right thing to do, not because of the political calendar," Gibbs said.

Meanwhile, a battle for Hispanic votes in Nevada grew more heated as a Republican TV commercial urging Latinos not to vote was removed from the airwaves Tuesday amid an outcry from Democrats that it was a dirty trick against Senate Majority Leader Harry Reid in his hotly contested race against Republican Sharron Angle. Reid has fiercely courted the Hispanic vote in the contest against Angle, who supports strict immigration policies.

"Don't vote this November. This is the only way to send them a clear message," the ad's narrator says in Spanish. The Republican group Latinos for Reform had planned to run the commercials in Nevada, Florida, California, Texas and Colorado through the Nov. 2 election.

SOURCE






University funding deja vu

Comment on the proposed British upheaval by Jan Boucek

Back in the early 1970s, Canada’s universities were in turmoil from plans to sharply increase tuition fees due surging demand for places and escalating costs to taxpayers.

It all sounds so familiar today. Much of the argument then was similar to that of the UK today – who should attend university, who should pay, what should universities charge, what is the role of the state?

Following Lord Browne’s report last week, there’s some indication that part of the debate may be near a settlement. Although nothing is yet formalised, it seems that UK universities will be able to offer whatever courses they choose at near market-clearing prices. Debate has shifted from the public funding of universities themselves to funding the students directly. No doubt the UK government will remain a big partner to the universities, but the overall structure of academia has moved closer to the Canadian model, if not the full American one.

Back in the 1970s, the fundamental economics of a university education were the same as now – is a university education a consumption good or an investment good?

If the former, then there’s little justification for taxpayer assistance to the consumers of a university education. If a pure consumption good, taxpayers may just as well fund tickets for Premier league football matches. If, on the other hand, a university education is a pure investment good whereby the student increases his or her future income, then again there’s little justification for taxpayer funding.

However, the debate isn’t being framed like that. Instead, positive externalities – social justice, fairness, national productivity and the like - are cited for continued taxpayer funding. Of course, positive externalities are in the eye of the beholder: the Sky Sports subscriber may prefer the externalities of Wayne Rooney scoring a goal for England (if only!) to those of an archaeologist deciphering the writing on a Babylonian vase.

In 1973, an academic study tried to measure the investment component of students’ decision-making process. It found very little evidence that students took any notice of their future earnings when selecting their course of studies. As a denizen then of the various student lounges and bars, I can’t recall any discussion about education as an investment decision. We were too busy having fun, with taxpayers footing the bill.

The study concluded that educational decisions taken by students were driven more by non-investment factors – parental and peer pressure, postponing the dreaded time of actually working for a living, the pleasures of a student lifestyle. As long as the money rained freely from above, there was no need to consider payback time.

UK students currently don’t pay anywhere close to the full cost of their education. As the burden of funding shifts ever more to the student, expect their decisions to become more investment based.

That 1973 undergraduate thesis was under the tutelage of the late Edwin West, an old friend of the ASI, and its author was – me. Plus ça change!

SOURCE






Australia: Results from "stimulus"-driven school-building vary wildly in two nearby schools

THEY are both in the same electorate, both have about the same number of students and both have been given $3 million to spend under the Building the Education Revolution.

But the startling difference between what Mount Crosby and Moggill state schools can afford to build under BER has sparked further outrage over the controversial program, which continues to be dogged by claims of wastage.

At Mount Crosby State School, the centre of one of 21 complaints lodged in Queensland against BER, $3 million is not enough to put four walls around an 831sq m hall and to add a 273sq m library and resource centre to the school's existing 111sq m library.

But Moggill State School, which fought to have its own project manager and won, is building a hall of almost 1500sq m and a library and 458sq m resource centre for the same price.

Alarmed by the differences, Moggill State School P&C Association president Scott Meehan says schools that are still to build under BER should be allowed to choose their own project manager, with the rush to roll out the stimulus program no longer needed because the economy had improved.

"DETA (the Department of Education and Training) is administering our project and Mount Crosby – they know what sort of value for money we got for ours," he said. "How could they be comfortable with the value for money that Mount Crosby is getting?" He said Moggill had ended up expanding its hall by another 200sq m when the P&C realised they had change left from the $3 million.

Opposition education spokesman Bruce Flegg said the comparison between Moggill and Mount Crosby showed taxpayers were footing an enormous bill for inadequate facilities at some schools.

He said all schools should be able to choose their own project and construction managers. "This is one of the most outrageous examples of children's education being robbed by incompetent money-wasting administration that has failed to build what some of these very big schools so desperately needed and provided them with facilities which are clearly not able to meet their needs," Dr Flegg said.

But Education Queensland acting deputy director-general Graham Atkins says it is "unfair" to compare BER projects. "No two BER building projects are the same, each requiring a suite of works that must be viewed in the context of the site requirements, input from the community and other factors," Mr Atkins said.

"The site at Mount Crosby State School has required landfill, retaining walls, piered footings and extensive site services due to the site being less accessible and sloping, whereas the Moggill State School site is very flat."

He said it was the school's decision to build a partially enclosed hall rather than a smaller one. "Value for money has been confirmed by an independent audit quantity surveyor at both Moggill State School and Mount Crosby State School," Mr Atkins said.

The discrepancy comes as Queensland's rollout of BER is set to come under renewed scrutiny with the release of finalised investigations over the next month into complaints about value for money.

A recent federal investigation found $1 billion had been wasted in the rush to roll out the recession-busting school program across the country.

SOURCE



19 October, 2010

Americans split over public education for illegal immigrants, poll shows

Maybe it's the recession. Maybe it's the fight over Arizona's tough new law to step up apprehension of illegal immigrants or the headline news about border violence. For whatever reason, Americans are in no mood to coddle people who are in the United States illegally, even if they are hardworking and peaceable.

Even K-12 education for children brought to the US under the radar by their parents – a benefit that the US Supreme Court has said states cannot withhold – does not enjoy majority backing. Support for educating such children stands at 47 percent, compared with 49 percent who oppose it.

The results may hearten two gubernatorial hopefuls who have urged challenging the relevant 1982 high court ruling: Republican Terry Branstad in Iowa and third-party candidate Tom Tancredo in Colorado. Other GOP candidates for governor have said they would push for tough laws like Arizona's, but Mr. Branstad and Mr. Tancredo alone appear ready to test the Supreme Court education ruling that discrimination based on immigration status serves "no compelling state interest."

Regionally, support for educating young illegal immigrants is weakest in the West, which has absorbed the lion's share of newcomers in the past generation. Forty-two percent of Westerners support public schooling for such children, compared with 47 percent in the South, 50 percent in the Midwest, and 52 percent in the Northeast. For illegal immigrants, the findings in the Monitor/TIPP poll get worse:

* One in 4 respondents says the immigrants should be eligible for food stamps and Medicaid (health care for the poor).

* Eighteen percent are willing for illegal immigrants to receive access to public housing. That issue came to the fore with news reports that President Obama's aunt from Kenya, who stayed in the US illegally from 2004 until gaining asylum this year, lived during that time in Boston public housing.

* Support for allowing undocumented college students to qualify for federal or state education grants is just shy of 18 percent.

Legislation was recently introduced in the Senate to tighten borders, crack down on employers of illegal immigrants, and provide an eventual path to citizenship to undocumented workers who are otherwise law-abiding. Past attempts to bring similar bills to the Senate floor have failed, and the new bill is not expected to fare any better in what remains of the current Congress.

The Monitor/TIPP poll was conducted Sept. 7-12 and has a margin of error of 3.3 percentage points.

SOURCE




Useless Arts and Humanities degrees in Britain

Students taking arts and humanities degrees could be worse off than those who leave school or college at 18, according to research. Male graduates with poor degree grades in the subjects can expect to earn less over their lifetime than those entering the workplace with A-levels, it was disclosed.

The study – the largest of its kind so far – found a strong overall wage "premium" attached to a university education. Average debts accumulated while studying were usually outweighed by a sharp hike in lifetime earnings, researchers said.

Ministers insist that school leavers can earn an average of £100,000 more by going on to higher education. But researchers found significant differences depending on gender, degree grade and course subject. Female graduates earned far more than those leaving school or college at 18, irrespective of their degree, it was claimed.

The study, by Lancaster and Kent universities, said “huge negative effects” were associated with arts, humanities and social science courses taken by men, particularly if they fail to gain at least a 2:1 degree.

The conclusions come just days after the publication of a major report into the future of higher education. Lord Browne, the former head of BP, recommended the abolition of the existing cap on fees combined with a dramatic cut in direct state support for degree courses. It suggested universities would be required to more than double fees – from £3,290 to £7,000 – to maintain current funding levels.

But the latest report suggested a degree still represented a worthwhile investment. Prof Ian Walker, from Lancaster University’s Management School, said: "The strong message that comes out of this research is that even a large rise in tuition fees makes little difference to the quality of the investment.

“Those subjects that offer high returns – law, economics [and] management for men, and all subjects for women – will continue to do so. Those subjects that do not – especially other social sciences, arts and humanities for men – will continue to offer poor returns."

Researchers compared the fortunes of around 80,000 people – graduates and those who left school or college after their A-levels – between 1997 and 2009. It found a large earnings premium for women, regardless of their subject or degree grade. The report took account of student debts and higher tax returns.

Average woman with a degree in the arts, humanities or social sciences, as well as “combined” subjects, could expect to earn £25,000 more per year on average, said the report. This was equivalent to some £1m more over their working life.

But the report found the premium for a man could be less. Men leaving school with A-levels earned an average of £35,000 a year, according to the study.

Those taking law, economics or management degrees could expect to earn an additional £30,000. The earnings premium for students taking combined degrees was £16,000 and those with science, technology, engineering and mathematics was £5,000.

But the study found the earnings premium for arts, humanities and social science degree – which can include fine art, music, drama, history, philosophy and theology – can be “effectively zero”.

It said students failing to gain at least a 2:1 – considered a “good” degree – can earn even less. It said the extra earnings associated with arts and humanities courses were “so low that they turn negative in the case of a bad degree”.

SOURCE






Cambridge University 'may go private'

Cambridge University may be forced to go private amid fears a rise in tuition fees is not enough to allow it to compete with elite institutions in the United States, it was claimed yesterday.

The university is considering the possibility of breaking free of Government control following claims a proposed reform of higher education will undermine its global standing. It comes just days after a review of university finance called for the existing £3,290 a year cap on tuition fees to be scrapped in conjunction with the axing of almost all direct state funding for degree courses.

The move – outlined in a report by Lord Browne, the former head of BP – would give universities the power to levy higher student fees to make up for the loss of taxpayer funding. It is claimed as much as 80 per cent of direct support for degree courses – £3.2billion – will be cut in this week’s Comprehensive Spending Review along with a further £1bn of research funding.

But some top universities fear that Lord Browne’s review stops far short of plugging the funding gap – prompting widespread concerns over standards. Under the review, universities seeking to charge more than £6,000 face harsh financial penalties, effectively ruling out fee rises much above £12,000.

Vince Cable, the Business Secretary, is believed to favour even tighter controls and could impose a £7,000 cap when the Government’s formal response to the review is published in coming weeks.

According to reports, some universities could go private in an attempt to boost resources. A Cambridge source told The Sunday Times: “We have a deficit of £96m a year. We are not competing with Leeds, we are competing with Harvard, Yale, Princeton and Stanford.”

Barry Sheerman, the Labour MP and former chairman of the Commons education select committee, told The Sunday Times: “I was told by Cambridge they may privatise themselves because they are so aggrieved by the cuts and by Lord Browne’s proposals.”

But a Cambridge spokesman dismissed the report as “pure speculation”. “The university has reached no official position on these matters,” he said. “It will only take one when it has seen the Government’s response to the Browne review and the detail of the Comprehensive Spending Review.”

Other top universities have considered going private in the past. Speaking earlier this year, Wendy Piatt, director general of the Russell Group, which represents 20 top institutions, said it was a possibility for some universities. “That would require a lot of consideration and we would hope not to have to go there, but we would certainly have to consider more radical options,” she said.

Breaking free of state control would result in the loss of all direct funding for degrees. Students could also lose access to Government grants and subsidised loans. But it would allow universities to charge unlimited fees as well as escaping Government scrutiny over the admission of more students from poor backgrounds.

In submissions to Lord Browne’s review, Oxford and Cambridge both called for a rise in tuition fees amid claims they were losing £200m a year by subsidising degree courses. Oxford said it currently cost £16,000 a year to teach each student, but fees and taxpayer contributions only accounted for half. Cambridge said it had a funding gap of some £9,000 for each of its 12,000 undergraduates in 2010/11.

Universities fear losing ground to the best in the world without further funding. Just five institutions – Oxford, Cambridge, Imperial College London, University College London and Edinburgh – were named among the top 50 in an recent international league table.

SOURCE



18 October, 2010

TiZA, an Islamic Public School, Threatens and Intimidates Witnesses in ACLU Lawsuit

The latest outrage in a textbook case of Islamic supremacism in a taxpayer-funded Islamic school is the thug-like Muslim intimidation and bullying of anyone who challenges this publicly funded madrassah. I have been covering this school since early 2008.

This is a "teachable moment" for the ACLU, which has generally refrained from tackling issues of separation of mosque and state despite its war on Christianity and the separation of church and state. TiZA is an egregious violation of the separation of mosque and state, which is why the ACLU is suing the school. Tarek ibn Ziyad Academy (TIZA) is a K-8 charter school in Inver Grove Heights, Minnesota. Charter schools are public schools, and by law must not endorse or promote religion. But TIZA is an Islamic school, funded by Minnesota taxpayers.

TiZA shares the headquarters building of the Muslim American Society of Minnesota, whose mission is "establishing Islam in Minnesota." The building also houses a mosque. TIZA's executive director, Asad Zaman, is a Muslim imam, or religious leader, and its sponsor is an organization called Islamic Relief.

Students pray daily, the cafeteria serves halal food -- permissible under Islamic law -- and "Islamic Studies" is offered at the end of the school day.

Here is what one teacher at TiZA said: "teachers led the kids into the gym, where a man dressed in white with a white cap, who had been at the school all day," was preparing to lead prayer. Beside him, another man "was prostrating himself in prayer on a carpet as the students entered." "The prayer I saw was not voluntary," Getz said. "The kids were corralled by adults and required to go to the assembly where prayer occurred."

Katherine Kersten of the Star Tribune continues her seminal, brave and singular reporting TiZA vs. the search for truth. Here's an excerpt of her latest, read it all (hat tip George).

The school -- public, mind you -- tries to intimidate all who would challenge it.

In June 2010, the ACLU returned to court to quash what it described as yet another TiZA attempt to intimidate current and former employees from speaking about what they had seen at the public school. TiZA's "Staff Handbooks include a secrecy clause, and related threat of legal action for violating it," according to the ACLU's court filings. TiZA "wields [these provisions] as a sledgehammer to keep former employees quiet about what they saw at the school." As a result, "former TiZA employees have expressed fear about speaking to the ACLU."

According to the ACLU, TiZA's refusal to agree not to enforce the secrecy clause "sends the ominous signal that current and former employees who talk to the ACLU may be forced to defend themselves against a baseless, expensive lawsuit."

On Oct. 1, Judge Donovan Frank agreed -- affirming an order the ACLU had earlier won barring TiZA from enforcing the confidentiality clause in the context of this litigation.

The court's order and memorandum spoke volumes: "It appears that information related to TiZA's business, finances, operations and office procedures is public data and cannot be kept secret." "The relevant question ... is why TiZA, a public charter school, does not want to allow its former and current employees to participate in the informal discovery process to ascertain the truth about how TiZA operates."

The court's strong language in response to TiZA's actions was unusual: "[I]ntimidation and threats will not sit well with a fact-finder such as a jury." As a result of the school's actions, "[T]he Court may be required to draw adverse inferences about how TiZA operates as a result of TiZA's efforts to keep information about its operations secret. ... [TiZA's] behavior during the discovery process thus far ... has not been consistent with a good faith search for the truth."

The ACLU has characterized TiZA's recent actions regarding the secrecy clause as "only the last in a long line of intimidation efforts." Not quite. Last month, an attack was launched from a different front.

Several organizations that are not even parties to the lawsuit went to court in an attempt to disqualify the ACLU's lawyers -- Dorsey & Whitney -- from representing the ACLU on grounds that Dorsey personnel had previously communicated with Zaman about entities involved in the litigation. The organizations include the Muslim American Society of Minnesota (MAS-MN), MAS-MN Property Holding Corporation and the Minnesota Education Trust (MET).

"The ACLU believes Mr. Zaman's testimony relating to control of virtually every significant event at TiZA, MAS-MN, MET and MET's subsidiaries, coupled with his efforts to hide such control, constitute powerful evidence against TiZA's denials that it is a Muslim school and that it funnels state and federal money to other Muslim organizations."

Every time we read about this lawsuit, we have to pinch ourselves and say: We're talking about a public, taxpayer-funded school.

SOURCE






Islamic students at top British university 'are preaching hard-line extremism,' terror experts warn

Think tank finds evidence of moderate Muslims being radicalised and Jewish students intimidated

Radical Islamic extremism is being openly practised at a leading university campus, a report today claimed. Think tank Quilliam said they had evidence of hard-line Islamist ideology being promoted through the leadership of the university's student Islamic Society at City University in central London.

The group had intimidated and harassed staff, students and members of minority groups, it was claimed.

The counter-extremism think tank said they had evidence of the president of City University's Islamic Society, (ISoc) openly preaching extremism during prayers held on the campus during the 2009/10 academic year. They said the president - Saleh Patel, was recorded saying: 'When they say to us 'the Islamic state teaches to cut the hand of the thief', yes it does! 'And it also teaches us to stone the adulterer.

'When they tell us that the Islamic state tells us and teaches us to kill the apostate, yes it does! 'Because this is what Allah and his messenger have taught us and this is the religion of Allah and it is Allah who legislates and only Allah has the right to legislate.'

'When a person leaves one prayer, one prayer intentionally, he should be imprisoned for three days and three nights and told to repent. 'And if he doesn't repent and offer his prayer then he should be killed. And the difference of opinion lies with regards to how he should be killed not as to what he is - a kafir or a Muslim'.

According to students interviewed for the report, the actions of leading members of the ISoc made members of the Lesbian, Gay, Bisexual and Transgender Society (LGBT) feel 'scared'.

Some Jewish students felt 'intimidated', and the group's actions forced ordinary Muslim students to adopt hard-line Islamic practices which led to some Muslim students publishing an open letter complaining that their religion had been 'hijacked' by the ISoc.

Report author Lucy James, said: 'It is deeply shocking that such extremism is being openly promoted on a university campus in central London. 'Such extremism can create dangerous divisions on campuses and, if not tackled, may even lead to terrorism. 'University heads need to recognise this problem and take the lead in tackling it.'

City University London Students' Union released a statement which read: 'The report raises a number of issues so the Students' Union will be in contact with the authors to review the evidence on which the report is based. 'The Students' Union works closely with the University to act in the best interest of its student body and wider University community.'

A spokeswoman for the university added: 'The University is committed to creating as many opportunities for people of different faiths (and indeed of no faith) to meet and engage in honest and respectful dialogue.

'The University and the Students' Union asks that all Students' Union Clubs and Societies - and any external speakers that they invite into the University - abide by its equality and diversity guidelines and values and behaviours.'

'The University works closely with its Students' Union and, on a number of occasions, has offered support to the Students' Union when the Islamic Society has been found to be in breach of these guidelines.

'The University and Students' Union are constantly reviewing their protocols, to ensure that they maintain an environment that is open and welcoming to staff and students.' [Sounds like lots of bulldust and no action]

SOURCE





An inspirational teacher is fired. So who will tell the truth about British schools now?

When deputy headteacher Katharine Birbalsingh took to the podium at the Tory Party conference earlier this month to speak about schooling, her remarks produced two dramatic results.

The first was that she electrified the conference by delivering some brutal home truths about the ­education system, which she denounced for betraying the poorest and most disadvantaged children.

These had been left high and dry by the prevalent ‘all must have prizes’ Left-wing education ideology, which under the banner of ‘equality’ had produced a ‘culture of excuses’ which kept ‘poor ­children poor’.

The second result was that she was promptly suspended from her Church of England school, St Michael and All Angels Academy in South London, on the grounds that she had used identifiable pupils to illustrate her argument and had insulted the teaching profession.

After an outcry, it was reported that Ms Birbalsingh would be returning to her position at the school. But now we learn that ‘following discussions’ she has resigned. The inescapable conclusion is that she has been forced out by the school’s governing body.

Since she had been denouncing Left-wing education ideology and her headteacher is reportedly an ardent ‘Blairite’, it is furthermore easy to jump to the conclusion — as several have indeed done — that she has been pushed out for saying the unsayable about the teaching profession. In other words, she is a martyr to dissent because the education ranks have closed against her in order to cover up the awful truth about education.

In her defence, it is also clear that the school’s sensitivities extend beyond any concern for its pupils, since it huffs that such a generalised attack on schooling can be seen as insulting to many teachers — the all-too-predictable defensive crouch of a profession which refuses to listen to ­necessary criticism.

For the fact is that everything she actually said was nothing other than the pure, unvarnished truth.

As was plain, her target was not the ­individual school but the system, and the way of thinking that has become the orthodoxy in the education world and to which all state schools — and no small number of independent schools, too — are in thrall.

As she so rightly said, exam standards are dumbing down virtually year by year. Even though children themselves are crying out for order and discipline, they don’t get it.

With competition turned into a dirty word, they aren’t allowed to compare their achievements even with their peers in other schools in the state sector, let alone with those in independent schools. So they are even deprived of knowing just how much they don’t know.

In a subsequent article for this newspaper, Ms ­Birbalsingh wrote that there was now a chronic lack of robustness in the classroom, reflected in the increasing use of coursework rather than exams.

Pupils could now get a meaningless BTEC in an invented subject such as ‘travel and tourism’ which was worth no fewer than four GCSEs — while ­modern languages, science or history were in decline simply because they were more demanding.

Her most savage accusations concerned black boys who under-achieve at school through a combination of chaos in the classroom and the demonisation as ‘racist’ of any teacher who dares ­discipline or exclude them.

For saying that ‘black children under-achieve because of what the well-meaning liberal does to them’, everyone should cheer her to the echo.

It’s also not just black boys who have been abandoned in this way, but all those at the bottom of the heap for which school is their one lifeline out of disadvantage.

Such home truths are practically unsayable in the state sector. Over the years, other educational whistle-blowers have been punished for saying them.

Some two decades ago Martin Turner, a distinguished psychologist and expert on dyslexia, was forced out of his job and had his reputation blackened for suggesting that many diagnosed classroom disorders were actually caused by a systemic failure to teach children to read.

And around the same time, two history teachers, Anthony Freeman and Chris McGovern, were driven out of their posts in state schools for attempting to ensure that children were taught a proper historical narrative as opposed to sociological, politically correct gobbets.

Over the years, all attempts at education reform have foundered because of the refusal by the education establishment to acknowledge the damage being done by the shibboleth of ‘equality’ which has brought the system to its knees.

As Ms Birbalsingh observed, teachers are so brainwashed by the Left that they reject any such thinking as ‘Right-wing’. That’s because the Left demonises any challenge to itself on the basis that its thinking embodies virtue itself.

So its ideas are given the status of holy writ, and a kind of secular inquisition is mounted against anyone who dares to question them.

More HERE



17 October, 2010

More on the appalling Alief saga

Legal piranha responsible?

Critics are calling the Alief Independent School Districts three and half year lawsuit against the family of a special needs student retaliatory, mean-spirited and a terrible waste of taxpayer money.

On Wednesday FOX 26 broke the news that the entire Alief School Board is claiming the on-going federal case against these parents has been waged without their knowledge.

Today FOX 26 learned that the legal advice to sue the family of autistic student Chuka Chibuogwu for legal fees likely came from AISD attorney Erik Nichols who in the months preceding the 2007 filing of the lawsuit against the Chibuogwus taught a seminar to fellow education lawyers entitled "Show Me the Money: Recovering Legal Fees in School Litigation."

For months, before the District filed its lawsuit, the Chibuogwu's claimed AISD was not delivering the appropriate education to which their son was legally entitled. The family eventually gave up their battle to win concessions and withdrew Chuka from classes.

FOX 26 attempted to contact Nichols and ask whether his advice to AISD was impacted by a desire to test his legal theory. Nichols has yet to respond.

The strategy has been unsuccessful thus far and cost Alief taxpayers more than $200,000 in legal fees. The case could get more expensive. That's because if the District loses its appeal to the Federal 5th Circuit, Alief taxpayers may be forced to pay the Chibuogwu family's legal expenses, which could run several hundred thousand dollars.

If AISD prevails and the Chibuogwu's are forced to pay, the family claims it will be forced into bankruptcy. Chuka's mother Neka Chibuogwu spoke with FOX 26 about the latest development and the Alief School Board's upcoming October 19th meeting.

"I don't know what they are planning to do, but I would like somebody to tell the truth. I would like them to say that they knew what was going on and I would really like for them to say they did wrong and try to fix it, not just for Chuka, but for all children with disabilities that attend this school district," she said.

SOURCE






Superwoman Just Resigned

The nexus of urban decay is often single party rule – a political sinecure where the incentives for reform are few. The recent Mayoral primary in the District of Columbia provides a cautionary tale.

Unlike most urban Democrats, Adrian Fenty was a genuine reformer. He hired an Education Chancellor, Michelle Rhee; and gave her the power to fire teachers, relieve principals, and close failing schools - at the risk of putting her boss out of work. Indeed, Mayor Fenty lost the recent Democrat primary to Councilman Vincent Gray and now Ms. Rhee has resigned too. None of this is good news for kids. Predictably, the local union has already filed a suit to reinstate those 241 teachers fired for “poor performance.”

When Fenty and Rhee touched the third rail of reform, the academic left mobilized. Randi Weingarten, of the American Federation of Teachers (AFT) and law professor Mary Cheh made common cause. Weingarten is the anti-hero of Waiting for Superman, a documentary about public education in which Variety claims she is cast as “a foaming satanic beast.” Satanic may be a bit of a stretch, but Weingarten might be the worst thing to happen to public education since head lice.

Icons of the past often foretell the future. Other Gray supporters included Marion Barry and Eleanor Holmes Norton. Barry is best known as a drug addled former mayor. Delegate Norton and her Democrat colleagues in Congress killed the popular DC Voucher program which allowed over 3,300 lower-income children to escape the “ghetto” schools.

The dim prospects for genuine schoolhouse reform in cities like the District of Columbia is not just a local phenomenon. The national outlook is grim too.

When the academic Left brought the AFT into the DC mayoral race, the President and the Secretary of Education went to ground. As Fenty and Rhee were getting mugged by teacher union money, the national party leadership refused to campaign for education reform in their own front yard, the nation’s capital.

Democracy is a bit of an odd duck; sometimes we get what we want and, just as often, we get what we deserve. A pathetic schoolhouse is only possible where no one has the courage or integrity to put children first. In self-segregating cities, the likely victims of inverted models are minorities, black kids in particular. Indeed, the most notorious example of “black on black” crime might be our public school system.

Take the Dexter Manley case. Manley was an athlete who went through the entire Texas public school system and then played football for the Washington Redskins. After football, Manley landed in the Washington Lab School where he tested as a functional illiterate.

Manley was victimized by a system that gave him a permanent hall pass for his race or his jockstrap, or both. If Manley’s teachers applied the same rigor for academics as his coaches did for athletic achievement, Dexter might be a different man today.

For two generations, public school systems have been bottom fishing. Most grade and high school teachers come from the dregs of baccalaureates. And many of these underachievers are credentialed with “education” degrees with little or no substantive knowledge. And many of those weak teachers are now principals or administrators. In short, K through 12 has become an affirmative action program for unionized nitwits. Such swamps are not easily drained; and the muck is now generational.

Yet black parents continue to vote for the urban plantation. Marion Barry ran and won four terms as mayor in DC. If he ran today, he would probably win again. Fenty, sober and progressive in the best sense of the word, was tossed after a term. One of the great ciphers in the wake of Martin Luther King’s death is black urban voters who continue to vote against their own best interests.

On Sunday, 26 September, Education Secretary Arne Duncan appeared on Meet the Press and preached that “we must have the moral courage” to change. We have no evidence that Messrs. Gray, Duncan, or Obama have the courage or integrity to adopt any education policy any more enlightened than ‘business as usual.’ And who expects superman if superwoman leaves town?

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Is university really such a good thing? I spent three years learning to be a Trot

Peter Hitchens comments from Britain

What are universities for anyway? I went to one and spent the whole time being a Trotsky­ist troublemaker at the taxpayers’ expense, completely neglecting my course. I have learned a thousand times more during my 30-year remed­ial course in the University of Fleet Street, still under way.

I am still ashamed of the way I lived off the taxes of millions of people who would have loved three years free from the demands of work, to think and to learn, but never had the chance.

We seem to accept without question that it is a good thing that the young should go through this dubious experience. Worse, employers seem to have fallen completely for the idea that a university degree is essential – when it is often a handicap.

For many people, college is a corrupting, demoralising experience. They imagine they are independent when they are in fact parasites, living off their parents or off others and these days often doomed to return home with a sense of grievance and no job. They also become used to being in debt – a state that previous generations rightly regarded with horror and fear.

And they pass through the nasty, sordid rite of passage known as ‘Freshers’ Week’, in which they are encouraged to drink dangerous amounts of alcohol and to lose what’s left of their sexual inhibitions after the creepy sex educators have got at them at school.

If they have learned self-disciplined habits of work and life, they are under pressure to forget all about them, suddenly left alone in a world almost completely stripped of authority.

And if they are being taught an arts subject, they will find that their courses are crammed with anti-Christian, anti-Western, anti-traditional material. Proper literature is despised and ‘deconstructed’.

Our enviable national history is likewise questioned, though nothing good is put in its place. Even if they are study­ing something serious, their whole lives will be dominated by assumptions of political correctness, down to notices in the bars warning against ‘homophobia’ and other thought crimes.

I think this debauching of the minds and bodies of the young is more or less deliberate.

The horrible liberal Woodrow Wilson, who eventually became President of the United States, was originally an academic who once blurted out the truth as seen by many such people. He said in a rare moment of candour: ‘Our aim is to turn out young men as unlike their fathers as possible.’

Well, look at the modern world as governed by graduates who despise their fathers’ views, and what do you see? Idealist wars that slaughter millions, the vast corruption of the welfare state, the war on the married family – and in this country the almost total disappearance of proper manufacturing industry.

Rather than putting an entire generation in debt, the time has come to close most of our universities and shrink the rest so they do what they are supposed to do – educating an elite in the best that has ever been written, thought and said, and undertaking real hard scientific research.

Or do these places exist only to hide the terrible youth unemploy­ment that is a result of having a country run by graduates?

SOURCE



16 October, 2010

Media Matters Tries but Fails to Refute the School Choice Evidence

Yesterday, Media Matters tried to refute a blog post in which I point out, among other things, that the impact of voucher use in the D.C. Opportunity Scholarship Program resulted in a 91 percent graduation rate compared to 70 percent in the control group. The findings are from the U.S. Department of Education’s final evaluation of the voucher program, authored by Dr. Patrick Wolf.

Walid Zafar writes via Media Matters: "Where does Burke get the 91 percent figure from? Well, not this [the Department of Education’s] report. It’s hard not concluding that she made that statistic up. The report puts the graduation rate for students receiving vouchers at 82 percent."

Not so fast. The report does in fact find that the use of voucher resulted in a 91 percent graduation rate. On page 20 of the report’s executive summary, Wolf writes: "The offer of an OSP scholarship raised students’ probability of completing high school by 12 percentage points overall. The graduation rate based on parent-provided information was 82 percent for the treatment group compared to 70 percent for the control group. There was a 21 percent difference (impact) for using a scholarship to attend a participating private school.

The 21 percentage point difference for impact means the typical student who received a voucher and actually used it to attend a private school had a graduation rate of 91 percent, compared to 70 percent for non-voucher students. Here’s exactly how the graduation rates break down:

* D.C. Public Schools graduation rate: 49 percent.

* Control group (those students who applied for a voucher but did not receive one) graduation rate: 70 percent.

* Voucher recipient group (students who applied for a voucher, won the lottery to receive one, but did not necessarily use it) graduation rate: 82 percent.

* Impact of voucher use: (students who applied for, received, and actually used the voucher to attend a private school) graduation rate: 91 percent.

Zafar also argues that the results of the study are minimized due to the increased motivation of parents who applied for a scholarship: "You can’t compare the graduation rate at DC Public Schools (which take in all who apply, regardless of learning disabilities and level of parental involvement) to a lottery based voucher system to which only the most highly motivated students (and parents) choose to apply."

First, the D.C. Opportunity Scholarship Program does have to take all students who apply. When applications exceed scholarships, officials use a lottery to determine which students receive vouchers. In fact, because evaluators anticipated objections like Zafar’s, they controlled for the students who applied for a voucher but were ultimately not offered one.

These presumably highly motivated students were evenly distributed across the treatment and control group, which is probably why the control group graduation rate of 70 percent was higher than the overall DCPS rate of 49 percent. The voucher students significantly outperformed the control group on the crucial measure of high school graduation even though the lottery ensured that both groups were equally stocked with motivated students and parents.

While it’s true that parents have to have a certain level of interest in the educational opportunities of their children in order to apply for a voucher, thousands of low-income families in the District jumped at the opportunity to do so when given the chance. In fact, there were four applicants for every available scholarship.

Finally, Zafar argues that the DCOSP had no impact on academic achievement: "In the area of student achievement, the report concludes, “Overall reading and math test scores were not significantly affected by the Program, based on our main analysis approach.” Most crucially, the report notes that “No significant impacts on achievement were detected for students” who “were lower performing academically when they applied.” In other words, the students who did well on the voucher program were those who were already doing well in public school".

While the final evaluation did not find a statistically significant impact on academic achievement (which was not the main point of our argument), it did find that the scholarships had a positive impact on academic outcomes for some subgroups of students. Moreover, Dr. Wolf, the lead researcher on the OSP study, explains in a statement from the University of Arkansas that the significant positive impact on graduation rates is more important than the impact on academic achievement:

These results are important because high school graduation is strongly associated with a large number of important life outcomes such as lifetime earnings, longevity, avoiding prison and out-of-wedlock births, and marital stability. Academic achievement, in contrast, is only weakly associated with most of those outcomes.

In the area of education, how far you go is more important than how much you know, and D.C. students went farther with the assistance of a school voucher.

Facts matter, and we hope we’ve stated them clearly enough so that even Media Matters can’t deny them.

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Regular exams boost your brain power

Regular testing actually improves your brains ability to learn, scientists find, in a study that is likely to reopen the debate over the effectiveness of exams.

Researchers found that preparing for tests actually improved memory by making the brain come up with more efficient ways to store and recall facts. In particular the brain comes up with mental keywords – called mediators – which trigger memories which they would not do when studying only. That means they remember more facts, for longer.

Dr Katherine Rawson, a psychologist at Kent State State University, said: "Taking practice tests – particularly ones that involve attempting to recall something from memory – can drastically increase the likelihood that you'll be able to remember that information again later.

"Given that hundreds of experiments have been conducted to establish the effects of testing on learning, it's surprising that we know very little about why testing improves memory."

Dr Rawson and former Kent State graduate student Mary Pyc reported an experiment indicating that at least one reason why testing is good for memory is that testing supports the use of more effective encoding strategies.

Dr Rawson said: "Suppose you were trying to learn a foreign language vocabulary. "In our research, we typically use Swahili-English word pairs, such as 'wingu – cloud'. "To learn this item, you could just repeat it over and over to yourself each time you studied it, but it turns out that's not a particularly effective strategy for committing something to memory. "A more effective strategy is to develop a keyword that connects the foreign language word with the English word. 'Wingu' sounds like 'wing', birds have wings and fly in the 'clouds'.

"Of course, this works only as well as the keyword you come up with. "For a keyword to be any good, you have to be able to remember your keyword when you're given the foreign word later. "Also, for a keyword to be good, you have to be able to remember the English word once you remember the keyword."

The findings are due to be published in the journal Science.

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Australian State wants to get rid of dummy teachers

But you would have to be a dummy to take up teaching in their schools these days. Some new teaching graduates walk out after a week when they encounter the reality of it

QUEENSLAND'S teaching profession is facing a crackdown on university entrance standards in a bid to boost quality in the classroom.

Students will have to attain an OP score of 12 or better to gain entry to a teaching degree under a proposal being considered by the State Government. OP cut-offs have been as low as OP19 at some Queensland universities in recent years, fuelling concerns over the quality of newly graduate teachers. Students will also have to obtain a minimum standard in English, mathematics and science.

The proposals are among 21 recommendations put to the State Government in a review of teacher education and induction, part of the Flying Start project.

The review, currently being considered by Queensland education stakeholders, follows consultation on proposed national entry requirements for undergraduate pre-service teacher programs. Proposed national standards require a minimum level of mathematics and English for Year 12 students, but not science, as suggested in Queensland.

As of next year, Queensland primary school teaching graduates will be required to sit a test in English, maths and science to become a registered teacher.

Queensland Teachers Union president Steve Ryan said while he did not oppose the idea of having an OP12 cut-off for a Bachelor of Education, moves including paying teachers more were needed. "It is quite clear that we need to try to attract the better students in terms of OP scores into the teaching profession but the problem we have got is that the OP score is demand driven," he said.

Mr Ryan said many students who didn't achieve an OP12 could be wonderful teachers. The Christian Heritage College's Colette Alexander agreed, warning some universities which catered for lower-scoring OP students might be badly affected. "Academic performance during school does not guarantee quality teaching," she said. "What makes a difference with a teacher is whether a person wants to teach."

Professor Peter Renshaw, head of the School of Education at the University of Queensland where the OP cut-off was 11 this year, agreed that a student's OP didn't always reflect their capability. But he said the OP cut-off would be good for the perception of teaching. He also said the OP requirement did not apply to many Bachelor of Education graduates at his university, with many coming from other degrees rather than straight from school.

Queensland Deans of Education Forum chair Professor Wendy Patton said contingencies built into the proposal meant most universities supported the cut-off. Under the proposal, students with lower OPs can be granted entry in exceptional circumstances. "It provides the opportunity for individuals to say 'I can put forward a case' and for institutions to say 'well, let's have a look at this case'," Professor Patton said.

The teacher training review follows an investigation into the state's education system last year, when Professor Geoff Masters raised concerns about the competency of beginning teachers.

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15 October, 2010

TX: Alief Board 'Didn't Know' about Special Ed. Lawsuit -- District seeks to bankrupt student's family

With a legal battle against the family of a special needs student deep in its third year it was assumed the Alief School Board was fully informed. It appears the reality is the exact opposite.

Today Alief Trustee Nghat T. Ho told Fox 26 News not a single member of the board had a clue that the District has been bankrolling a potentially landmark Federal Lawsuit since 2007.

"I had no idea about this lawsuit against this family. The entire board had no idea. This is something the superintendent did on his own," said Ho. "I am very upset. This is really disturbing. It is not acceptable to me. We are going to get to the bottom of this. I and a lot of citizens are upset about the legal expenses."

The case centers around an autistic student named Chuka Chibuogwu. Chuka's parents battled Alief ISD because they believed the district wasn't giving their son the education he was legally entitled. The dispute was contentious and Chuka's parents ultimately gave up and pulled their son out of school.

Instead of letting the case die, Alief and it's lawyers went to Federal Court and sued the family for legal fees recently estimated to be more than $200,000. Earlier this year a U.S. District Judge ruled against the District saying it had no legal right to collect from the Chibuogwus. The defeat didn't stop Alief. The District invested even more taxpayer dollars in an appeal to the Federal 5th Circuit.

Alief critics have called the lawsuit both retaliatory and mean spirited. Others suggest the District is seeking to set a legal precedent in an effort to gain leverage over parents who advocate for their children. After weeks of refusing to tell its side of the story, Alief broke its silence with a written statement.

"AISD is very concerned with the allegations being made. This is a very unique and isolated case. Actions taken by the family contributed to the expense of this litigation and our efforts in this case are only to recoup taxpayer dollars."

Advocates for the Chibuogwus say the family has no money to pay. That means even if the District wins the appeal it will have spent more than $200,000 tax dollars to collect nothing and will have bankrupted the parents of a disabled child in the process.

A District spokeswoman says Alief Superintendent Louis Stoerner is retiring next month. Stoerner was sanctioned earlier this year by the Texas Ethics Commission for inappropriately spending school district funds to support passage of an ad valorem tax rate increase in 2008.

The spokeswoman says the impending retirement is unrelated to the sanction.In the meantime, Ho says he and other trustees will be demanding answers at the next scheduled board meeting.

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Schools obsessing about chocolate milk

Would be good if they were as obsessive about teaching the "3Rs"

Is sugar-laden chocolate milk a necessary lunchroom bribe to get needed calcium and Vitamin D into our children?

That question has flavored milk in the cross hairs of many school districts across the country, put there by those who say it's really no better than soda and we're knowingly sugaring up our kids at the one place they are supposed to get a healthy meal - the school cafeteria.

This fall, Washington, D.C., schools banned the sweet drink, which can pack up to 31 grams of sugar in an 8-ounce serving. So have districts in New York, California and Colorado.

But some lunch ladies - school nutritionists, too - and the dairy industry that fills their fridges argue that if you ditch chocolate-, vanilla- and strawberry-flavored milk, students' thirst for all milk will drop 35 percent .

The Palm Beach County School District, where 171,000-plus students bought more than 15 million half-pints of milk last year, is trying to find a middle ground. It banned strawberry milk in 2007, after concerns were raised about the dyes in it. And this fall, it targeted chocolate milk.

Local schools officials negotiated high fructose corn syrup out of the formula, a move that cut 7 grams of sugar per drink. The district also banned serving chocolate milk with breakfast, a practice it says was in play at only a few schools anyway.

Jesenia Cano would be happy to see her daughter's elementary school drop chocolate milk from the menu.

Five-year-old Nivea drinks whole milk at home, but at school she can't resist the chocolate, her mother said. "She tells me she hates that regular (low-fat) milk. She says it tastes like water. She won't drink it," Cano said.

Although the school district isn't about to ban chocolate milk, it is waiting to see whether the state Board of Education does.

What's more likely is that the board, which will meet in December to take up the matter of what's served in schools, will make a less dramatic move: requiring flavored milk to pack less sugar, says board member John Padget .

Padget, who for the past year has been championing healthier milk in schools, says the entire school lunch menu urgently needs revision, as approximately 2.7 million of the state's children are either overweight or obese. "Most health experts agree that having healthier school food and beverages is only part of the solution, but it's a highly visible place to start," he said.

He also notes that milk gets a lot of attention because about 7 percent of the nation's milk is chugged in schools, and 75 percent of what's sold there is flavored.

Most everyone agrees that children should drink about three or four cups of milk a day. It's the primary source of calcium for most Americans. It's also packed with Vitamin D, a necessary nutrient that about 70 percent of children aren't getting enough of, according to recent studies.

All milk has naturally occurring sugars - about 12 grams in a pint. But flavored milk has added sugar. The chocolate milk served in Palm Beach County schools has an additional 12 grams.

U.S. Dietary Guidelines suggest people eat fewer than 34 grams of added sugar a day. So that pint of chocolate at lunch would mean fewer cookies, ice cream or other treat later in the day.

"Further, especially with younger kids, there are so many calories in 8 ounces of chocolate milk that they'll drink that and not eat anything else," said Ann Cooper, aka "The Renegade Lunch Lady."

Cooper, a former gourmet chef, led efforts to ban flavored milk first at California's Berkeley Unified School District and then in the Boulder, Colo., school district .

"Yes, milk is important, but so is cheese and yogurt. We have to stop teaching children that everything is so sweet," Cooper said. "What are we saying? Kids won't drink milk so we're going to give them chocolate milk?

She does concede that if you drop flavored milk from the menu, some children will balk, at least initially. Studies from the dairy industry show the drop is significant. One such study indicated that elementary students drank 35 percent less milk at school on average when flavored milk was removed.

More HERE




Bad behaviour 'caused by mixed ability classes'

Mixed ability classes may be fuelling bad behaviour in [British] schools, MPs have been warned. Tom Burkard, research fellow at the Centre for Policy Studies, said slower pupils became frustrated after being left behind by brighter classmates.

Addressing the Commons Education Select Committee, he warned that large numbers of children found lessons “totally and utterly meaningless” when they were pitched at the wrong level.

Mr Burkard, a former special needs teacher, told how the majority of truants skipped school because they dreaded lessons “they didn’t like or a teacher they couldn’t stand”.

Psychologists also told MPs that indiscipline was being caused by aggressive behaviour among adults who acted as poor role models for young children.

The comments were made as part of a new select committee inquiry into standards of behaviour in state schools – and tactics employed to promote discipline in the classroom.

According to official figures, behaviour is still not good enough in more than a fifth of secondary schools in England. At least 700 state comprehensives are failing to keep order to a high standard, it was revealed.

Mr Burkard said mixed lessons – in which staff are forced to teach children with a range of academic abilities – were contributing to the problem. Around half of all lessons in schools are in mixed ability groups, with children normally segregated only in a small number of academic subjects.

Mr Burkard said children at the lower end of the ability range or those diagnosed with special needs often had problems with "working memory" – the process of putting words into sentences, taking in information and forming conclusions. “If you don’t have this ability and you are sat in a mixed ability class, which is relying to a large extent on your own investigations, you are going to find the whole procedure totally and utterly meaningless," he said.

“If you are lucky, the child will sit at the back of the class and do very little. If not, they are going to act up. This is one of the things we have to take into consideration.”

He said a drive – launched under Labour – to tailor education to individual children’s needs was “an absolute fantasy” because teachers did not have enough time.

However, Mary Bousted, general secretary of the Association of Teachers and Lecturers, rejected the claims. The union leader - former head of English at a north London comprehensive - told how mixed ability classes worked well in her former school while behaviour in the bottom sets was "appalling".

In evidence to MPs, others educationalists said parents were undermining schools' attempts to instill discipline in the classroom. Many children copied behaviour they saw at home or on the street, it was claimed.

David Moore, an education consultant and former senior Ofsted inspector, told the hearing: "If you go into any shopping area on a Saturday and you watch parents interacting with their youngsters you can see why the youngsters behave the way that they do, because they model the behaviour of the adults."

Kate Fallon, general secretary of the Association of Educational Psychologists, said “less automatic respect” for people in authority may be to blame.

“I suspect we would see behaviours not terribly away far from here that might be described as low-level disruption, people talking over one another, interrupting, not always showing respect for the other speaker,” she said.

“So I think we can't say it's just children's behaviour. We actually have to look at it in context of the behaviour we see around us, lots of emoting, road rage - it's all there and it's not children's fault those things occur.”

SOURCE



14 October, 2010

Education for the individual

Previously, in “Education and the Individual,” I discussed how the two competing educational methods in the public education system in the United States both presuppose a State monopoly on education, and how both seek to impose a uniform purpose and set of standards for all children. In this article, I will lay out the fundamental premises of individualist-oriented, free market education and will propose a few examples that illustrate what education freed from the State might look like.

There are three basic premises at the foundation of individualist education: 1) All children are not born with the same innate abilities. 2) A child who is allowed to develop his or her own unique abilities has more to offer him- or herself and others than one who is not. 3) Each individual has a right to make fully informed decisions about his or her own destiny.

The third premise is contingent on a) an individual’s ability to pursue his or her own destiny, and b) social need. Social need can limit this ability in many ways. A person may want to make a living selling paintings, for instance, but if the market is saturated by painters, he or she may have to settle for something else for the time being. Premise 3 is sometimes described as the fundamental right of “the pursuit of happiness.” In relationship to education, I argue simply that a person has a basic right to pursue his or her own destiny with the aid of unrestricted access to information on which to base those decisions. There is no guarantee of being successful in that pursuit.

Premise Three is especially important because it holds within itself a counter-argument to one of the most frequently asserted objections to a non-Statist approach to education. The argument is as follows: If there were no national education standards, and each school (or family) was free to pursue education in their own manner, then there would be an alarming increase in the number of people who held nonsensical beliefs. For example, fundamentalists would be free to teach Young Earth creationism in their science classrooms, or an agriculture school would be free to teach that “Brawndo’s got what plants crave.”

The idea that the universe was created in seven days and that all life on the planet was created at the same time, however, can be easily disproven by counter-evidence. It would be difficult to reinforce that belief in a free society with unrestricted access to information (that is why Tennessee banned teaching evolution in public schools between 1925 and 1967). The proliferation of incorrect or nonsensical beliefs is only possible when access to information is restricted. Therefore, it is much easier for the Statist, with control over the public education system, to enforce a regime of disinformation and deliberate ignorance. The chance that children will have access to all available information is much greater when their options for schooling are more diverse.

Premises One and Two are the foundation of individualism. If both are false, then there can be no argument against Statist attempts to mold and shape the public in any manner they choose. To deny Premise Two is to say that each individual is like a stem cell that—through intervention by the State—can be specialized to meet the needs of society based on a centrally-directed plan. The role of education would be to simply “stamp” whatever skill set is desired on any given schoolchild, regardless of his or her personal inclinations.

As an individualist, however, I believe that each individual has certain abilities, needs, and desires that cause him or her to pursue certain ends, and that he or she should be free to pursue those ends (insofar as they do not directly harm anyone else). Individualist-oriented, free market education is directed toward preparing the individual to pursue those ends with as little restriction as possible. By “restriction,” I am not referring to rules of behavior or dress codes or any other cosmetic issue discussed in schools today. What I am referring to is the freedom to choose what education one is to pursue, even if that education is different from what we are accustomed to.

What will occur as a consequence of this freedom is nothing less than a radical transformation of the American school system, and we would immediately encounter a wide variety of schools from which to choose. Imagine for a moment a community in which children were not forced to choose between one or two public and private schools with roughly the same curriculum. In our imaginary community, children would have any number of options, including traditional liberal arts schools, vocational schools, and/or apprenticeships; schools with high standards and schools with low standards; expensive schools and inexpensive schools. There would also be a plethora of supplemental education programs all based upon the needs of the individuals in that particular community.

Schools would more than likely be run by professionals in those various fields—people who have an interest in producing the best possible future colleagues. In contrast, public schools today are staffed by educational professionals; teachers who have been trained to feed a watered down version of their subject area to every child, regardless of the individual interests of the child. A plumber does not need to understand Shakespeare to be a successful plumber, for example, but he or she does need to understand plumbing. Needless to say, there are a certain set of skills that are necessary for success in any modern profession (including reading, writing, etc.) and a school in a free market would not last very long if it failed to impart that knowledge.

In a world without public or State-run education, we could cease speaking of an “educational system.” Schools would survive or fail based on the needs of individuals in particular communities, and each individual would be free to pursue his or her own natural calling or vocation. As a result of an absence of one set of educational standards, schools would embrace approaches to education that were the most successful, rather than those dictated from afar. This would ultimately lead to a more pragmatic and less political educational environment.

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Turning the ivory towers into a skills factory

Britain's debate about how higher education should be funded assumes that its only value is economic. It is poor value for the taxpayers' money if that is so -- JR

How to fund British universities? It is a dismal question for a dismal debate. And it’s a question that has been recurring with depressing regularity ever since the New Labour government introduced the first top-up fees 12 years ago. Nothing seems to break the repetitive cycle of argument and counter-argument. Critics of spending cuts and/or raising tuition fees will declare that universities are vital: vital to the UK economy, vital to overcoming social inequality, vital to our collective future.

Supporters of spending cuts and/or raising tuition fees will argue that universities are not vital enough. The courses take too long; graduates are not sufficiently economically productive; and besides, the government has already spent too much on this collective future.

Unfortunately, the publication of Lord Browne’s university spending review today, commissioned under New Labour’s tenure, will not alter the narrow, almost entirely economic parameters of this debate around higher education. In fact, if the responses so far are any indication, it is more likely to intensify the economic focus of the discussion. Hence the substance of the reaction so far seems to be around whether to remove the upper limit on tuition fees currently set at £3,290 or to come up with some sort of interest rate on student loans tiered according to whatever a particular graduate subsequently earns. Edifying it is not.

The problem is that the value of higher education is conceived almost entirely from the perspective of economics. So from a social perspective, its ostensible purpose is to increase GDP; from an individual perspective it’s the guarantee – and justification for – a higher salary. Because of this, the argument for increasing the funding burden on students almost makes itself, as Boris Johnson clearly found on Monday: ‘It is hardly progressive that people on low incomes should pay in their taxes for the university education of students who will go on to earn about 40 per cent more than those with no qualifications’, he wrote in his Telegraph column.

To such an argument, Aaron Porter, president of the National Union of Students, had little to offer other than a yelp of baby-doomer self-pity: ‘A generation who will already struggle over housing and pensions, as well as increased bills for health and social care, will be asked to pick up the tab for excesses they did not themselves enjoy and mistakes they did not make, by being forced to pay for spending cuts.’ Luckily, in keeping with the bean-counting tenor of the discussion, Porter did have one killer alternative to higher tuition fees and spending cuts in his armoury: ‘A sophisticated graduate tax system.’ A place at the Treasury beckons him.

But wait. A Guardian columnist dissents: ‘The graduate tax does have serious problems. It would have been in effect a new layer of income tax, in some ways progressive, in other ways not. It would mean different generations being taxed at different rates, and those who had “made it” without going to college being taxed at a lower rate. What message would that have sent? It would put quite a lot of ambitious people off going to university, or at least ensure they didn’t go to a British one.’

Underwriting this disagreement, however, is the same monetising view of education shared by parties as ostensibly in conflict as Boris Johnson and the quasi-radical NUS. They all assume that the point of higher education, the reason for studying, is better earnings, just as New Labour always assumed that the societal point of higher education was national wealth. Hence, in the proud words of the 2003 New Labour white paper, The Future of Higher Education, students are at university for the ‘acquisition of skills’. The point being that skills sell. In his first speech as secretary of state for education in 2007, Labour’s John Denham continued in this vein of justification: ‘To compete and prosper in this world, to respond to the needs of leading global and national businesses, we must enable many thousands more people to study and graduate each year. To become a world leader in skills, as Lord Leitch recommended, we must aim for at least 40 per cent of adults to have higher level qualifications by 2020.’

Little wonder that as the cuts bite, the solely economic justification for higher education has taken on a meaner hue. Hence, at the end of last year, we had then business secretary Lord Mandelson calling for cheaper, fast-track, two-year degrees instead of the conventional three. And earlier this month, current business secretary Vince Cable gave a speech arguing that only ‘commercially useful’ science degrees should be government-funded.

There is of course a big, gaping education-shaped hole at the heart of this debate, over which critics and supporters alike build ever-more torturous funding structures. That is, what is higher education for? If the only answer to that question is economic, then the current debate takes on a purely technical aspect: where to cut and upon whom to place the funding burden.

But there is an alternate, humanistic view of higher education that stretches from the recently beatified John Henry Newman, via Matthew Arnold, right up to the 1963 government-backed Robbins Report on giving more social classes the opportunity to study.

And it’s a view that conceives of education, of subject-centred learning and research, as a good in itself. As the Robbins committee wrote: ‘[The] search for truth is an essential function of the institutions of higher education, and the process of education is itself most vital when it partakes in the nature of discovery.’ Such arguments for higher education conceive its value in non-monetary terms. Its ends were not seen as extrinsic to education; they were intrinsic.

Of course one cannot simply resuscitate such ideals. The historical conditions – a sense of Britain as a world power, with a world mission – that enabled Matthew Arnold, for instance, to talk confidently of the universal importance of ‘the best which has been thought and said in the world’ are long gone. But right now, with the supporters of higher education parroting the same vacuous, bean-counting nonsense as its critics, there needs to at least be an attempt to address the purpose of education in terms other than those of the dismal science.

SOURCE.





Scandal of Tony Blair's £31m flagship school: A leaking roof, broken designer toilets and a useless computer system

"Innovative" should always ring alarm bells

Funded by a Labour donor, opened by Tony Blair, built by modernist Norman Foster, ­Bexley Business Academy was one of the most high-profile symbols of New Labour’s education policy. And how they were happy to boast about it.

At the opening ceremony in 2003, Blair spoke of Bexley as ‘the future’ of state ­education, and Norman Foster’s website extolled a ­‘visionary, light-filled school that would be ­democratic and flexible’.

Seven years on, the reality could not be more different. Bexley has been a vastly expensive nightmare as a building project, and as a school with a sprawling roster of 1,500 pupils has spent most of its short life in the academic ­emergency ward.

The litany of vastly costly problems is extensive: the roof leaks, the wireless IT systems didn’t work, the electric gates got stuck, the changing rooms were far too small, the designer toilets broke time and again, as did the heating system.

To cap it all, there is a nagging smell of sewage pervading the school, though that might just as easily be the stench of New Labour’s hubris given the way it trumpeted this project.

The school cost an astonishing £31 million to build — far more than any normal school of a similar size — as part of the £55 billion Building Schools for the Future programme that Michael Gove, the new Tory schools secretary, has closed down.

So money that could have been spent on a decent education for its pupils was wasted on a vanity building project, but even worse, a combination of what appear to be design defects and building failures have created a maintenance disaster zone that continue to drain away the school’s funds.

When it was designed, Foster boasted that the building had been carefully planned to keep heating costs low, and a self-congratulatory ‘assessment’ from the government’s architectural adviser concluded that ‘maintenance of the building’s different materials has been carefully ­considered in the design, and as such is mainly low level’.

In fact, nothing could be further from the truth. ‘It’s a hugely expensive building and costs us an absolute fortune,’ says Sam Elms, the school’s chief executive. ‘It’s a nightmare to run. If we could move to another building, we would.’

The finance director, meanwhile, has said: ‘We spend 9 per cent of our annual Government grant on premises. Given that our average spend on staff costs is more than 80 per cent, this clearly represents a high proportion of the remaining grant income and leaves little for other equally vital expenditure.’

In fact, as of last year, the academy employs a total of 234 staff, including 105 teachers, 74 classroom assistants and 36 management and administrative staff.

Leaked internal documents predict that the school faces a deficit of £859,000 by next year unless drastic cost-cutting takes place. So far, with seven people on its payroll earning more than £60,000 a year, this doesn’t seem to have taken place.

On the contrary, in addition to ­having a chief executive — paid more than £120,000 a year — it also has a so-called ‘executive principal’, ­Christina Moon. Mrs Moon’s main home is in ­Bristol, so in addition to her £120,000-a-year pay, she has also had a £20,000-a-year flat rented for her in Greenwich by the school. That’s on top of yet more ‘principals’, ‘vice-principals’ and ‘assistant principals’.

No wonder an education consultancy report, seen by the Times Education Supplement, said that the school suffered from ‘a lack of clarity about decision-making’, as well as ‘duplication and inefficiencies’.

So the building was an expensive disaster, and despite the high-profile involvement of Labour donor Sir David Garrard, in the end his charitable trust contributed less than 8 per cent of the cost of the school. The rest was met by the taxpayer.

And Sir David’s name proved to be a mixed blessing when he became involved in the Cash for Honours affair, with his peerage blocked after it emerged that he had lent several million pounds to the Labour Party in a way that allowed his name to be concealed.

Nor has (Lord) Norman Foster’s involvement done Bexley much good either. Despite being ennobled by Labour and appointed to the even more prestigious Order of Merit, Foster has quit his post in the House of Lords to maintain his non-domicile status as a resident of ­Switzerland.

It seems that while he may be prepared to spend other people’s money on so-called democratic schools, but he’d rather not contribute his own money towards funding them.

In Switzerland, Lord Foster lives with his third wife, Elena Ochoa, now Lady Foster of Thames Bank. In her native Spain, Lady Foster was best known as the presenter of Hablemos de Sexo — Let’s Talk About Sex — in which the doctora del sexo enlightened her compatriots on behaviour in the bedroom.

The academic results at Bexley, the school Lord Foster designed, have been mixed. Last year, only 40 per cent of the pupils passed five or more GCSEs of grade C or above (including Maths and English), which was ­better than the dismal 19 per cent two years ago, but still a poor performance for a so-called ­flagship academy.

Norman Foster and Tony Blair appear to have believed that smart school buildings would translate into good exam results. But in fact, as Professor Dylan Wiliam, former deputy director of the Institute of Education, says: ‘I know of no studies that show changing the environment has a direct impact on student achievement.’

In fact, an Ofsted inspection in 2005 found the Academy to be ‘inadequate’, and it was issued with a Notice to Improve, essentially a final demand from the Government that a school must get better quickly, or face being taken over by the Department of Education.

Since then, academic matters have improved, but not by much. The most recent Ofsted report, published this year, found that ‘the Academy is emerging from troubled times. ‘Since the last inspection, two principals have resigned from their post and the academy has had a period where there was no substantive head teacher of the primary phase’.

The current staff are clearly trying hard, but the shortcomings of the building they’ve been left with are obviously making life difficult for them.

Not much of a monument then, to a former prime minister who promised to make Education, Education, Education his top three priorities.

If you want to understand how it was possible for New Labour to double the schools budget in real terms without achieving an improvement in standards, look no further than Bexley.

It’s a monument to vanity policy making, and those councils currently wasting council taxpayers’ money suing Michael Gove for refusing to allow them to build their own educational white elephants should study Bexley — and think again.

SOURCE



13 October, 2010

U.S. School system to get Muslim holiday

Cambridge to start observance in 2011-12

As a Muslim and a high school senior at Cambridge Rindge and Latin School, 17-year-old Dunia Kassay faces a tough choice every year on Islamic holy days: go to school or stay home to be with family and friends.

If she stays home, Kassay says, she will be forced to play catch-up and make up her school assignments. But if she goes to school, she will be neglecting what she feels is her religious obligation on holidays such as Eid al-Fitr, which marks the end of Ramadan, the month of fasting.

“It’s really conflicting,’’ Kassay said. “Instead of fasting for a month and enjoying this really big day, eating and going to family’s houses, it’s kind of like, ‘Oh, hey, guys, I’ve got to go do my homework.’ ’’

But beginning next year, Cambridge public schools will attempt to make it easier for Muslim students to honor their highest holy days. In a move that school officials believe is the first of its kind in the state, Cambridge will close schools for one Muslim holiday each year beginning in the 2011-2012 school year.

The school will either close for Eid al-Fitr or Eid al-Adha, also known as the Festival of Sacrifice, depending on which holiday falls within the school year. If both fall within the school calendar, the district will close for only one of the days.

The school district’s decision, announced last month, was made as the national discussion about Islam continues, fueled by a Mosque proposal two blocks from the Sept. 11 terrorist attacks in New York and Florida preacher Terry Jones’s threat to burn a Koran. The discussion has also touched local schools, as Wellesley school officials drew criticism recently for a video that showed sixth-grade students kneeling during a prayer service at a Boston mosque during a field trip in May.

But Cambridge School Committee member Marc McGovern, who pushed for the Muslim holiday in city schools, said he thinks people need to take a step back from what he called hysteria and the stereotypes of all Muslims as terrorists.

“At a time when I think the Muslim population is being characterized with a broad brush in a negative way, I think it’s important for us to say we’re not going to do that here,’’ McGovern said.

Cambridge schools already close for some Christian and Jewish holidays, and McGovern said he believes Muslims should be treated equally. “The issue that sort of came up was should we celebrate any religious holidays, but there was not the will to take away Good Friday or one of the Jewish holidays,’’ he said. “So I said, if that is the case, I think we have an obligation to celebrate one of the Muslim holidays, as well.’’

State and federal laws require schools to make reasonable accommodation of the religious needs of students and in observance of holy days, but the state Department of Elementary and Secondary Education leaves the decision about how to do that up to individual school districts because they “know best about the needs and unique demographic makeup of their student population and community,’’ said JC Considine, a spokesman for the department.

If a school district has a large number of students who observe Good Friday and would not attend school that day, Considine said the districts are allowed to close because of the expected low attendance. But the state does require districts to schedule at least 180 days of school.

Cambridge School Superintendent Jeffrey Young said the district does not collect information about the religion of its students. But Young said that there is a significant Muslim population in the city, and that, at least anecdotally, the Muslim population in the schools appears to be growing.

A large Muslim population is one of the reasons why the school district in Dearborn, Mich., began closing schools for high Islamic holy days 10 years ago, said David Mustonen, communications coordinator for the school system.

Mustonen said that at first there were some people in the community who didn’t like the schools being closed on Eid holidays. “However, I don’t think this is the case anymore as people have come to realize that it is no different then taking time off at Christmas or Easter,’’ Mustonen said in an e-mail.

In September, public schools in Burlington, Vt., also closed on Eid al-Fitr for the first time, said Dan Balon, director of the school district’s diversity and equity office.

Balon said there is an increasing Muslim population in the schools, and the district decided to close on the holiday rather than risk low attendance rates and force students to decide between school and staying home to celebrate the holiday.

Glenn Koocher, executive director of the Massachusetts Association of School Committees, said that to his knowledge Cambridge would be the first school district in Massachusetts to close schools for a Muslim holiday. “Somebody has to be first,’’ said Koocher. “I suspect there may be heightened interest in this. We’ll see how this plays out.’’

Marla Erlien, chairwoman of the Cambridge Human Rights Commission, said the discussion about closing Cambridge schools for an Islamic holiday began several years ago when the commission conducted a survey at Rindge and Latin asking students about discrimination, and at a follow-up forum students raised concerns about how Muslims were a “discarded group’’ whose holidays weren’t recognized in the schools.

From there, several students, including Kassay and Humbi Song, a 2009 graduate of the high school, began working to raise understanding of Arab and Muslim culture at the high school and then advocating for a day off from school on a Muslim holiday.

Song, who is not Muslim, said she tried to promote awareness about Islam at the high school in part because she had Muslim friends who had been made fun of for their religious clothing and headwear. She said she thinks some students were uneducated about Muslim culture.

Erlien said she thinks closing schools on the holiday will help build connections with Muslims in Cambridge. “As their kids come home and say, ‘Oh, look, we now have a holiday,’ the parents might begin to feel safer here,’’ Erlien said.

But McGovern said he’s sure there will be some people who think closing school for a Muslim holiday is a terrible idea. “Can’t please everybody,’’ he said. “You have to do what you think is right.’’

SOURCE





Students win payout after schools spy on them with laptops

A school authority has agreed to pay out $610,000 after admitting it spied on pupils in their homes through the cameras on their laptop computers. About 56,000 pictures of more than 40 pupils were taken by a remote tracking system controlled by officials from the Lower Merion School District in Philadelphia, Pennsylvania.

The pictures, which included at least one of a pupil as he slept, were taken in an attempt to locate missing school-issued Apple laptops. The tracking system, which allowed officials to look out from the laptops' webcams, was sometimes left on for months after the computers were located, an official inquiry found.

Blake Robbins, a pupil of Harriton High School who was then 15, was awarded $175,000, which is to be placed in a trust. Blake discovered through evidence unearthed when he sued the school authority in February that he was photographed 400 times over two weeks.

He was alerted to the practice when the vice principal of his school told him he had been seen engaging in "improper behaviour". Blake said this meant that sweets he was eating were mistaken for drugs.

School officials claimed that Blake had damaged or destroyed two other school laptops, and had not paid the required $55 insurance fee to be allowed to take his latest computer home.

His mother, Holly, said: "I'm pleased with the outcome. And I'm pleased that we were able to solve the problem and turn the cameras off, and that they put new policies into place."

Jalil Hassan, a second pupil who filed a lawsuit against the school authority, was awarded $10,000. He has since graduated from Lower Merion High School.

The FBI and regional prosecutors chose not to bring criminal charges against the school authority.

Explaining why it settled the case, the authority's president, David Ebby, said a lengthy trial " would have been an unfair distraction for our students and staff and it would have cost taxpayers additional dollars that are better devoted to education."

The remaining $425,000 of the settlement will be paid to the boys' lawyer, Mark Haltzman, for his work on the case.

SOURCE





British government may cap tuition fees at £7,000, says Vince Cable

Business secretary scraps Lib Dem policy of opposition to fees and accepts thrust of Lord Browne's report into university funding

The government may cap tuition fees at £7,000 a year, Vince Cable said today, as he told MPs he accepted the thrust of Lord Browne's report proposing a radical overhaul of higher education funding.

In statement to MPs, the Liberal Democrat business secretary scrapped his party's policy of opposing tuition fees – but he may still face rebellion from his backbenchers. Before the election all Lib Dem MPs, including Cable and Nick Clegg, signed a pledge opposing tuition fees.

Cable told MPs this afternoon: "We are considering a level of £7,000. Many universities and colleges may well decide to charge less than that, since there is clearly scope for greater efficiency and innovation in the way universities operate. Two-year ordinary degrees are one approach.

"Exceptionally, Lord Browne suggests there should be circumstances under which universities can price their courses above this point. But, he suggests, this would be conditional on demonstrating that funds would be invested in securing a good social mix with fair access for students with less privileged backgrounds, and in raising the quality of teaching and learning. We will consider this carefully."

The business secretary said the government endorsed "the main thrust" of Browne's report. "But we are open to suggestions from inside and outside the house over the next few weeks before making specific recommendations to parliament, with a view to implementing the changes for students entering higher education in autumn 2012.

"More detail will be contained in next week's spending review on the funding implications. But as a strategic direction the government believes the report is on the right lines."

He said one of the government's proposals might be "exempting the poorest students from graduate contributions for some or all of their studies".

Directly addressing the issue of the breaking of the Lib Dem pledge, Cable said that he was the first member of his family to go to university, something he did not have to pay for. He would like others to have that opportunity, he said, but in the current circumstances that was not possible.

"I signed that pledge with my colleagues," he said. "[But] in the current financial situation ... which we inherited, all pledges, all commitments, will have to be reexamined from first principles."

John Denham, the shadow business secretary, reminded Cable that Clegg had said before the election that increasing tuition fees would be "a disaster". "Promises were made by the business secretary and the deputy prime minister at the last election that should not be lightly thrown away," Denham said.

Cable plans an early repayment penalty for tuition fees to prevent rich graduates paying less for their university education than those on middle incomes by avoiding cumulative interest payments, the Guardian has learned. He outlined the proposal to Lib Dem MPs last night. It is not clear how exactly he would organise the penalty, but it suggests he recognises there is a flaw in the scheme being proposed by Browne that makes the scheme less progressive than it might be. It is also not clear whether the early repayment penalty has the support of the Conservatives.

Browne proposed the cap on tuition fees – currently £3,290 a year – should be entirely lifted, with graduates starting to repay the cost of their degrees when they start earning £21,000 a year, up from £15,000 under the current system. Institutions charging more than £6,000 would have to pay a rising percentage of each additional £1,000 as a levy to government.

The interest rate at which graduates pay back their loans would be at the government's cost of borrowing – inflation plus 2.2%. However, those students earning below £21,000 would pay no real interest rate under the Browne plans. Their loan balance would increase in line with inflation.

But the business secretary is battling to prevent a full-scale rebellion taking hold of his party over Browne's proposals.

Greg Mulholland, the Liberal Democrat MP for Leeds North West, emerged as the ringleader of the rebellion, warning: "Without Lib Dem support and with Lib Dem ministers abstaining, it will be very difficult to get this through.

"It is certainly my belief that this is not a done deal and the strength of feeling among Lib Dem MPs could derail any attempts to see fees rising substantially and I will certainly be doing everything I can to make that happen."

Mulholland insisted that his rebellion did not a represent a threat to the future of the coalition arrangement.

He added: "I do not think this is a threat at all because it [the agreement] clearly states that Lib Dems will be allowed to abstain."

Many Liberal Democrat MPs know their credibility and chances of retaining their seats rest on showing they are fighting the rise in tuition fees.

Simon Hughes, the Lib Dem deputy leader, called for all Lib Dems to "consider fully" both Browne's proposals and the government's response. He said his fellow MPs were "very conscious of the positions we have taken on higher education and the policies we campaigned for at the last election".

"Parliament should only support a progressive system which takes into account future earnings and makes sure that those who benefit most financially from a university education contribute the most," Hughes – who functions as a lightning rod for Lib Dem discontent – added.

Tim Farron, the Lib Dem MP who is standing for the post of party president, wrote on the Twitter website that he would vote against an increase in tuition fees. "Unhappy with Browne report & would vote against fee rise," Farron posted.

John Leech, the Lib Dem MP for Manchester Withington, said: "I signed the NUS pledge and supported our manifesto, which promised to vote against any rise in tuition fees. I am going to keep that promise. This is a political red line for me."

His fellow MP Stephen Williams told Radio 5 Live he was unhappy about tuition fees going up and said he would "certainly" vote against the government if the Browne report was just about increasing tuition fees. But he hinted that, if Cable were to produce a more progressive scheme, he could support it. "Effectively at the moment you've got a flat-rate poll tax on all new graduates and if Vince is able to come up with a progressive system with different thresholds, perhaps different rates of repayment – you wouldn't call it a graduate tax, but it will have elements of graduation within it – that will be a much more progressive system for repayment than we have at the moment."

Gordon Birtwistle, the Liberal Democrat MP for Burnley, who is a parliamentary private secretary in the Treasury, said: "At the moment, the Browne report as it is, is unpalatable, and we need to see what changes we can make. I was against an increase in tuition fees, but the financial situation makes it inevitable that it will happen. The country is basically bankrupt."

Asked how he would vote, Birtwistle said: "I am keeping my powder dry."

John Hemming, the Lib Dem MP for Birmingham Yardley, also gave a measured response, saying: "If you have a progressive scheme in which people on high incomes pay more than those on low incomes then it is moving towards a graduate tax. I will be getting out my calculator and studying the proposals in detail. One question is whether it is the fees system or a progressive graduate contribution."

Clegg knows that many of his minsters will be free to abstain, and many are likely to do so, but he cannot yet know if public opinion will see that as sufficient form of resistance.

Linda Jack, a member of the Lib Dems' federal policy committee, told the BBC's World at One she thought around 30 Lib Dem MPs could rebel over tuition fees. "I expect them to vote against because, frankly, if they abstain they are effectively voting for, because they know that if they abstain it will go through. The integrity of the party is at stake here. Everybody signed that pledge that they would vote against an increase in tuition fees so they have really got to stick to their guns on this."

Liberal Youth, the youth and student wing of the Liberal Democrats, warned that removing the cap on tuition fees would lead to unrestricted costs and a market in higher education.

Martin Shapland, the group's chairman, said: "You simply cannot build our future on debt. This move has the potential to cripple students with unprecedented levels of debt which will act as a real deterrent to those from poorer backgrounds seeking a better life through the education system.

"Higher fees will not be acceptable to grassroots Lib Dems and, I imagine, most of the parliamentary party."

SOURCE



12 October, 2010

Bill Gates and education: "Innovation is your only hope"

The Bill and Melinda Gates Foundation announced Monday that it would be funding a $20 million, multi-year grant program to foster innovation in online instructional tools with a particular focus on community colleges. According to the New York Times, the Foundation will be joined by the William and Flora Hewlett Foundation, and four nonprofit education organizations in using technology to ultimately prepare more students for the high-skill job market. As Bill Gates described it in a CNET interview,

The people who are going to apply for these grants, they have all been doing interesting stuff. The grant will let them do a little bit more and it will encourage them to come together as a group. The money will help them do more measurement. We think the timing on this is really great and this will be very catalytic.

The first round of RFPs will be focused on “postsecondary online courses, particularly ones tailored for community colleges and low-income young people,” according to the Times report.
Another round of RFPs next year will include K-12 schools. Bill Gates, not surprisingly, seems to have the right idea on this (the added emphasis is my own):

There are some great laptop schools where things have gone well, and as laptop costs come down, you’ll be hearing more about tablet-type devices, Netbooks, iPads in the classroom.

But it’s the material that shows up on those devices that really counts. That’s where the foundation is focused. We’ll have another RFP early next year that is more focused on K-12 online material.

The community college programs are expected to supplement and differentiate in-class instruction and ensure that more students are motivated to pursue post-secondary education by focusing their efforts on classes that meet their technical and professional needs. As many other countries in the world have realized, not everyone needs to go to a four-year college or earn advanced degrees. However, virtually everyone needs to pursue post-secondary education to be competitive in the job market and increase the nation’s competitiveness overall. With more than half of our young workforce lacking post-secondary training, it’s clear that something needs to give and, as Barack Obama has pointed out, the community colleges are an untapped resource for making this happen.

The so-called Next Generation Learning Challenges will not only fund new approaches, but allow existing successful programs to scale and affect much larger groups of students. For example, Carnegie Mellon found that it could improve recall and performance while reducing necessary time in class and class duration by taking a hybrid approach with both direct instruction and online components. This same approach is now rolling out to community colleges to allow students to complete degrees and training more quickly (and therefore, more cheaply).

Gates also addressed the ability to measure the success of the programs his foundation is funding. Calling again for a common core curriculum, he noted that we would be far better able to determine how well technological interventions worked if all students could be measured against the same standards.

SOURCE






TX: Education candidates grilled about sex, religion and politics

Candidates for key State Board of Education races took a quiz Monday: Did they believe dinosaurs roamed the Earth alongside humans? Did they believe in giving Texas children age-appropriate lessons about sex?

The Texas Business and Education Coalition sponsored the first and, perhaps, only debate for candidates in the contested races in District 5 (San Antonio to Austin) and District 10 (Houston area to Austin) for seats on the SBOE, whose recent curriculum-setting votes on science and social studies garnered negative national attention.

In District 5, Republican incumbent Ken Mercer of San Antonio faces Texas State University English Professor Rebecca Bell-Metereau, a Texas State University English professor. Mercer is one of the 15-member board's seven social conservative members, who favor a back-to-basics approach. Critics complain that their conservative politics and religious leanings seep into education policy.

Republican Marsha Farney of Georgetown and Democrat Judy Jennings of Austin, both of whom have doctoral degrees in education, meet in the Nov. 2 election to replace the retiring Cynthia Dunbar, R-Richmond, in District 10.

The board's handling of science and history curriculum standards attracted national attention, with CNN, Fox News and the New York Times covering the board's political posturing and fight over what students should learn about science and history.

Mercer and Bell-Metereau disagreed over the curriculum approach taken in recent years by the board, which has made scores of changes to what experts had recommended for the science, social studies and English language arts standards for 4.8 million Texas public school children.

Mercer is a strong advocate of back-to-basics math, including the memorization of multiplication tables, and a phonetics approach to reading.

“Some folks call this drill and kill. I don't. I call it drill to develop confidences and skills,” Mercer said.

Mercer said parents in his district, which runs across 12 counties, have demanded a new emphasis of phonics.

“For some parents, they are remembering their past,” Bell-Metereau said of the 50-year-old approach. “That's how they learned to read. The studies have shown there are other, more effective ways of teaching how to read.”

She believes public schools should provide comprehensive sex education at age-appropriate levels, especially since Texas has the second highest rate of teen births in the country.

“We are teaching you everything except how to prevent pregnancies and how to prevent sexually transmitted disease. That's not really teaching students very much,” Bell-Metereau said.

Texas is currently “an abstinence-emphasis state,” she said, adding, “Abstinence is the best answer but we also have to prepare all those students who don't make that life choice.”

Pressed for a yes or no answer on whether he supports comprehensive sex education, Mercer gave a nuanced answer: “We want kids to be aware of what's out there, but we do not want a ‘how to' manual.”

Bell-Metereau emphasized a need to remove politics from the board and to rely more on teachers and subject experts to develop curriculum standards.

But Mercer noted that he ran for the board four years ago because parents wanted a more balanced approach. They wanted a “true and accurate” portrayal of American history with greater emphasis on the free-enterprise system, he said.

The social conservatives already lost one of their leaders — Don McLeroy, R-Bryan — in a GOP primary election earlier this year. McLeroy calls himself a “young Earth creationist,” who believes dinosaurs co-existed with humans.

“No, I don't believe that dinosaurs and humans walked the earth at the same time. That's outrageous,” Jennings said during the debate. Farney, also rejecting any possibility of dinosaurs and humans simultaneously sharing the planet, said parents should be responsible for teaching faith and values.

Mercer and Bell-Metereau didn't get the dinosaur-human question.

SOURCE






British report unveils radical university reform

A plan for higher university fees, fewer subsidies, more markets and less government has been unveiled by an independent review into the future of the English higher education system.

The radical blueprint, revealed on Tuesday by a panel chaired by Lord Browne, the former chief executive of BP, will cause tremors in the coalition government and problems for Labour.

The review proposes removing the current cap on annual fees of £3,290. If institutions want to charge more than £6,000, however, they will be obliged to pay a levy to recompense the government for the cost of higher student loans.

This levy, it is hoped, will keep fees in check, by increasing rapidly with tuition charges. An academic body raising its annual fees from £6,000 to £7,000 would keep £600 of the uplift in charges. By contrast, a university moving from £11,000 to £12,000 would keep only £250 of the extra income.

In a scenario mapped out in the report, the government could save £2.8bn by concentrating the teaching subsidies paid to universities on courses that are expensive or strategically important and cutting them for other, cheaper subjects. In this situation, average fees would rise to above £7,000.

The report will test the Liberal Democrats, who fought the election promising to abolish fees. But Lord Browne’s recommendations will also cause problems for Labour, which has come out in favour of a graduate tax, an idea that the report dismisses.

Making students pay a greater share of the cost of their degrees would increase the market pressures on English universities. But this is only one pro-market part of the package.

Lord Browne also proposes allowing any student who meets basic attainment criteria to buy education from any provider accredited by a powerful new watchdog, the Higher Education Council. This new super-regulator’s remit would include:

* Making sure that students have the benefit of more information about the courses on offer to them;

* Distributing subsidies on teaching for expensive, strategically important and vulnerable subjects;

* Enforcing teaching quality standards;;

* Making sure new entrants can enter the sector:

* Dealing with financial failure in universities;

* Adjudicting disputes between students and their universities; and

* Enforcement of new access rules.

Institutions charging more than £7,000 would be required to submit to more vigorous scrutiny to make sure that students from poor backgrounds are not being discouraged from applying to them.

The Browne report also proposes a simplification of the current byzantine system of bursaries for poor students. All students would be eligible for a loan to cover living costs and a more generous means-tested grant.

The report also recommends cutting the cost of the heavily-subsidised student loan system, but attempts to do so in a way that does not penalise graduates who go on to earn little money.

As at the moment, all fees would be covered by student loans. Currently, these loans are repaid by graduates, with 9 per cent of income above £15,000 clipped from their pay packets. A zero per cent real interest rate is charged against the balance and outstanding debts are forgiven after 25 years.

Under the new scheme, graduates will pay back 9 per cent of their income above £21,000 and that threshold will rise with earnings. But the interest rate for those who earning more than that level will also be linked to the government’s cost of borrowing and loans would not be forgiven for 30 years.

Any student who earns more than the threshold, but not enough to cover the cost of the higher rate of interest – 2.2 per cent above inflation – would have the rest of interest rebated to them. No student should therefore face a rising real debt burden because of interest accrual.

Part-time students will be given access to this loan system, so long as they study more than one third as intensively as a full-time student.

Vince Cable, the Lib Dem business secretary, asked Lord Browne in July to consider a graduate tax, a special income tax levied on former students that could be used to pay for the university system. Mr Cable has subsequently disavowed interest in the policy. But Ed Miliband, the Labour leader, has meanwhile committed his party to the policy.

Responding to Mr Cable’s request to consider the proposal, the report contains an annex which explains that the graduate tax would need to be set at 3 per cent of lifetime income to pay for the sector and would not raise enough to pay for the whole system until 2041-42. The plan would also increase the deficit by £3bn a year in the short term.

SOURCE



11 October, 2010

Only Moronic “Parents” Are “Waiting for Superman”

By Debbie Schlussel

At the end of “Waiting for Superman,” we watch several inner city families (and one suburban one) attending lotteries held to determine whether or not their kids will get to go to a few successful charter schools, where education is leaps and bounds above that of public schools and most kids attend and graduate from college. The odds are slim because many kids have applied for only a very few slots. Parents are crying and destroyed because their kids mostly didn’t win the coveted slots, and now, their kids’ futures are over (in their minds).

Here’s a tip: if your kid’s whole future depends on winning the lottery, you’re incompetent–a bad parent and you made the wrong choices that got you to this point. You brought your kid to this brink, NOT the public schools. You didn’t teach them at home and you made the wrong choices even before that. Sadly, that’s not the point of “Waiting” at all, but it should have been. Nope, the point is that it’s our fault. It’s everyone’s fault but the parents. And that’s absurd. But it’s chic to do that in our take-no-personal-responsibility culture.

You may have been subject to some of the excessive hype about this “documentary” gushed over by ignorant liberals (including Oprah) and directed by Davis Guggenheim (a/k/a Mr. Elisabeth Shue), the man who made another fake documentary, Al Gore’s “An Inconvenient Truth” and the Barack Obama film Democrats saw at their national nominating convention in 2008.

Don’t believe the hype. This movie contained no new information–not to me, not to you. And that’s why I had to laugh at a Detroit screening, this week, of “Waiting for Superman.” The gasping, shocked–shocked!–liberals couldn’t believe how bad America’s public schools are. That’s news? That some–yes, only some–charter schools are better, isn’t news either. It’s like people who see this movie are just discovering America . . . and ‘lectricity and sliced bread.

And, yes, what also isn’t news–and was completely omitted from the entire movie is that a big part of the problem with public schools in urban settings is single mother households, kids with no dads, and horrible parents often even when there is a dad. All of these things breed problem students with lackluster intelligence, coping skills, behavior, discipline, and other basic requirements of human behavior conducive to learning. I guess that was “An Inconvenient Truth” for Guggenheim.

Sorry, but many kids in the inner city aren’t learning because their parents don’t encourage them to. Their “parents” may not even be in their lives, or they may be there but on welfare or doing drugs or engaged in crime. But that’s not the well-massaged, pretty picture Guggenheim showed us. Almost every kid in this movie had a mom and a dad, and they were all great kids who were absolute geniuses and not at all behavioral problems. Do you really believe this is exemplary of most kids in the inner city, where it’s not just the schools that are failing the kids, but the kids and their parents who are failing the schools? Only if you are a moron. And that’s how I’d describe anyone who buys into this movie.

The movie points out that, in the early 1970s, American kids began falling behind kids from other countries in reading and math. Hey, guess what happened just before that, which the movie never mentions? The sexual revolution, where women slept around and no longer required any commitment from men before sex. (It also included an increase in the use of illegal drugs.) That brought us to the ’70s in which divorces skyrocketed and the trend of kids being born out of wedlock also began to trend up. Hmmm . . . why isn’t any of this mentioned? Sorry, but we know this has a lot to do with kids not achieving academically. Study after study shows that kids don’t do as well in school and are more likely to be troublemakers and/or drop out without a dad in their lives. That’s in addition to the fact that kids without a dad are more likely to have sex and kids at an early age, use drugs, and commit crimes. All of these things contribute to disruptions, disciplinary problems, and failure by kids in an academic setting.

None of this is mentioned in the movie, though. Because liberals don’t want to make a negative pronouncement on the awful lifestyle they brought upon America. They don’t want to take the blame for the consequences they–in no small part–caused.

The movie goes out of its way to avoid putting any responsibility on urban “families” and their deviant lifestyles–which are now the norm, since deviance has been defined down–for the sad state of American kids’ intellectual capabilities and knowledge of their kids. That would be “racism,” and we can’t dare call out Black America (and, now, a significant portion of White America, including Bristol Palin) for sleeping around, fathering and giving birth to kids, and putting them in this environment. But that’s a huge part of the problem. Many of these kids will never have the IQ required to become doctors and scientists and engineers, whether it’s because their parents did drugs and/or didn’t get proper neo-natal care and vitamins when they were conceived and/or in the womb, or because they just don’t have it. And, adding to that, many of these kids have parents–and a hip-hop culture–which encourage them to disrespect authority, including teachers and have zero appreciation for basic math and reading skills. That’s not the fault of public schools or teachers. But it’s the problem with which they are faced.

The movie focused on only one kid with a single mother, and only one kid raised by his grandmother. The rest of the children featured had two parents at home in their lives. That’s just not how it is in our public schools, especially in urban settings where the biggest failures in the public school system reign supreme. Not even close. And that makes the movie entirely inaccurate.

The one grandmother who was raising a boy in Washington, DC, spoke of her son (the boy’s father) who died after a life as a drug addict. She says that he dropped out of school at 12, and “just did his thing.” Um, where the heck was she, when the father of this boy dropped out at 12 and “just did his thing.” Is that America’s fault? Or her fault? With no dad in his life and knowing his dad didn’t care and died young as a drug addict, the kid is less likely to do well academically. And no teacher or public school is responsible for that, nor can they easily overcome these factors.

Sorry, but the grandmother is responsible for this situation. She says she doesn’t know where the boy’s mother is and that the mother has had other kids with different men. Hmmm . . . doesn’t that absentee womb donor bear any responsibility here? With circumstances like this, can we really blame schools for the academic underachievement of kids from broken homes? While this kid is shown to be a good kid and interested in learning, most kids from that type of background exhibit behavioral problems extraordinaire.

The one single mother in the movie is shown to be extremely concerned about her child’s education, working hard to pay for her to go to Catholic school, and insisting that she will go to college, no matter what. Let’s be honest. Is this really what the average Black single mother in urban America is like? Absolutely not. If it were, things would be much different. And if this single mother had made better choices (like not having sex and having a kid out of wedlock), she wouldn’t be in this position, or maybe she’d have a husband who could help pay to keep her daughter in private school.

Yes, intractable teachers’ unions standing firm on tenure and the inability to fire bad teachers is a big problem–and if you watch this movie, that’s the ONLY problem. But there are plenty of good teachers who just cannot teach these incompetent kids with even more incompetent “parents,” who are nothing more than baby producing womb and sperm donors, who’ve helped significantly in fostering the awful environment in which the public schools find themselves. A Black Detroit public school teacher I know is an excellent teacher, but his rhetorical question is, “How can I teach kids whose fathers–if they exist–won’t come to conferences and who have tattoos saying, ‘F-CK YOU,’ in big letters on their necks? These kids don’t want to learn because their parents don’t care or worse.”

Writing about (and predictably drooling over) the movie, today, is an extremely liberal columnist for a major Detroit newspaper (whose name won’t be mentioned here, lest I elevate this irrelevant ignoramus). If you’ve ever struggled to read her inane, racist, stupid, anti-Israel columns, you know she got her job through affirmative action. And, hey, she’s one of these single mothers I’m talking about who are part of the problem. She’s not a smart woman to begin with, so her kid–likely inheriting her “intellect”–won’t be much more so. But then she compounded it by having a kid with no man in her life. Are teachers responsible for that? No, but that’s probably why she loves this fraudulent “documentary.” It lets people like her shirk their responsibility and put the whole blame on teachers’ unions and bad teachers, even though people like her are the liberals who enabled the liberal teachers’ unions and they come together on most politics. Hey, let’s blame all the public school problems on the Jewish white chick who heads the American Federation of Teachers. Easy bete noir.

And then there are some other falsities and convenient half truths in the movie. The movie makes it seem as if charter schools are the answer. In fact, many charters schools are failures. And I don’t know about you, but I don’t really like public school money from tax coffers funding Islamic charter schools parading as “Arabic” ones or Afro-centric charter schools run by the Nation of Islam in Detroit and Milwaukee. Do you? Think their test scores and college acceptance rates are as high as Geoffrey Canada’s Harlem Success Academy or the KIPP Academies, featured in the movie? Think again.

The KIPP Academies–a chain of charter schools which are all over the country–teach kids facts and information through rap songs. Is that really the king of “learning” that lasts? Is rap music and the hip-hop lifestyle how you want American kids to be “educated”? Only if you have no problem with America’s further decline and dumbing down. And wasn’t that what these schools were supposed to be combating?

The movie says that kids in Finland do better than kids in America because they have a charter school-like setting. Well, while there’s a high rate of out-of-wedlock childbirth in Finland (as in many Scandinavian countries), how many of the cities in Finland have the problems and lack of parenting that urban American cities have? Only the ones with a growing population of Arab Muslim immigrants.

Geoffrey Canada (an audio separated-at-birth sound-alike to Denzel Washington) brags that his charter school, Harlem Success, has a nearly 100% college acceptance rate and almost as high a rate for those accepted to college graduating and getting jobs–higher, he and the movie’s narrator gloat, than the rates for White American students in the suburbs. But almost all of those kids are Black. While many are smart and no doubt achieved their place, there is still rampant affirmative action in America in admissions and even in special classes for minorities, as was the case when I was a student at the University of Michigan. If they ever get rid of affirmative action, then we’ll know if these kids really placed ahead, at the same rate, or, even, below.

Today, though, college is like high school used to be. It doesn’t mean anything, other than that you can have a good time going to frat parties and keggers and study courses like “The Life & Times of Madonna & Lourdes.” It doesn’t mean you’re smart or that you’ll be a success, contrary to the pronouncements in this movie. Just ask any of the many unemployed college grads living at home with their parents and struggling to find a job and pay back loans.

Not everyone is going to achieve at the same academic level, nor should they. Some people have a top-notch intellect, others have very studious and persistent hard work habits in school. Others have neither of these, and they won’t achieve. Not everyone can be at the top, or that would be just “average.” IQ is something inherent through birth and nurturing by parents and environment. It can’t be “taught.” You either have a high one or you don’t.

And not everyone in America can or should be doctors and lawyers. We have plenty. Some people need to be plumbers and cab drivers. Some need to be small business owners. One of America’s problems is that everyone wants to be the professionals, and now America doesn’t produce anything.

Another myth, furthered by Bill Gates’ appearance in the movie, is that American software companies, including Oracle (which was specifically cited), must import software developers and programmers because we don’t have enough educated and skilled Americans who can do the job. That’s the big business lobby excuse for importing cheaper labor from foreign countries. We have plenty of laid off programmers and developers who are collecting unemployment after they’ve been replaced by cheaper foreigners brought here or outsourcing to overseas labor. On this site, I’ve repeatedly detailed brazen law firms giving seminars to companies on how to do this, get around immigration and labor laws, and not get caught.

I found the long, drawn out scenes of the lotteries for the charter schools to be boring and unnecessary. Did I really need to see the whole lottery at each of 4-6 schools? As much as I needed to hear the sobbing of liberals in the audience crying when the kids didn’t get the slots and had to return to public school. And the much of the movie was just as repetitive . . . not to mention, preachy.

Posters for this movie say: "The fate of our country won’t be decided on a battlefield, it will be determined in a classroom".

Wrong. The fate of our country will be decided at home, beginning with whether to have sex, get pregnant, and have a kid out of wedlock. Then it goes on to whether the parents are together, married, sober, and clean. . . and what they teach their kids BEFORE those kids enter school. If the right things don’t happen there and then, it’s almost beyond reclamation.

Parents can teach their kids plenty–like how to behave, how to enjoy learning, and how to make the right decisions instead of making the wrong one and then depending on a bad-odds lottery. And parents can teach their kids, a process that should take place from birth and isn’t solely the job of parents and public schools.

Unfortunately, America isn’t told any of that in “Waiting for Superman.” Anyone “Waiting for Superman” to save their kids and not taking initiative his- or herself is incompetent and has no business raising kids.

SOURCE





British dinner lady in 'grooming for sex' row with education chiefs after giving pupil a BISCUIT

More bureaucratic evil

A dinner lady was warned she could be accused of 'grooming' a primary school pupil after she gave him a biscuit. Pat Lavery, a catering supervisor, handed the boy a biscuit after he asked for one. The child and the woman are related.

But the following day, she was warned that her action could be interpreted under child protection legislation as 'grooming' the child for sexual exploitation. She was so upset that she refused to return to work at St Mary’s Primary School in Co Fermanagh, Northern Ireland, until the row was sorted out. During this time, she was threatened with the sack and suffered a 'horrendous' two years of rumour and innuendo.

Yesterday her husband, Eoghan Lavery, said: 'It has been a horrendous two-plus years for my wife because there was a shadow hanging over her that she’d done something wrong.'

His wife was made to attend three meetings, firstly with the acting principal then two with the school principal to discuss the biscuit incident. One of the meetings lasted more than an hour and when she was requested to attend a fourth meeting, she left her job because she was so upset after being subjected to 'a grilling'.

The incident was reported to Northern Ireland Ombudsman Tom Frawley, who heard that during her absence the woman’s parish priest was told by the principal that she was absent from school due to a 'serious child protection issue'.

Mr Frawley said Mrs Lavery should receive an apology for her treatment. She will also receive compensation.

The dinner lady told the ombudsman that in May 2008 she was working in the school kitchen when a child raised his hand and asked for a biscuit. She brought this to the attention of the catering assistant who was serving biscuits and gave permission that the child could be given one.

She said that the next day, the Key Stage 1 manager, who was acting principal, came to the kitchen and told her that under the Child Protection Act she could be seen to be grooming a child. The child in question is a relative of Mrs Lavery.

Mrs Lavery then endured a meeting at which the matter was considered resolved. But when the permanent principal returned to work, she told of the potential child protection problems.

She told the ombudsman: 'I left the meeting very upset and confused... I felt that I had been subjected to a grilling and a "wrist-slapping exercise".' She also told the inquiry that she gave no preferential treatment and any child approaching the serving hatch would have been treated in the same manner.

A further 40-minute meeting took place and when the principal sought a further meeting with her she decided to leave her job. She was informed that if she did not return to St Mary’s by February this year she would lose her job.

She said she was 'aggrieved' that the principal told the parish priest she was absent from school due to a 'serious child protection issue'.

The ombudsman said the board did take the initiative to arrange temporary postings for Mrs Lavery in other schools while a resolution to her complaint was being sought. But he noted his 'concern' that Mrs Lavery was informed that if she did not return to St Mary’s by February 1 her employment would be terminated.

'It is my view that the abrupt manner in which the board informed her of that development was highly insensitive to her position... it made her feel very anxious about having to return to a working environment in which there was still a lack of policy or procedure for dealing with any future grievances she may have had about her non-board co-workers,' the ombudsman said. The threat to terminate her employment if she failed to return was 'entirely inappropriate'.

A deal was eventually reached between the school and Mrs Lavery and she returned to work.

In a statement, the school said: 'We understood that the issues were resolved to the satisfaction of the individuals involved using mediation through the Labour Relations Agency.'

Mervyn Storey, chairman of the Stormont Education Committee, said that while rules were there to protect children and staff, this was a case of 'political correctness gone too far'. 'I think it's a sad situation that schools are so boxed in because of legislation,' Mr Storey said.

SOURCE



10 October, 2010

Baccalaureate board probes Wikipedia plagiarism claim

The credibility of the International Baccalaureate (IB) has been questioned amid claims parts of its marking guides were plagiarised from Wikipedia.

The Times Educational Supplement (TES) reports that guides for three history papers are being investigated by the IB's managing board. The guides offer model essays and are used by examiners marking papers.

The A-level alternative is mainly taken in private schools, but ministers say other schools could offer it.

One IB examiner told the TES they were "shocked" to discover what was called "serious examples of academic dishonesty" in the guide for one of the papers. He claimed information from 14 of 24 questions contained sections copied from websites such as Wikipedia.

A teacher who runs training workshops for the IB warned the programme had been put at risk and told the TES they were "livid" and "stunned".

The IB diploma, taken by teenagers, is currently offered in more than 200 UK schools and is becoming increasingly popular as an alternative to A-levels.

An IB spokesman told the TES: "The IB has always insisted on academic honesty throughout our examination system since the organisation was founded. "We have always taken immediate and appropriate action when we discover any violation. "The issue related to the history paper mark scheme is one of those cases, and our investigation of this matter is moving forward but has not yet been completed.

"As a general rule, for each exam session we investigate any and all allegations of malpractice. "This includes deploying technology to screen and scan scripts, and conducting unannounced inspections of schools' arrangements for the examinations to ensure compliance."

SOURCE




More revelations about Britain's insane State school system

Stabbings, threats, red-tape blunders and ‘gruesome’ pupils who terrify classmates. This is the bleak picture of secondary-school life revealed in an internet blog by Katharine ­Birbalsingh, the teacher who became a star of the Tory Party Conference with a speech about the chaos in the education system.

In the shocking account, Oxford-educated Miss Birbalsingh describes the ‘madness’ in her academy, comparing it to the notorious prison Alcatraz because ‘none of the kids choose to go there’.

She also refers to one of the pupils using the pseudonym Gangster.

The 37-year-old received a standing ovation from Tory delegates in Birmingham last week when she claimed she had abandoned her Marxist beliefs for Conservatism because of poor pupil behaviour.

Now details have emerged of the blog, published on the internet anonymously but for which Miss Birbalsingh has secured a deal with ­Penguin for a book, which comes out in March.

In it she describes life as a teacher in the state sector, including her current school, St Michael and All Angels Academy, in Camberwell, South London. She writes: ‘I watch Gangster, a year 11 pupil, go into the Head’s office with his mum for a meeting, because on the last day of school in July he stabbed another boy in the playground with a knife.

‘The madness does not stop there. In April three boys were “excluded” for stabbing a boy from another school. At the time, ­certain paperwork was not filled out. The consequence is that the ­powers-that-be can now force us to take these three criminals back. Three gruesome, terrifying, influential boys who terrorise everyone around them are coming back and there is nothing we can do.’

A source at the Diocese of Southwark, which has run the academy as a faith school since last year, said it was unaware of the blog, called To Miss With Love, until Friday evening.

The school would not comment on the alleged stabbing as it was said to have happened when the local ­education authority was still in charge. Scotland Yard was unable to find details of the April incident. But Miss Birbalsingh said she stood by the account although she admitted that she did not confirm the accuracy of incidents that took place before she arrived at the school.

Police figures show there were 21 criminal allegations at the school in the past academic year, including five of actual bodily harm and a rape.

Nevertheless Miss Birbalsingh’s comments have angered colleagues.

School governor Musa Olaiwon said: ‘I am astonished and I can only think that she has a hidden agenda. It’s not a violent school.’ Miss Birbalsingh added: ‘I have no regrets. Not the blog and not the speech. I am a whistleblower. I am passionate about teaching but there is something fundamentally wrong in our system.’

SOURCE





Leftist hypocrisy never stops

Atheist British Liberal Party leader considering sending his son to exclusive Catholic school -- because their nearby government school is crap -- only fit for "the masses"

Nick Clegg is considering sending his eldest son to one of Britain’s leading Catholic state schools – despite both his atheism and his party’s opposition to faith schools.

The Deputy Prime Minister faces accusations of ­hypocrisy after he and his Catholic wife Miriam were given a private tour of the London Oratory, where Tony Blair controversially sent his sons.

Headmaster David McFadden told The Mail on Sunday that he believed his school would be a ‘natural choice’ for the couple, who were ‘happy with what they saw’ ­during their tour last week.

The news that the Liberal Democrat leader is ‘very keen’ on the elite school for his nine-year-old son will dismay many within his party, which has repeatedly made clear its opposition to faith schools.

In a manifesto pledge that was widely seen as a commitment to dismantling faith schools in their current form, the party vowed to ‘ensure that all faith schools develop an inclusive admissions policy and end unfair discrimin­ation on grounds of faith when recruiting staff’.

Elsewhere, the Lib Dems have said the party would halt ‘the establishment of new schools which select by ability, aptitude or faith’ and said it would introduce ‘policies to reduce radically all existing forms of selection’.

The Cleggs live in Putney, South-West London, where their three sons attend Catholic primary schools. Their nearest Catholic secondary school, less than a mile from their home, is John Paul II in Wimbledon. A high percentage of its students are from deprived areas and many have English as a second language. Ofsted ranks the school ‘satisfactory’. However, the London Oratory was classed as outstanding – Ofsted’s highest grade – in its most recent inspection.

In the 2009 examinations, 94.5 per cent of pupils attained five or more GCSEs, at Grade C or above, including English and maths. This compared with 50 per cent at John Paul II and a national average of 46.7 per cent. The school also has a strong record in ­sciences, with 86 per cent of pupils securing at least two GCSEs, Grade C or above, in science subjects.

But it is more than twice as far away from Mr Clegg’s home as John Paul II school.

Mr Clegg revealed his atheism in a radio interview in December 2007. Asked directly on BBC Radio 5 Live ‘Do you believe in God?’, Mr Clegg replied simply: ‘No.’ Later, he said he had ‘enormous respect’ for people with faith and added: ‘I’m married to a Catholic and am committed to bringing my children up as Catholics.

‘However, I myself am not an active believer, but the last thing I would do when talking or thinking about religion is approach it with a closed heart or a closed mind.’

Earlier this year Mr Clegg was accused of discovering religion just in time for the General Election when he claimed that Christian values were central to his party’s policies. And during the campaign he was photographed attending Sunday worship at an Anglican church in New Malden, Surrey.

A few days later he was spotted at his local Catholic church, Our Lady of Pity And St Simon Stock in Putney, for his eldest son’s first communion. It later emerged that the boy was recorded on the list of children receiving the sacrament under his Spanish-born mother’s maiden name.

Mr Clegg’s interest in the Oratory will also surprise many within his party, given his recent insistence that faith schools should teach that homosexuality is ‘normal and harmless’. It prompted a furious response from the Family Education Trust, which accused him of showing a ‘woeful lack of respect for faith schools and totally dis­regarding the deeply held views of parents’. It added: ‘The vast majority of ­parents do not want their children’s schools to be turned into vehicles to promote positive images of homosexual relationships.’

The London Oratory is linked to one of the most conservative Catholic churches in Britain, the Church of the Immaculate Heart of Mary, popularly known as the Brompton Oratory and controlled by a group of fathers known as Oratorians.

Three years ago the school cancelled plans to raise money for the Terrence Higgins Trust, one of Eur­ope’s most respected Aids charities, because it did not consider it a suitable recipient of charity from a Catholic institution.

Mr McFadden said yesterday that the Cleggs’ eldest son would be ­considered for entry in two years’ time if his parents decide to submit an application. ‘We don’t admit children on the jobs of their parents, but I think most parents who apply to the school do so on the basis of the Catholic nature of the school more than anything else,’ he said. ‘I think his wife seems to be the driving force.’

He added that he believed the ­couple would look at other schools in the area but said: ‘I think it would be a natural choice for them [to come here], yes. ‘They’re just normal parents of Form Five boys who are starting to turn their thoughts to secondary schools.’

Last night a spokesman for the Deputy Prime Minister said: ‘Nick Clegg’s sons go to a local school in South-West London. ‘Miriam and Nick have always refused to turn the issue of their children’s education into a political football. ‘He and Miriam are currently considering a number of schools for their eldest son but no decision has yet been made.’

The Oratory, along with other ­voluntary-aided schools, previously conducted interviews with the parents of prospective pupils and their children to determine the depth of the religious faith, which led to accusations of ‘covert selection’.

However, a change in the law ended the practice and the Oratory – which does not require both parents to be Catholics – now asks for references from parish priests and demands that parents complete a stringent ‘religious inquiry form’.

The four-page document requests details of how frequently the ­prospective pupils and their parents attend Mass and holy days of obli­gation. The application form questions how long they have lived in a particular parish and whether they ­worship weekly, fortnightly, monthly, occasionally, rarely or never. It also asks ‘How does your parish priest know your child?’ and ‘How does your parish priest know you?’

SOURCE



9 October, 2010

North Dallas High School principal blocks transgender student's bid for homecoming queen

Andy Moreno says she wants to be homecoming queen, not king, at North Dallas High School. "It's something I started thinking about last year, and my friends have encouraged me," she said after school Thursday. One problem: The school's principal doesn't want a male identifying as a female reigning as queen of the homecoming court.

"The principal said, 'You are a male and males can run for king, not queen,' " said Jon Dahlander, a school district spokesman.

Dinnah Escanilla, the school's first-year principal, was unavailable for comment. Sandra Guerrero, a DISD spokeswoman, said the district has no policy on gender requirements for homecoming royalty but supports the principal. "Every principal has the discretion to make that decision, and it is a campus-based issue," she said.

Moreno, an 18-year-old senior, could still be nominated for homecoming king, Dahlander said. But the student said she doesn't want that title. "I just want a fair chance and to let the students decide, not the principal," she said during a walk near campus. "The students treat me like any other girl. Why can't the administration? "This is discrimination against my gender and sexuality," she said.

Her mother, Maria Moreno, doesn't speak English. But when asked about the situation earlier Thursday, she told an interpreter that she backs her daughter. "She said whatever she's up for, she supports," said Daisy Moreno, the student's older sister.

Andy Moreno said the homecoming bid isn't a joke and her gender identity is simply a fact of her existence. "I have felt like this my whole life," she said. "I started taking little steps when I entered high school and came out in full last year."

She said she plans to attend cosmetology school and in time have sex-change surgery. But she said, "What's between my legs doesn't define who I am."

Moreno – her lips a light pink, her hair pulled back in a ponytail – said she has sometimes worn dresses to class and never had a problem with school officials until now.

"She's new and I guess she's just trying to be strict," she said of the principal. "This isn't being strict. It's closed-minded and homophobic."

Unconventional expressions of gender on school campuses have become more common, accepted and controversial in recent years.

In September 2009, a freshman girl in Tucson who identifies herself as male was a nominee for homecoming prince. Earlier last year, a gay male student was crowned prom queen at a Los Angeles high school. School officials in Mona Shores, Mich., decided earlier this year that a female student who identifies as a male was not qualified to be homecoming king.

Last year, a biologically male student who identifies with neither the male nor female gender was crowned homecoming queen at the College of William & Mary in Virginia. A gay male student was last year's homecoming queen at George Mason University in Virginia.

And University of North Texas students rejected in 2009, in online balloting, a proposal to allow same-sex couples to run for the school's homecoming court this year.

SOURCE







The Leftist head-teacher who sent home the teacher who spoke out at British Conservative conference

Attacks on free speech are routine for Leftists

The head who sent home a teacher for speaking about school failures at the Tory conference was an ardent Blair supporter, it is said.

Katharine Birbalsingh had electrified the conference with a searing account of Britain’s ‘broken’ state schools. But her performance horrified the headmistress at her South London school, who is reported to have described Tony Blair as ‘the most wonderful prime minister in the world’.

And last night, in a highly unusual intervention which reflected the tensions within the educational establishment, the school issued a statement criticising Miss Birbalsingh for misrepresenting her school, insulting teachers and exploiting pupils.

Miss Birbalsingh, 37, joined St Michael and All Angels Church of England Academy only last month as deputy head. But when she returned from the Tory conference in Birmingham, she was told by the school’s executive head, Dr Irene Bishop, that she should work from home ‘while her position was reviewed’.

However, yesterday, as parents rallied round the French teacher, insisting that staff should be free to speak their minds, the school said she could return to work on Monday.

Miss Birbalsingh, who was educated at state schools before going to Oxford University, had been the surprise star of the Tory conference, earning a standing ovation. She condemned a ‘culture of excuses’ and attacked a system that is ‘broken’ because it ‘keeps poor children poor’.

The former Marxist told of her ‘devastation’ at being kept out of the classroom while she waited to hear if she had been formally suspended or sacked by Dr Bishop, who also runs St Saviour’s and St Olave’s School, in South London, which was used to launch Labour’s 2001 election campaign.

Dr Bishop reportedly described Tony Blair as ‘the most wonderful Prime Minister in the world’ after joining him on stage as he announced his bid for re-election, although she later denied having said that and admitted she feared the school had been ‘used by Labour’.

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Australia: National history course 'cobbled together'

HISTORY teachers warned yesterday that the national curriculum was being "cobbled together" through a flawed process of "ad hoc" decisions.

The History Teachers Association of Australia has joined the chorus of concerns raised in recent weeks by professional and academic geographers, scientists, visual artists and principals that the rush to finish the curriculum by the end of the year is compromising the quality of courses.

HTAA president Paul Kiem told The Weekend Australian yesterday the process developed by the Australian Curriculum Assessment and Reporting Authority was "deeply flawed" and inspired no confidence that quality courses would be produced.

"We want a course that has a pedigree and has been through a gestation period rather than something that has been cobbled together at the last moment to meet a political deadline," he said. "We want to see it got right, not just got out. We want students to emerge with a coherent view of Australian history."

The national curriculum was originally intended to provide a broad framework, setting a common core of essential knowledge for each subject that all students should learn, no matter where they attend school.

But in the process of consultation and writing, ACARA has struggled to determine the core knowledge and expanded the breadth of topics covered, prompting one insider to describe the curriculum this week as a "camel" - a horse designed by committee.

The HTAA wrote to School Education Minister Peter Garrett on September 14, asking for the deadline to be eased to allow a more considered evaluation and review of the course. A letter written in May to then education minister Julia Gillard went unanswered.

While Mr Garrett is yet to respond, he was reported last week as saying the curriculum writers might have to work later and harder to finish the courses by December, when the nation's education ministers are due to consider their approval of the first four subjects of English, maths, science and history.

The ministers were originally expected to evaluate the first four subjects next week but the deadline was extended at the request of ACARA after concerns were raised by some states.

Mr Kiem described Mr Garrett's comments as "ridiculously out of touch" and suggested he was receiving poor advice. "The process has been deeply flawed and it does nothing to inspire confidence when state governments leave it to the last moment to intervene or when the federal minister makes ill-informed comments in the media," he said.

The latest letter from the history teachers follows letters to Mr Garrett and the state and territory education ministers from the Australian Council of the Deans of Science, the Institute of Australian Geographers and geography teacher associations concerned by the direction of the national curriculum, and the speed at which it is required to be finished.

Principals in Victoria and the NSW Board of Studies were also reported last week as holding serious concerns while the Visual Arts Consortium of academics, teachers and artists described the proposed shape of the arts curriculum, which does not include the teaching of skills such as drawing, as "tokenistic participation with no education attached".

The HTAA letter to Mr Garrett says the development of the national curriculum is "operating under considerable duress" imposed by the inadequate timeline set by the federal government.

It says the association finds it difficult to endorse the curriculum when issues about implementation and teacher training remain to be addressed, while the writing of the curriculum for years 11 and 12 lacked an overall rationale and involved "a degree of ad hoc decision-making". Similar criticisms about the process were made in May by the lead writer on the history curriculum, eminent historian Stuart Macintyre.

The HTAA also warned it was being overloaded with content by lobby groups ensuring their pet topics were included.

A spokesman for Mr Garrett said the quality of the curriculum was paramount and ACARA was being given the time to do the work and get it right.

A spokesman for ACARA said it took seriously its mandate to consult widely and the HTAA had been involved extensively in this process. "This is why we are taking a few extra weeks as it finalises the first phase of the curriculum to make sure we present a document that all education authorities can endorse," he said.

Mr Kiem said yesterday the fundamental problem was that ACARA had not developed clear guidelines and criteria and the course rationale from the start, so now there was no coherent version of what the history curriculum should look like. He said it contained more content than could be taught in the time allocated to history, and, without clear guidelines about what should be removed, it was becoming more prescriptive.

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8 October, 2010

For-profit colleges criticize community colleges

As community colleges take center stage today at a White House summit, a group representing for-profit colleges is taking aim at community colleges.

In a report released Monday, a marketing firm working for the Coalition for Educational Success, an advocacy group for several privately held for-profit companies, argues that community colleges engage in "unsavory recruitment practices" and offer students "poorer-than-expected academic quality, course availability, class scheduling, job placement and personal attention."

The report crystallizes arguments from the for-profit sector that community colleges — perceived as the Obama administration's preferred set of institutions to offer work force training — are ill-equipped to serve the students they already enroll and would struggle in taking on larger enrollments. The document's release just ahead of today's summit is intended to tarnish the event's luster and the praise for community colleges that will come from President Obama and others, and it emerges amid the for-profit sector's aggressive lobbying, advertising and rallying against the U.S. Department of Education's proposed regulations on "gainful employment" and a Senate panel's investigation of the sector.

"Community colleges play a vital role in the American economy," said Jean Norris, managing partner of Norton Norris, the firm that produced the report. "However, they are not the only choice. Community colleges have some systemic issues that really need to be addressed and the singular focus on the problems of the career colleges is a waste of time and money and forgets the institutions that serve a much larger number of students."

For one part of the report, Norton Norris sent "secret shoppers" to meet with admissions officers at 15 community colleges and found that none would provide graduation rates, even when asked. In the report, these findings are likened to those identified by the Government Accountability Office on undercover visits to for-profit colleges, where investigators were told they didn't have to repay loans and encouraged to lie on financial aid forms. The firm also surveyed current for-profit college students who had been enrolled at community colleges, asking them to compare their satisfaction levels at the two different kinds of institution. In all but one category — price — the for-profit colleges came out on top.

David S. Baime, senior vice president of government relations and research at the American Association of Community College, characterized the report as "garbage" and said it was yet another attempt by the for-profit sector to fight scrutiny from the Obama administration and those on Capitol Hill. "It probably makes sense as a sort of PR strategy to try to run us down and sort of boost themselves," he said.

Norris insisted that it was not her aim to attack community colleges, but rather to "highlight issues beyond the career college sector that are the same ones the career college sector is being attacked for."

At last week's Senate Health, Education, Labor and Pensions hearing questioning for-profit colleges' student outcomes and student debt, Senator Michael B. Enzi (R-Wyo.) accused the committee's chair, Senator Tom Harkin (D-Iowa), of examining the sector without looking at how it fits into the broader landscape of U.S. colleges and universities. "I agree there is clearly a problem in higher education — now you'll notice I didn't limit that comment to for-profit schools," Enzi said. "It's naïve to think these problems are limited to just the for-profit sector. We've been looking at this in a vacuum."

While researchers said that some of the report's findings could be accurate, the study itself is of questionable value.

"We can't call this research," said Sara Goldrick-Rab, an assistant professor of educational policy studies at the University of Wisconsin at Madison. "The for-profits are under attack and this report is being paid for by for-profits. We need to be asking many of these questions, but a report like this one isn't providing meaningful answers."

In the report's introduction, Norton Norris concedes a string of flaws with the report. The sample surveyed for the study "was one of convenience and may not represent all student experiences," the report said. The students given a chance to respond to the survey were ones who withdrew or graduated from a nonprofit college before enrolling at a for-profit, admittedly meaning that "bias may be present" among respondents. The response rate was 10%. And the survey was "custom-designed and thereby not previously proven valid and reliable."

Thomas R. Bailey, director of the Community College Research Center at Columbia University's Teachers College, said he saw the report as "a tactic" for for-profit institutions in their battle against greater regulation. "Certainly from [for-profit colleges'] perspective it would be reasonable to try to put out an argument that says there are many problems with community colleges."

Nonetheless, Bailey said, some of its findings are true. "Community colleges have low resources, the counselor-to-student ratio is extremely low. It's not surprising that students are not very well-informed about their options at community colleges. But, again, I don't think we can look at this as a reliable document."

SOURCE





Deputy head who dared attack the British government school system is sent home from school

A teacher who laid bare the chaos in the state education system has been ordered out of the classroom by her school. Katharine Birbalsingh is facing disciplinary action for daring to speak out at the Conservative Party conference this week about the shambles in state secondaries.

The Daily Mail understands that Miss Birbalsingh, 37, was made to work from home after other senior staff at her London academy feared her speech on Tuesday created too much negative publicity. Miss Birbalsingh said she was ‘devastated’ at being kept out of the classroom while she waits to hear if she is formally suspended or sacked.

The former Marxist – who was state-educated before going to Oxford University – voted Tory for the first time in this year’s general election.

A French teacher and deputy head at St Michael and All Angels Church of England Academy in Camberwell, South London, she was the surprise star at the Tory conference. She revealed how bad behaviour and lack of discipline in schools ‘blinded by Leftist ideology’ stopped staff from teaching children.

Her intervention against a ‘broken’ system which ‘keeps poor children poor’ earned her a standing ovation. She took up her latest job a month ago and said last night that her criticisms were not aimed at her new school. But staff felt that she had damaged the school’s reputation – an accusation that she denies.

Miss Birbalsingh said yesterday: ‘I’m devastated by this. ‘My whole life is about helping children fulfil their potential, particularly those in less privileged areas, and I love my school. ‘All I wanted to do was to highlight the barriers that stand in the way of improving education in Britain. ‘I just want this issue to be resolved and to get back to teaching again.’

However, Miss Birbalsingh did not blame the school for over-reacting. ‘It is not the school or the head’s fault,’ she added. ‘They are shackled by the system which bans teachers from having freedom of speech.

‘In my conference speech, I was not attacking my school directly – I have only been there for a few weeks. ‘I was emphasising my ten years plus of experience in classrooms.’ She added: ‘I feel awful. I have been forced to choose between keeping my school happy on the one hand and my principles on the other. ‘I shouldn’t be torn in that kind of way.’

Miss Birbalsingh was asked to ‘work from home’ for the rest of the week when she arrived at school on her return from the conference in Birmingham.

Her fate will be decided by executive head Irene Bishop and the school’s board of governors and sponsors. Last night no one from the school could be reached for comment. As an academy, the school is free from local authority or government control. But Miss Birbalsingh has the backing of education secretary, Michael Gove, who asked her to speak at the conference.

A source close to Mr Gove said: ‘Katharine gave an inspiring speech which was one of the highlights of the conference. She’s clearly passionate about raising standards for all, committed to her school and just wants to do the best by the children. ‘Let’s hope the situation will be resolved as soon as possible.’

In her rousing speech, Miss Birbalsingh said many of the changes necessary to improve schools required ‘Right-wing thinking’.

SOURCE







One in six pupils are behind in three Rs when they leave British grade schools

One in six children are effectively going backwards at primary school, new figures revealed today. Almost 100,000 youngsters achieved worse results in the three Rs at 11 than in comparable tests at age seven.

The figures suggest many pupils are simply left ‘coasting’ in large numbers of primary schools. Boys are more likely to fall behind in English and girls in maths.

Today's Department of Education statistics are, however, an improvement on last year's figures.

However ministers admitted it was a ‘very real concern’ that one in six youngsters was failing to make the expected progress in the basics between the ages of seven and 11.
Nick Gibb

Schools Minister Nick Gibb said: 'We need to ensure that those who are doing well when they are seven are stretched to their full potential'

They said six-year-olds would sit a short reading test to identify problems earlier under Coalition plans to boost English standards.

Schools Minister Nick Gibb said: ‘Thousands of children are condemned to struggle at secondary school and beyond unless they get the fundamentals of reading, writing and maths right at an early age. ‘We also need to ensure that those who are doing well when they are seven are stretched to their full potential.’

The figures chart the progress made by tens of thousands of pupils after sitting SATs tests in English and maths at age seven. Youngsters who achieve ‘level two’ at age seven are considered to have made satisfactory progress at primary school if they go on to gain a ‘level four’ grade in SATs at 11. ‘Level four’ signifies that by the time they start secondary school, they can grasp the point of a story, write extended sentences using commas and add, subtract, multiply and divide in their heads.

Today’s figures show that 16 per cent of youngsters failed to make the expected two levels of progress in English and 17 per cent in maths. This was an improvement on last year’s 18 per cent in English and 19 per cent in maths. But the stats suggest that nearly 100,000 youngsters are still failing to fulfil the potential they showed at seven.

Usually nearly 600,000 youngsters take SATs but this year just 385,000 did so because two teaching unions boycotted the tests in May.

In English, 18 per cent of boys failed to progress at the rate expected, against 14 per cent of girls. Last year the gender gap was just three percentage points. Meanwhile, 18 per cent of girls failed to fulfil the potential they showed at seven in maths, against 17 per cent of boys. However girls, who were two points behind last year, appear to be catching up.

Coalition measures aimed at boosting attainment include greater prominence in the curriculum for synthetic phonics, the back-to-basics reading scheme that first involves learning the letter sounds of the alphabet and then blending them together.

Mr Gibb added: ‘Getting the basics right at the start of primary school is vital which is why we are putting synthetic phonics at the heart of teaching children to read. ‘We are introducing a short reading test for six-year-olds and we are committed to driving up standards of numeracy at primary school, and doubling the number of highly skilled graduate teachers in our schools, including in primary schools for the first time.’

But Vernon Coaker, shadow schools minister, said: ‘I cannot understand why the government is trying to spin these figures by doing down the achievements of children and the hard work of their teachers.’

SOURCE



7 October, 2010

TX: School District Seeks to Bankrupt Disabled Student's Family

Dreams brought Kenneth Chibuogwu to America and in time determination brought many of those aspirations within reach. "I worked hard. I came to this country with nothing," says Kenneth.

It is a country this father and husband have deeply embraced, along with its core convictions. "If you don't stand up for something, you'll fall for anything," he says.

And what could be more worthy of battle than his first born son, Chapuka, "Chuka" for short a child who will spend each and every day of his life challenged with autism? "This child was a gift from God," insists Kenneth.

Guaranteed by federal law a "free and appropriate education" for their son, Kenneth and wife Neka hoped the Alief School District would prove an able partner in helping Chukka reach his potential.

It didn't happen. "When I went there I saw things no mother would want to see," says Neka her visits to Chuka's middle school. "My wife went to observe, found him squashed in the corner and nobody cared," says Kenneth.

"There was nothing I could do but cry because I was so shocked that such a thing could go on in this country," added Neka of the repeated conferences with Alief administrators ending in stalemate.

In Texas when parents and educators can't agree on whether a school district is giving a disabled student all that the law demands the state offers a procedure called "due process" where a sort of education judge listens to all the evidence and decides the issue.

In May of 2007, using much of their life savings, Chuka's parents filed their case. Instead of seeking compromise, Alief launched a full-blown legal counterattack alleging the case was "improper" and that the Chibuogwus "harassed" district employees during meetings. "Nobody in this household harassed the school district. I feel that they harassed us," insists Neka.

"These people had been railroaded, these people had been maligned," says special education advocate Jimmy Kilpatrick who represented Chuka and his parents. Drained and discouraged, Kenneth and Eka dropped their due process case and Chuka never returned to class.

The conflict could have ended there, but Alief Superintendent Louis Stoerner and then board president Sarah Winkler had other plans. The District sued the economically distressed parents of a special needs child for every penny of the district's legal expenses, an amount, at the time approaching $170,000 dollars and now estimated at close to a quarter million. "What I feel is that they are trying to bully me for asking for a chance for my son's life," says Kenneth.

Alief taxpayer and watch dog Bob Hermann sees the lawsuit as senseless and mean spirited. "I don't know why we would spend taxpayers money to try and punish somebody who doesn't have the money and are probably going to win at the end of the day anyway," says Hermann.

Those who represent special needs families suspect a larger more sinister scheme. "What they are trying to do is send a chill down parent's spine about advocating for their children," says Louis Geigerman, president of the Texas Organization of Parents, Attorneys and Advocates.

"Lets set some examples, lets hang a few of them at high noon right out here in the middle of the town square and show you what we do to people who want to advocate for their children," adds Kilpatrick.

"If I don't fight them, you know they are going to do it to other parents," says Kenneth Chibuogwu. This past April after three long and expensive years of legal warfare a federal judge here in Houston issued his ruling. Alief I.S.D. was wrong and had no right under the law to collect legal expenses from Chuka's parents.

Instead of accepting the ruling, superintendent Stoerner and apparently the Alief School board have chosen to risk even more taxpayer dollars and appeal the ruling to the 5th Circuit.

At a board meeting, by phone and by e-mail Fox 26 news has repeatedly asked the Alief decision makers "Why" and have yet to receive an answer. A district spokeswoman promised comment after the appeals court rules.

"We've almost lost everything trying to keep this up," says Neka. "What basically there are trying to do is run me and my family on to the street," says Kenneth

While school expenses are generally available for public inspection Alief has attempted to block our opens records request.

FOX 26 News has however obtained invoices which show the district's taxpayers have compensated Erik Nikols and his Law firm Rogers, Morris and Grover as much as $12,000 in a single month for waging the three-and-a-half year courthouse campaign against the Chibuougwu's. The meter, presumably, is still running.

"I know a lot of people have gained from this, a lot of people have been enriched by this," says Neka.

As for Chuka, he's now fourteen, attends no school and for five years hasn't received a single minute of the free and appropriate public education that is his right. Their child, his parents insist, has been thoroughly left behind.

SOURCE





British head teacher shocks pupils by eating spider

He has been recognised as one of the country’s leading head teachers whose methods have helped achieve enviable results at his schools. Indeed such is Aydin Onac’s reputation that he was even awarded a £40,000 golden hello when he took over at one London secondary. But his latest methods may prove a little difficult to stomach, after he stunned pupils at his new school by eating a tarantula in front of a packed assembly.

Recreating the sort of stunt usually seen on reality show, I’m A Celebrity … Get Me Out Of Here, Mr Onac ate the baked spider, in order to raise money for a new sports and drama centre at St Olave’s Grammar School in Orpington, Kent.

While some of his pupils delighted at seeing his discomfort during the ordeal, others were said to be upset, and at least one parent complained that it set a bad example to youngsters.

Mr Onac only took over at the highly rated St Olave’s school last month, after resigning from his previous post as head of the Fortismere School in Muswell Hill in London. When he joined Fortismere School in 2006 he became the first head teacher in the country to receive a £40,000 signing on bonus. But despite some initial opposition, he oversaw a significant rise in exam results, with the number of pupils achieving five good GCSEs rising from 64 to 73 per cent in just three years.

Just weeks into his new job in Orpington however his unconventional approach to running a school has threatened to divide opinion. Mr Onac, whose school serves more than 900 boys aged between 11 and 18, said he came up with the idea of eating a poisonous spider as a way of raising sponsorship money for a new sports and drama complex.

He explained: “It wasn’t until I opened the container and saw how big it was that I started to feel very nervous. “When all the students came into the great hall and I realised what I had let myself in for, and that there was no way out, then I really started to panic.” He added: “It tasted quite salty, and a little bit like burnt chicken. It felt crunchy and very dry in the mouth, like eating those very dry cheese biscuits, so it was difficult to swallow. “As I was eating it I was thinking about the quickest route to the cloakroom and whether I would still be alive by break-time.”

The spider was sourced from Cambodia, where they are farmed and eaten by locals as a delicacy, and Mr Onac has insisted its importation complied with British and EU guidelines. The spider are usually deep fried and the cooking process negates the effects of any toxins the spider carries.

But while he has insisted the stunt was ethically sound, not everybody connected with the school is in agreement. One parent, who did not wish to be named, said: “It's all very well raising money, but why does he have to behave as if he's taking part in I'm A Celebrity? “Head teachers, especially ones of his calibre, should not be copying people like Jordan or Joe Swash and eating exotic animals. “I don't care if it is responsibly sourced, if children get the wrong idea then they'll think it's OK to go around eating spiders.”

Another parent said: “I know that these spiders are farmed in Cambodia and considered a delicacy there, but we're not in Cambodia, we're in Orpington and in Orpington we don't do things like this."

But a member of the teaching staff said they were full of admiration for Mr Onac’s actions. He said: “It was a sight that I for one never thought we would see in the great hall. We all thought he was incredibly brave.”

SOURCE





Some reasons why Latin continues to fascinate

Comment from Britain

The power of Roman history, literature and myth is so great that it will always go on being reinvented. And that reinvention didn't just start in the Thirties with I, Claudius.

Because classics was the staple diet of British and European education from around 1100AD until about 1900, it was classical thought that provided the majority of storylines in Western European literature, as well as much of the subject matter in Renaissance art and architecture. Throw in Christianity – largely disseminated through Europe in Greek and Latin – and you see how the writing mind of the Western world was, until recently, a classical mind.

Ben Jonson said of Shakespeare that he had "small Latin and less Greek", but the point was that even a man of humble origins brought up in rural Warwickshire knew a little of both – pretty unlikely these days.

Shakespeare was only one of the great European writers – including Dryden, Pope, Milton, Dante and Samuel Johnson – to use classical stories as their raw material, refashioned in new and brilliant, and pretty fast and loose, ways.

It's not just the usual suspects – Antony and Cleopatra, Julius Caesar and Coriolanus – that were borrowed from the ancient world. The fountain of classical tales was so powerful that even a play such as The Comedy of Errors was rooted in a – now obscure – Roman comedy, The Twin Brothers by Plautus.

The predominant influence of the classical world on English writers has only recently been extinguished. P G Wodehouse won a senior classical scholarship to Dulwich College in 1897, and packed his books with Latin references. In The Girl on the Boat (1922), Wodehouse gives a Latin lesson that wouldn't disgrace the most fastidious of classics masters: "Nothing is more curious than the myriad ways in which the reaction from an unfortunate love affair manifests itself in various men…

"Archilochum, for instance, according to the Roman writer, proprio rabies armavit iambo. It is no good pretending out of politeness that you know what that means, so I will translate.

"Rabies – his grouch – armavit – armed – Archilochum – Armilochus – iambo – with the iambic – proprio – his own invention."

"In other words, when the poet Archilochus was handed his hat by the lady of his affections, he consoled himself by going off and writing satirical verse about her in a new metre, which he had thought up immediately after leaving the house."

Wodehouse, as ever, hits the nail on the proverbial. Whether you're talking about men who have been chucked, like Archilochus, weak men (Claudius), debauched men (Caligula) or powerful men (Julius Caesar), the Romans got there first, and gave modern writers an archetype to play with.

It's no wonder that the head of MI5 also said that he had seen lots of security chiefs like Sulla (a Roman general known for his cunning), in despotic regimes across the world. Republican and Imperial Rome was seething with characters jockeying for position in the ancient city's complex military and political hierarchies.

So, want a parallel for Louise Shackleton, David Miliband's wife, incensed at her brother-in-law's decision to enter the Labour leadership race? Well, you could do worse than Livia, the ambitious power behind several imperial thrones; Augustus's third wife, mother to Tiberius, grandmother to Claudius, great-great grandmother to Nero.

Margaret Thatcher has often been compared to the British rebel queen Boadicea. And David Cameron could be any one of a dozen confident emperors, born to the purple (the colour of the toga worn by emperors, consuls and generals). Throw in the power of myth – mostly, admittedly, Greek myth, adapted by the Romans – and you can see how classical tales are so easily revived, and so memorable, particularly to the minds of children.

The battles between the gods, the Trojan horse, the endless wanderings of Odysseus, the hell of King Midas turning everything he touches to gold, the 12 Labours of Hercules… Ancient myths are beautifully structured stories. They follow peaks and troughs, just like the plot arcs of the Hollywood scriptwriter ruthlessly trained in the art of story-telling.

It means classical stories jump effortlessly from papyrus to cinema screen. And it also means that those stories have kept on jumping to cinema screens, even as the study of classics has declined in recent years (although the number of state schools doing Latin has doubled in the past decade).

Roman history and literature can survive the unthinking attacks of former education secretaries Ed Balls ("Very few businesses are asking for Latin") and Charles Clarke ("Education for education's sake is a bit dodgy"). Everyone gets Rome, because the Romans got everywhere.

Roman history is far enough in the past that you can play around with it for your own modern purposes; you can recycle it into good or trashy stuff without straining the original sources too much. But it's also recent enough that you can see the direct Roman influence on so many things – on our politics, architecture, literature and, most of all, the English language – while still being astounded by the savagery that accompanied all that civilisation.

Tell a child about lions tearing bleeding chunks out of gladiator slaves, and you've got them hooked on Rome for life. They don't need to know the pluperfect subjunctive second person plural of amo to appreciate the thrills of the Colosseum. Nice, though, if they can learn that, too.

SOURCE



6 October, 2010

'Superman’ tackles public education in America

Would you want to live in a country where the most accessible route to learning -- the public education system -- is failing its students? A country where, according to the nonprofit research organization Editorial Projects in Education, three out of every 10 high school students won't earn a diploma?

Sounds like a regressive nation, right? Well, it's where you live: the grand ole U.S.. And Davis Guggenheim, the director of the Academy Award-winning global warming warning An Inconvenient Truth, isn't afraid to talk about it.

His latest documentary, Waiting for ‘Superman,' presents a stirring chronicle of the lives of five public school kids to more intimately reveal the American education system's chronic missteps, setbacks and disadvantages.

"Ultimately, I said, if I don't do it, who will?" Guggenheim said of the decision to take on the controversial topic. "That's when the rubber hits the road. It's easy to be angry at the man," he said. "But when you actually have to discover stuff that's really uncomfortable and still write it, even if it's unpopular, that's a real tough journalistic choice."

At a time when the country's economy is still recuperating from a devastating downturn, picking apart the underwhelming rank of its education system is increasingly important. Many education advocates from both major political parties believe graduation rates affect employment rates positively: increased graduation makes for a more employable workforce, and vice versa.

Math scores of fourth-grade students in the U.S. ranked 11th worldwide, according to a 2007 study by Trends in International Mathematics and Science Study, which is associated with the National Center for Education Statistics and globally facilitated by the International Association for Evaluation of Educational Achievement. Countries ahead of the U.S. include Lithuania, Kazakhstan, Singapore and Hong Kong (first place). Eighth-grade students in the U.S. fared slightly better, ranking ninth.

In science, fourth-grade pupils landed in the eighth spot, slightly behind England and only 39 points above the international average. Singapore, the top-ranking nation, is in the lead, with almost 50 points more than the U.S. and a total of 87 notches above the average. Among eighth-grade students, scores placed the U.S. in the 11th slot.

‘Superman' does more than nudge at viewers' emotions. The portrayals of earnest yet underprivileged youths grip the heartstrings with an iron fist, and yank repeatedly-hard. It's difficult to not be moved by Daisy, the L.A. fifth-grader intent on success, or Anthony, a child in the same grade, living with his grandmother after losing his father to drugs. And Bianca, the adorable Harlem kindergartner, whose mother cannot afford to maintain her enrollment in parochial school, is also quite the tearjerker. To make emotional matters even more unstable, all of these students and their families gamble their educational hopes in a lottery, where random winners gain entrance to high-performing charter schools.

Guggenheim features several charter schools with high success rates: the KIPP schools (a network of national college-preparatory schools focused on enrolling disadvantaged students), YES Prep Public Schools, Aspire Public Schools (California-based) and Harlem Children's Zone (Harlem-centric). All of them, some of which boast astounding numbers like 100 percent acceptance rates of high school seniors entering four-year colleges, are free and open to the public-but only if your number is drawn in a lottery, which is, by law, a random ordeal.

Though some criticized the documentary for relying too heavily on charters as a solution (one that's clearly not available to all youth) to the country's educational woes, Guggenheim said that he wanted to express that the methods of charters should be considered an ideal model for public schools.

"You can use [those high-performing charters] as an incubator for what works. Take those ideas and put them in mainstream schools," Guggenheim said. "It's really easy. Great teachers, high standards focusing on a pathway to college and longer school days. I know that's unpopular, longer hours and longer days. But the point is, it's not a mystery what works.".

The complexities of incorporating charter school practices into public schools, however, are vast. In particular, ‘Superman´ points to teachers unions as an obstacle.

"I'm a liberal, so I believe in unions. I really believe. I'm a member of a really good union; I believe unions are really important. To realize when you really dig in that they have been a real obstacle to real change…that really put me at a crossroads," he said.

The film points to tenure, a union-driven plus for teachers, professors and other instructors that protects them from being fired for personal or political reasons, as a well-meaning endeavor that's backfiring in a harsh way. The film positions tenure as a scapegoat for sub-par and even completely reckless teachers, as firing a public school teacher who's earned tenure is costly, time-consuming and, as a result, an unlikely possibility.

Guggenheim's documentary also calls out the Democratic Party as the largest beneficiary of funding from teachers unions, but a stagnant contributor to progressive change.

"When you look at some of the culprits to [the education system's problems], finding out that my own party, the Democratic Party, which stands for protecting the little guy, has been mostly quiet on this issue because it gets so much money not to do it…blew my mind," he said.

But the documentary opens with Guggenheim driving past an allegedly failing public school as he takes his own children to private school. Guggenheim admitted some hypocrisy in his decision to opt for private learning.

"If we're going to fix the schools, all the adults have to clean up their act. Starting with me-I pulled my kids out of public school and I sent them to private school. People like me have to recommit to helping their local school," Guggenheim said.

He explained that most educational funding is generated and delegated at the state level, and that "the real change has to happen in the state capitols," and encouraged political participation.

"For those students in your college, you're the ones who made it," he said. "When you see this movie, it should feel really, really unfair that there are many kids [who] don't have the opportunity that you guys have. That are just as bright, that want just as many things, but were not given a great education. And that sense of unfairness, I think, should inspire people to get more involved."

SOURCE





Ex-Marxist head wants to axe bad British teachers and drive out the unions

A deputy headmistress delivered a damning indictment on state schools yesterday, saying she hoped education reforms would smash teaching unions. In the most passionate moment yet at the Tory autumn conference, Katharine Birbalsingh attacked a state system which she said was ‘broken as it keeps poor children poor’.

The former Marxist confessed she had voted Tory for the first time at the general election, saying that teachers were too ‘blinded by leftist ideology’ and refused to admit they were failing children.

After a decade of teaching in state schools, the 37-year-old Oxford graduate plans to publish a book exposing the ‘chaos’ in the system. Miss Birbalsingh later told the Mail she hoped the Coalition push for free schools – which will be able to set their own pay and conditions – would reduce the influence of unions.

Her intervention came as Education Secretary Michael Gove pledged to give heads more powers to discipline children and put teachers back in charge.

During a fringe event, Miss Birbalsingh laid bare the failures of state schools, where, far too often, teachers were expected to be social workers as well. She said: ‘In schools and in society, we need high expectations, of everyone, even if you’re black, or live on a council estate – why can’t they sit exams at the end of the year? ‘We need to instil competition amongst the kids and help build their motivation by ensuring they’re not given everything and that they are held to account for what they do.

‘We have a situation where standards have been so dumbed down that even the children know it. ‘When I give them past exam papers to do from 1998, they groan and beg for a 2005 or 6 paper, because they know it’ll be easier.’

She added: ‘Exclusion quotas bind our headteachers, league tables have all of us pursuing targets and grades. Instead of teaching properly ... the ordinary child … is lost in a sea of bureaucracy handed down from the well meaning.’

Ranking children by ability was viewed as poisonous by teachers, she said, which meant that pupils ‘live in darkness, without any idea of how they compare to those around them, let alone to those who are educated in the private sector’.

She added: ‘Black underachievement is due in part to the chaos of our classrooms, and in part, to the accusation of racism. ‘If you keep telling teachers that they’re racist for trying to discipline black boys, and if you keep telling heads that they’re racist for trying to exclude black boys, in the end, the schools stop reprimanding these children. ‘Black children underachieve because of what the well-meaning liberal does to him.’

Miss Birbalsingh, who has just started as a deputy head teacher at St Michaels and All Angels Academy in South London, said the biggest problem in the system was the destruction of behavioural and academic standards.

‘I don’t think ordinary parents have any idea about what goes on in their schools. But it is totally and utterly chaotic. Teachers spend most of their time telling children to sit down or stop disrupting the class rather than teaching.’

Miss Birbalsingh said there was a conspiracy of silence in staffrooms because teachers were too afraid of being branded as failures if they admitted how bad the true picture was. ‘League tables tell you nothing about how good a school really is, just how good the school is at playing the system and picking the easier exams,’ she said. ‘I’d like to see bad teachers getting fired and heads given the powers to discipline children.’

The daughter of immigrant parents from the Caribbean, Miss Birbalsingh said she remained ‘on the fence’ over free schools as she was worried that unqualified people would run them. But she added: ‘I suspect the rationale for free schools is to get the unions out. If they achieve that, it will be worth it because the unions are keeping bad teachers and bad support staff from being fired.’

At conference yesterday, Mr Gove announced that head teachers will be given powers to punish students who misbehave on the way to and from school. ‘At the moment heads are prevented from dealing with their pupils if they run wild in a shopping mall or behave anti-socially in town centres,’ he said. ‘So we will change the rules to send one clear and consistent message. Heads will have the freedom they need to keep pupils in line - any time, any place, anywhere.

‘We have to stop treating adults like children and children like adults. Under this Government we will ensure that the balance of power in the classroom changes – and teachers are back in charge.’

History, grammar and spelling will return to the heart of the school curriculum, Michael Gove vowed yesterday. Warning against the ‘trashing of our past’ and poor standards of English, the Education Secretary said children were leaving school without knowing their nation’s history or being able to communicate properly.

He said he ‘couldn’t live’ with himself if he stopped ‘pressing, pushing, fighting’ to give every child the chance to succeed. ‘It is every child’s right to be taught how to communicate clearly,’ he said, as he attacked the way that the ‘basic building blocks of English have been demolished’. Mr Gove added: ‘Thousands of children leave school unable to compose a proper sentence, ignorant of basic grammar, incapable of writing a clear and accurate letter.’

Examiners will take account of spelling, punctuation and grammar when marking tests, he said.

He spoke of the need to go back to traditional subjects of maths and science. ‘We urgently need to ensure our children study rigorous disciplines instead of pseudo-subjects. Otherwise we will be left behind,’ he said.

He attacked the piecemeal approach to history, where children are given a mix of topics at primary, ‘a cursory run through Henry VIII, and Hitler at secondary’ before giving up the subject at 14. He has asked historian Simon Schama to advise on putting British history at the heart of the curriculum.

Mr Gove also called for tougher school discipline standards, but said he drew the line at hitting children.

Christine Blower, of the National Union of Teachers, said children ‘are being failed through the testing and assessment regime’. ‘It leads to a narrowing of the curriculum and teaching to the test,’ she said.

SOURCE






LOL! Plants boost grades

Australia:

Plants in the classroom have been credited with helping Queensland school-children achieve huge improvement in their grades. New research to be presented to a “Plants at Work” conference in Brisbane this week shows plants have the power to boost student performance in maths and spelling by up to 14 per cent.

The conference will also hear how plants in hospitals are helping patients get out up to two days earlier. Other research includes a study showing indoor plants improve performance and productivity in adult workers with stress and negativity at work -- cut by up to 40 per cent for staff surrounded by plants.

The news of plants’ psychological benefits for workers comes as the State Government recently moved to remove plants from several of its department offices in Brisbane to save money.

“Our research has shown that plants can benefit body, mind and spirit," University of Technology Sydney adjunct professor Margaret Burchett said. Prof Burchett conducted a study in 15 Year 6 and 7 classrooms in three independent schools late last year.

More than 200 students were tested with standard maths and spelling exams before plant placements and retested after six weeks of plant presence or absence. “In two schools, there were 10 to 14 per cent improvements in scores in spelling and maths tests in those classes which had plants in their rooms,” she said.

Prof Burchett said some of the improvements could have come about because of plants’ ability to cut pollution. “International research has shown that plants can significantly improve indoor air quality in buildings with or without airconditioning by reducing levels of carbon dioxide and volatile organic compounds.”

Hire plants have been removed from offices of the Department of Employment, Economic Development and Innovation and the Department of Public Works as a cost-cutting measure this year.

DEEDl’s Michael Jones said they recognised the value of having plants in the workplace, “but we also need to exercise financial responsibility". “The cost of hiring and maintaining plants in departmental offices in Brisbane’s CBD was equivalent to 1.5 full- time staff members,” he said,

The report above by Suellen Hinde appeared in the Brisbane "Sunday Mail" on 3 October 2010



5 October, 2010

Six soundbites for educational freedom

Here are some soundbite-sized answers to six of the most common education questions and some references:

1) How would the poor be educated in a libertarian society, when all schools are private?

In a libertarian society, the poor would not have to pay school taxes through their rent. This money could be used to send their children to private schools, which cost half as much as public ones, and would be even more economical without today’s government regulation.

Today, the poor are forced into ghetto schools because their parents seldom have enough money to pay both property taxes and tuition. Because attendance is compulsory, troublemakers disrupt classes and learning is difficult.

Traditionally, the poor have been the strongest champions of choice programs, which force educators to teach well or go out of business. In Harlem, school choice increased the number of children reading at their grade level from 15% to 64%. (1) Such dramatic results show that the poor can learn when given a choice.

2) Private schools work great for the average student, but how about the difficult ones?

Private schools can specialize to help students at any level. One private institution specializes in students who are about to drop out and boasts an 85% graduation rate. (2) Not bad, considering that none of these students were likely to graduate otherwise!

3) If attendance weren’t mandatory, very few children would go to school.

History suggests otherwise. In the early 1800s, a survey in Boston found that 90% of the school-age children were enrolled, even though attendance was not compulsory and public schooling was not widespread. (3) At that time, the U.S. was considered the most literate nation in the world! We learned more when we weren’t forced to do so!

4) If education isn’t compulsory, children whose parents don’t care about education won’t go to school. They’ll grow up to be hoodlums, so society will end up paying in the long run.

The most significant factor in a student’s success is the home atmosphere. If the parents aren’t supportive, chances are that their children would only disrupt the classroom and learn next to nothing if they were forced to attend. Why penalize the students who want to learn?

5) As a public school teacher, I’m much better paid than I would be in a private school and I like it that way.

Instead of being limited to union-scale wages, teachers in a libertarian society will have unlimited potential. The teachers could own and operate the schools they work in, rather than being just employees. Because education in a libertarian society would utilize the latest technology for routine lectures, teachers could spend their time teaching. Teachers who excel could help design teaching videos and computer programs for their school, state, or nation and receive the royalties, of course!

6) Public schools aren’t perfect, but private ones aren’t that much better!

If private schools aren’t that great, why are public school teachers twice as likely as other parents to send their children to one?

SOURCE. (See the original for references)





What education needs

Not more government

As an antidote to the blather masquerading on MSNBC this week as serious discussion of education, I prescribe the wisdom of Joseph Priestley (1733-1804), the English classical-liberal political philosopher, scientist, and religious Dissenter. In An Essay on the First Principles of Government, and on the Nature of Political, Civil, and Religious Liberty (1768), Priestley argued for a free and spontaneous education environment. For him education must be left to free individuals precisely because no one can know in advance — or once and for all — what forms of pedagogy are best. (The chapter is titled “In what manner an authoritative code of education would affect political and civil liberty.”)

In the manner of F. A. Hayek, Priestley’s writing on education emphasized the trial-and-error nature of discovery — the need for competitive experimentation from many quarters, indeed, for “unbounded liberty, and even caprice.” What a great phrase!

Here’s what he says:

“[O]f all arts [including education], those stand the fairest chance of being brought to perfection, in which there is opportunity of making the most experiments and trials, and in which there are the greatest number and variety of persons employed in making them.… The reason is, that the operations of the human mind are slow; a number of false hypotheses and conclusions always precede the right one; and in every art, manual or liberal, a number of awkward attempts are made, before we are able to execute any thing which will bear to be shown as a master-piece in its kind; so that to establish the methods and processes of any art, before it have arrived to a state of perfection (of which no man can be a judge) is to fix it in its infancy, to perpetuate every thing that is inconvenient and awkward in it, and to cut off its future growth and improvement. And to establish the methods and processes of any art when it has arrived to perfection is superfluous. It will then recommend and establish itself.

“Now I appeal to any person whether any plan of education, which has yet been put in execution in this kingdom, be so perfect as that the establishing of it by authority would not obstruct the great ends of education; or even whether the united genius of man could, at present, form so perfect a plan. Every man who is experienced in the business of education well knows, that the art is in its infancy; but advancing, it is hoped, apace to a state of manhood. In this condition, it requires the aid of every circumstance favourable to its natural growth, and dreads nothing so much as being confined and cramped by the unseasonable hand of power. To put it (in its present imperfect state) into the hands of the civil magistrate, in order to fix the mode of it, would be like fixing the dress of a child, and forbidding its cloaths ever to be made wider or larger.”

Uncertain Future

Priestley is making what should be an elementary point. No matter how far advanced the methods of education are (and who would say they are advanced at all?), no one knows what might be discovered tomorrow or who might discover it. To the extent a coercive bureaucracy controls education we cut ourselves off from tomorrow’s discoveries, since we have no idea who may come up with them or how. Bureaucracies are protectionist and ultimately conservative in the sense that they are not eager to encourage boat-rockers. We find the opposite conditions in a freed market in which anyone may to take a shot at launching a new idea on a large scale or small — and consumers (parents in this case) are free to try it or ignore it.

In a word, what government deprives education of is entrepreneurship, and by implication, competition.

“I may add, in this place,” Priestley wrote, “that, if we argue from the analogy of education to other arts which are most similar to it, we can never expect to see human nature, about which it is employed, brought to perfection, but in consequence of indulging unbounded liberty, and even caprice in conducting it” (emphasis added). He went on:

“From new, and seemingly irregular methods of education, perhaps something extraordinary and uncommonly great may spring. At least there would be a fair chance for such productions; and if something odd and excentric should, now and then, arise from this unbounded liberty of education, the various business of human life may afford proper spheres for such excentric geniuses.

“Education, taken in its most extensive sense, is properly that which makes the man. One method of education, therefore, would only produce one kind of men; but the great excellence of human nature consists in the variety of which it is capable. Instead, then, of endeavouring, by uniform and fixed systems of education, to keep mankind always the same, let us give free scope to every thing which may bid fair for introducing more variety among us.

As if it weren’t already clear, Priestley was no friend of government regulation of education:

“I wish it could not be said, that the business of education is already under too many legal restraints. Let these be removed, and a few more fair experiments made of the different methods of conducting it, before the legislature think proper to interfere any more with it; and by that time, it is hoped, they will see no reason to interfere at all. The business would be conducted to much better purpose, even in favour of their own views, if those views were just and honourable, than it would be under any arbitrary regulations whatever.”

In other words: Laissez faire!

SOURCE





Grammar for graduates: British building society [Thrift] hires teacher to improve recruits' written English

Bosses at a building society are so concerned about workers’ written English that they are giving them grammar lessons, it has emerged. The Leeds Building Society realised it had a problem when senior executives looked at internal reports produced by recent graduates and couldn’t understand them.

Managers feared that badly written letters would irritate its customers – many of whom are part of a generation well-schooled in the three Rs. If staff could misplace a comma in a letter, they might also misplace a figure, they worried.

And so, the 135-year-old firm, one of Britain’s oldest financial institutions, has recruited a retired A-level English teacher to give staff a proper grounding in traditional grammar and punctuation.

Staff of all ages have joined the classes, which cover punctuation, parts of speech, sentences, paragraph construction and concise writing, the building society said. It denied standards had slipped, but one manager said: ‘The executives could not understand the reports being sent to them.’

Kim Rebecchi, sales and marketing director, said: ‘We felt that, while the standard of formal English within the society was strong, our employees are from very varied and diverse educational backgrounds, as well as being from many different age groups.

‘This means that, while style and quality are good and broadly the same, there are some areas for improvement and we particularly wanted to create a more formal and consistent approach to our writing, focusing on clarity and brevity.’

Four sessions have been laid on for 20 staff by a teacher in Leeds. Mrs Rebecchi added that the sessions had proved ‘thought-provoking’ and sparked ‘healthy debate’.

The building society, founded in 1875, is among growing numbers of firms offering training in the three Rs to recruits from school and college. About one in five employers run some form of remedial training, according to the CBI.

Even teaching assistants at a primary school in Havant, near Portsmouth, are to be given English lessons, it has emerged, after criticism from inspectors. Ofsted warned their poor grammar and use of slang set a bad example to pupils at Trosnant Junior School.

Meanwhile, a series of industry bosses have questioned the calibre of jobseekers. Sir Terry Leahy, Tesco’s chief executive, has warned that standards were ‘still woefully low in too many schools’ and Sir Stuart Rose, Marks & Spencer’s boss, said too many school-leavers ‘cannot do reading... cannot do arithmetic... cannot do writing’. Sir Michael Rake, BT’s chairman, said education standards were a ‘disgrace’ after receiving applications from ‘illiterate’ school-leavers.

Critics claim teachers and lecturers fail to correct rigorously students’ slips. They also say exams and syllabuses don’t put enough emphasis on standards of English.

Last year, separate research found that British students have a worse grasp of English than many from overseas. A study at Imperial College London found British undergraduates made three times more grammatical and spelling errors than counterparts from Singapore, China and Indonesia, who count English as their second language.

Dr Bernard Lamb, who did the research, said: ‘We need to raise the very poor standards of English of the home students by more demanding syllabuses and exams, more explicit teaching and examining of English (including grammar, spelling and punctuation), and by consistent and constructive correction of errors.’

SOURCE



4 October, 2010

“Superman” versus “‘The Blob”

Nobody is indispensable, and Superman lives only in comic books. The nation’s public education system won’t be reformed through more top-down mandates, vain attempts to nationalize the schools, or cheap sloganeering.

Lasting school reform requires the education dollar following the child, eliminating the bureaucratic “middle man,” and restoring accountability at the parental level. Above all, it means giving families real choices. You don’t need to be a brainiac to figure that out.

The arrival of Waiting for “Superman,” a new documentary from the maker of An Inconvenient Truth, and the likely fate of one of the film’s main subjects should help persuade parents, teachers, and others concerned about the dismal state of U.S. public education that one person really can’t make a difference.

Michelle Rhee, chancellor of the Washington, DC public school system, is one of the heroes of Davis Guggenheim’s film, seen waging a solitary battle against the powerful, reactionary Washington Teachers Union. The film ends with a question as to whether Rhee will prevail.

Odds are she will soon add “former-“ to her job title. On September 14 the District of Columbia’s voters turned out incumbent Mayor Adrian Fenty in the city’s Democratic primary. The repudiation of Fenty was essentially a repudiation of Rhee.

Hired in 2007 by the pro-reform mayor, the outspoken and hard-driving Rhee gained national prominence a year later when she appeared on the cover of Time standing in front of a blackboard with a broom in her hand. The message: This dynamic young administrator would clean up the corrupt, violent, hidebound DC public school system.

The education “blob”—the bureaucracy, the unions, and their kept politicians—had other plans.

Fact is, Rhee accomplished relatively little in her tenure as chancellor. The District of Columbia still spends more than $20,000 per pupil per year for poor test scores, violent schools, and a dropout rate below 50 percent.

Rhee’s signature accomplishment was to negotiate a new contract with the union. Teachers traded away some job protections in exchange for pay increases and the promise of performance bonuses. The union consented to a new teacher evaluation system, which went into effect earlier this year. In July, Rhee announced she would fire 241 teachers, including 165 who received poor ratings under the new system.

Rhee’s triumph took more than two-and-a-half years to achieve—and the union said it would challenge every one of the firings. Plus, the contract comes up for renewal in 2012. With Rhee’s departure all but assured and the new mayor, Vincent Gray, a beneficiary of union largesse, it isn’t hard to imagine how long her hard-fought reforms will last.

Rhee’s story should serve as a reminder to reformers that public opinion is important, and people want to know that proposed reforms are in their interest. Rhee, however, famously said, “Collaboration and consensus-building are quite frankly overrated, in my mind.” With “consensus-building” in public education usually meaning rolling over for the unions, she’s right. But Rhee never made a good case for her reforms to the constituency that matters most: Parents.

Ironically, the teachers union—which exists not to serve the interests of parents or students but instead to protect the salaries and benefits of dues-paying members— exploited perceptions of Rhee’s management style as top-down and imperious, to rally parents against her.

Rhee’s likely ouster shows the perils of placing the mantle of change in the hands of one person, however capable. Her charisma earned her plenty of fans among reformers—and the lasting enmity of the education establishment. Their money brought down the mayor who appointed her.

It doesn’t matter that Rhee was right. She became a lightning rod, a tragic hero of reform.

Fixing the nation’s failing schools isn’t a matter of personalities. It requires electing people willing to dismantle the existing public education monopoly, decentralize authority, and give parents and students the freedom to escape a failing school system. Instead of funding bureaucrats and union bosses, we should be funding kids.

SOURCE






Several British Muslim schools forcing EVERY pupil to wear the veil - and regulators approve

At least three Muslim faith schools are forcing girls as young as 11 to wear face-covering veils with the blessing of Ofsted inspectors, it emerged yesterday. One of the schools insists that fees are paid in cash and warns parents against speaking to the local education authority.

All three schools have been approved by education watchdog Ofsted, which inspects private faith schools to ensure they prepare pupils for life in modern Britain and 'promote tolerance and harmony between different cultural traditions'.

The schools' dress codes yesterday provoked anger among mainsteam Muslims, who warned that pupils were in danger of being 'brainwashed'.

The three schools causing concern were Madani Girls' School in Tower Hamlets, east London, Jamea Al Kauthar, in Lancaster and Jameah Girls' Academy in Leicester. All three are independent, fee-paying, single-sex schools catering for girls aged 11 to 18.

They insist that when girls are travelling to and from school they wear the niqab, a face veil leaving the eyes exposed, or the head-to-toe burka, which covers the eyes with a mesh screen.

School uniform rules listed on Madani's website have been removed but an earlier version, seen by the Sunday Telegraph, said: 'The present uniform conforms to the Islamic Code of dressing. Outside the school, this comprises of the black Burka and Niqab.'

The admission application form warns that girls will be 'appropriately punished' for failing to wear the correct uniform.

Madani, which charges fees of £1,900-a-year, also says on its website: 'All payments should be made in cash. We do not accept cheques.' Its school rules state: 'If parents are approached by the Education Department regarding their child's education, they should not disclose any information without discussing it with the committee.'

Ofsted's 2008 assessment gives the school a 'satisfactory' rating and makes no mention of the uniform code or warning to parents.

The 260-pupil school was at the centre of a separate row in 2008 when Conservative councillors accused Labour-controlled Tower Hamlets Council of subsidising Madani school by allowing the school to buy its premises for £320,000 below market value.

The council sold the Victorian building to Madani's trustees for £1.33 million even though a valuation at the time said it was worth £1.65 million. Tower Hamlets said the agreed price of £1.33million was market value in 2004 and the sale was delayed to allow the school to raise funds.

At Jamea Al Kauthar - rated 'outstanding' by Ofsted earlier this year - rules which appear on its website state: 'Black Jubbah [smock-like outer garment] and dopatta [shawl] is compulsory as well as purdah [veil] when leaving and returning to Jamea. Scarves are strictly not permitted.'

The website also lists a wide range of banned items, including family photographs, and warns: 'Students must not cut their hair, nor remove hair from between their eyebrows. Doing so will lead to suspention (sic).'

Jameah Girls' Academy, which charges £1,750 a year for primary-age pupils and £1,850 for secondary, was rated 'good' by Ofsted in 2007. It states in its rules: 'Uniform, as set out in the pupil/parent handbook, which comprises of headscarf and habaya for all pupils, and niqab for girls attending the secondary years, to be worn during journeys to and from The Academy.'

Critics claimed the policies could damage relations between Muslim and non-Muslim communities. Ed Husain, co-director of Quilliam, the counter-extremist think-tank, said: 'It is absurd that schools are enforcing this outdated ritual – one that which sends out a damaging message that Muslims do not want to fully partake in British society.

'The enforcing of the niqab on young girls is not a mainstream Islamic practice – either in Britain or in most Muslim-majority countries. 'It is a desert practice which belongs to another century and another world.'

Independent schools will be able to apply to become state-funded 'free schools' under the Coalition's education policy, although faith schools will be required to offer a quota of places to pupils of other religions first.

Mr Husain added: 'Although it is not the government's job to dictate how its citizens dress, it should nonetheless ensure that such schools are not bankrolled or subsidised by the British taxpayer.'

Dr Taj Hargey, an imam and chairman of the Muslim Educational Trust of Oxford, said: 'This is very disturbing and sets a dangerous precedent. 'It means that Muslim children are being brainwashed into thinking they must segregate and separate themselves from mainstream society.'

Philip Hollobone, the Tory MP who has attempted to bring in a Private Members' Bill to ban wearing of the burka in public, said: 'It is very sad in 21st century Britain that three schools are effectively forcing girls as young as 11 to hide their faces.

'How on earth are these young ladies going to grow up as part of a fully integrated society if they are made to regard themselves as objects at such a young age?'

SOURCE






British school STAFF to be given English lessons so their bad habits don't hamper pupils

Primary school staff are to be given English lessons because Ofsted inspectors believe their accents, poor grammar and use of slang set pupils a bad example.

Two teaching assistants at Trosnant Junior School in Havant, near Portsmouth, were heavily criticised in a report for their weak grasp of written and spoken English. Now, a consultant has been drafted in to teach staff to use ‘the Queen’s English in the classroom’.

The Ofsted inspectors claimed the assistants’ strong accents and use of slang were hampering children’s learning. Their report said: ‘Adults do not always demonstrate grammatical accuracy in speaking and writing.’ It cited the phrase ‘I likes football’ as an example, and gave the school 12 months to improve.

Headmaster Jim Hartley admitted there was a problem with the use of regional dialect, known as ‘Pompey slang’, in the classroom. He said: ‘This is not denigrating the Pompey accent or dialect – we are all proud of where we come from. ‘I accept however that bad grammar is not acceptable in the classroom, which is why we have taken the inspectors’ criticisms constructively.’

Kathryn Cooke, 43, whose eight-year-old son Ryan goes to the school, said: ‘The Pompey accent is not far off being Cockney. It is very common and very lazy. You would hope they would tone it down while in the classroom.’

Nick Seaton, of the Campaign for Real Education, said: ‘Youngsters cannot be expected to improve their English if they are set a bad example by the adults who are supposed to be teaching them.’

A building society has introduced grammar lessons for staff after senior executives found recent graduates could not write properly. Leeds Building Society has recruited a retired teacher to introduce a ‘more formal and consistent approach’ to writing.

SOURCE



3 October, 2010

School Reform Rainmakers

John Walton had the right idea for education donors

It was a banner September for education philanthropy. Last week Facebook CEO Mark Zuckerberg appeared on Oprah Winfrey's TV show to announce his $100 million donation to Newark, New Jersey, public schools. And this Wednesday the Charter School Growth Fund launched a new $160 million fund that will finance the expansion of high-performing charter networks across the U.S.

Since 1970, average per-pupil expenditures after inflation have more than doubled, yet test scores have remained flat. Today the Newark public school system spends some $22,000 per student, or more than twice the U.S. average, and the high school graduation rate is only 50%. Adding private money to this system would be a dreadful waste. So what excites us about these new donations is not the money per se but the reform agenda to which the dollars are tethered.

Mr. Zuckerberg is entrusting his donation to Newark Mayor Cory Booker, a strong advocate of vouchers and school choice, as is New Jersey Governor Chris Christie. The Newark teachers contract expired over the summer, and Mr. Booker has spoken favorably of the recently negotiated teacher contract in Washington, D.C., where schools Chancellor Michelle Rhee used private donations as leverage to enact reforms that tie teacher pay to student progress.

The new Charter School Growth initiative is supported by the Walton Family Foundation, the Lynde and Harry Bradley Foundation, the Doris and Donald Fisher Fund and others. It will largely bypass the politicians and directly finance the growth of charter school networks, such as KIPP and the Harlem Success Academy, that have a record of accomplishment serving students that traditional public schools have consistently failed.

New York City Schools Chancellor Joel Klein recently wrote that "this year, at the Harlem Success Academy, a charter school in New York City, 88% of the students passed the state's reading test and 95% passed the math test, while comparable schools have pass rates of 35% in reading and 45% in math."

The late John Walton's reform strategy was to concentrate charters and vouchers in certain areas until an alternative school system is essentially in place. The goal is to create an educational market for the urban poor. Instead of neighborhood schools taking enrollment for granted, they should have to compete for students, with parents able to make choices based on what's best for their children.

More than 400,000 kids in the U.S. are on charter wait lists, and their parents will welcome this effort to replicate and expand the most successful charter school models. Like Walton and his fellow education philanthropists, they realize that it's not how much you spend but how you spend it.

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Abolish the Federal Education Dept. and no-one would notice

But a lot of money would be saved

If the definition of insanity is doing the same thing over and over again and expecting a different result, the U.S. Department of Education is a 30-year experiment in insanity that needs to end.

For more than 200 years, the federal government respected the wisdom of the U.S. Constitution by not interfering with those most capable of ensuring children receive a good education – parents, teachers, and local schools.

During those years, our nation won two world wars, put a man on the moon and became a global superpower. Yet, in 1979, politicians in Washington who were eager to placate special interests cast aside the Constitution and created a federal Department of Education as a political favor to the National Education Association (NEA), the nation’s largest teacher union.

While its existence may seem non-controversial today, the department’s creation was incredibly contentious at the time, and even opposed by publications such as the New York Times and Washington Post.

They were right to be worried. Since 1965, the federal government has invested over $2 trillion in American education. The payoff? Stagnant test scores, abysmal graduation rates, and piles of debt.

Continuing down this path is the definition of insanity, yet that is precisely what the unions and their patrons in Congress continue to push for.

Consider the following facts:

* Per pupil spending at the K-12 level, after accounting for inflation, has more than doubled since 1970, yet outcomes have not improved. Since 1970, long-term scores in reading, math and science have remained completely flat.

* The U.S. Department of Education budget has grown from $14 billion to $107 billion this fiscal year – not including the nearly $120 billion dollars in public debt the agency will issue to supply federal students loans this year.

* The workforce of educators has increased from 22.3 pupils per teacher in 1970 to 15.7 in 2005 – a 30 percent decrease in the number of students per teacher – with no discernible benefit.

* Increased federal “investments” in higher education have worsened college costs and affordability. Despite the tens of billions of dollars in federal student aid made available each year, college tuition and fees increased 439 percent from 1982 through 2007 – almost triple the rise in median family income.

* College graduation rates also remain abysmal. The six year graduation rate – two years following an on-time graduation of four years for bachelor’s degree programs – averaged only 55.9 percent nationally. The three year graduation rate –a full year after an on-time graduation of two years for Associates degrees – averaged only 27.5 percent nationally.

* In 2000, the House Education and Workforce Committee reported that there were more than 760 education-related programs spread across 39 federal agencies costing taxpayers $120 billion per year.

Parents were promised no child would be left behind by increased federal involvement in education. Yet, there is little evidence the dramatic interference in the classroom by Washington politicians and bureaucrats during recent decades has done anything to improve student scores or enhance their education.

In fact, government’s increased role and the obscene amount of power accumulated by teachers unions has made even a discussion about reform almost impossible. Even though the unions and big government have failed catastrophically, somehow it is those who dare question the wisdom of expanding the federal government’s role in the classroom who are denigrated as undermining our children’s education.

The time has come to end what President Ronald Reagan once called “President Carter’s new bureaucratic boondoggle.” Our founders understood that is foolishness to think politicians and bureaucrats in Washington – many of whom have never taught in the classroom a day in their lives – know what is best for students in the diverse cities, cultures and regions across America.

They never have and never will.

With our national debt at $13.5 trillion – $43,000 per man, woman and child – and climbing, we no longer have the option of indulging in the failed spend-our-way-to-success education policies of recent years. Plus, the rest of the world isn’t going to stop advancing while politicians in Washington pander to unions and demagogue reformers as being anti-education.

The American people are demanding a serious debate about education because they know our system is broken. The time has come for bold solutions that begin with getting Washington out of the way. Only then can we hope to implement the reforms that all of our children deserve.

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British government scraps the 'no touching' rule for teachers in bid to let them assert more authority

‘No touch’ rules that discourage teachers from restraining or comforting children are to be scrapped, the Education Secretary said last night. Michael Gove also signalled the coalition was pushing ahead with controversial plans to give teachers a right to anonymity when faced by allegations from pupils.

‘At the moment if you want to become au fait with what this department thinks on how to keep order in class you have to read the equivalent of War and Peace,’ he said. ‘There are about 500 pages of guidance on discipline and another 500 pages on bullying. We will clarify and shrink that.

‘Teachers worry that if they assert a degree of discipline, one determined maverick pupil will say “I know my rights” and so teachers become reticent about asserting themselves.

‘There are a number of schools that have “no touch” policies and we are going to make clear this rule does not apply. I don’t believe you should be able to hit children. ‘But I do believe that teachers need to know they can physically restrain children, they can interpose themselves between two children that may be causing trouble, and they can remove them from the classroom.

‘The important thing is that teachers know they are in control, and this department and the justice system will back them.’

Insisting that teachers should be able to console victims of bullying, he made light-hearted reference to the David Cameron hug-a-hoodie story, joking: ‘Teachers should not have to think youths have to wear hoodies before they can comfort them.’

Mr Gove promised to give teachers a general right to search children for any items that are banned under a school’s rules.

At present, the list was too restrictive and a legal minefield, he added. He also vowed to speed up the timetable by which allegations against teachers have to be investigated, or dropped.

Just before the general election, the Labour government clarified guidance to say that teachers were allowed to use ‘reasonable force’ when dealing with troublesome pupils.

However, Ed Balls, who was Children’s Secretary under Gordon Brown, insisted it was a ‘myth’ that some schools employed no-contact policies.

Mr Gove said he wanted voluntary groups and city academies to take over units for excluded children, which are currently run by councils. He said the units were the ‘weak link in the chain’ and also promised that the pupil premium for schools taking poor children would survive the cutbacks.

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2 October, 2010

Oklahama school district removes 'dead white men' rap

PUBLIC officials in Oklahoma were forced to halt the use of a rap-themed education tool for at-risk students after critics complained about the curriculum's lyrics, some of which refer to the U.S. founding fathers as "old dead white men".

The program, known as Flocabulary, uses raps and rhymes to help students learn academic content. It includes music and corresponding textbooks that explain the lyrics line by line, reported The Oklahoman yesterday.

The Oklahoma City school district said it would put the program on hold to evaluate it after 15 teachers complained about its version of U.S. history. "

One song, entitled "Old Dead White Men" gives an account of the leadership of early US presidents. Some of its lyrics about James Monroe include, "White men getting richer than Enron. They stepping on Indians, women and blacks. Era of Good Feeling doesn’t come with the facts."

The song goes on to say, "Andrew Jackson, thinks he's a tough guy. Killing more Indians than there are stars in the sky. Evil wars of Florida killing the Seminoles. Saying hello, putting Creek in the hell holes. Like Adolf Hitler he had the final solution. 'No, Indians, I don't want you to live here anymore.'"

"The science behind the concept is wonderful," Oklahoma City Public Schools Superintendent Karl Springer said, according to The Oklahoman. "There may be some things, though, that are inappropriate that we need to be careful about."

The co-founder and CEO of Flocablulary, Alex Rappaport, said the lyrics are meant to be provocative and humorous. [HUMOROUS?? It's just black racism and pure hate]

The Oklahoma City School Board has authorized the district to spend $97,000 in federal funds on Flocabulary. The district has already spent $10,000.

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British critics of choice in education should go back to school

Writing in the TES, English teacher Julie Greenhough has a short article entitled ‘Why freedom of choice is often no freedom at all’. It is sympathetic towards a view that has recently been expressed by many working in education: that freedom doesn’t work.

Ms Greenhough opens with the classic ‘too much choice’ argument. Apparently, she didn’t buy a cup of tea because she was faced with too much choice. I suppose that is why shops don’t tend to sell thousands of different pots of jam or types tea for that matter. And this, I suppose, is the reason companies advertise and build up branding, as we don’t want to read the label of every product. Instead, we can draw on information from the market and get a free ride from even more advanced consumers. Variable pricing also transmits useful signals of this front, while feedback from friends, family, the media, as well as consumer oriented magazines and websites are part of the process.

Next there is a swipe at those supporting Swedish-style reforms in education. Ms Greenhough thinks the fact that we spend 5.6% of GDP and Sweden spends 7.1% of GDP on education is enough to cast the reforms aside as useless. Of course more money can help (up to a point), but it is far from the be all and end all of a good education system. If it were, Cuba would be twice as advanced in education as even Sweden and that is clearly not the case. In fact, the fact that the Swedish reforms have proved so successful – garnering increasing support from parents, pupils and politicians – suggests that we can see improvements without having to spend more money, a policy that surely deserves support from libertarians and socialists alike.

In the final part of the article, Ms Greenhough suggests that because more pupils have been achieving better grades, we are already seeing educational improvement. I wish this were the case. Recently Mick Waters claimed that the exam system is ‘diseased’. Although Mr Waters misdirects his ire at the wrong target – it is principally the fault of government regulation, not disreputable companies – there can be little doubt that the image he portrays is broadly accurate. Grades are being inflated and devalued as fast as the pound. Radical change is needed if this is to be reversed.

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The federal takeover of education

Federal control over education has been growing since the 1960s despite the fact that the word "education" does not appear in the Constitution of the United States. Now, as the current administration pushes for national education standards, federal control over education is about to expand considerably at the expense of state and local control.

A little more than a year ago, state leaders launched the Common Core State Standards Initiative to develop a common set of K-12 standards in English and math. The standards they developed, known as the "Common Core," are the first and only common education standards. Texas Education Commissioner Robert Scott described the push for national education standards as "a step toward a federal takeover of the nation's public schools."

Although the Common Core standards were developed by the states and not the federal government, federal funding has been linked to their adoption. Using a combination of carrot and stick, the current administration has been pressuring states to adopt the standards.

As an incentive, states that adopted the Common Core by August 2, 2010 greatly improved their chances of receiving a share of the $4.35 billion Race to the Top federal grant money. The strategy worked: most states adopted the standards. However, only nine states and the District of Columbia were actually awarded the money. All ten of those winners had adopted the standards.

As a penalty, states that failed to adopt the Common Core risked losing funding from Title I, a $14.4 billion program that provides funds for low-income students. Most school districts participate in the Title I program.

This penalty was announced in a White House press release issued on February 22, 2010. It stated that new polices from the Obama Administration would "require all states to adopt and certify that they have college- and career-ready standards in reading and mathematics, which may include common standards developed by a state-led consortium, as a condition of qualifying for Title I funding."

Public discussion about the Common Core has been severely limited because of the rush to establish national education standards and the lack of transparency in the procedures involved.

Alabama State Board of Education member Betty Peters said, "It is most unfortunate that the American public has been left out of the most drastic change ever in public education; even most school board members have been kept in the dark when it comes to details."

Are Americans being bypassed once again by this administration? Remember when the health care reform bill and financial reform bill were rushed through Congress before anyone could learn what was in them? Remember when U.S. Speaker of the House Nancy Pelosi said, "But we have to pass the bill so that you can find out what is in it, away from the fog of the controversy"? Now, with the same warp speed and stealth, this administration is pushing for national education standards.

Part of the stealth has involved proponents maintaining that adoption of the Common Core is a voluntary decision to be made by each state and outside the realm of the federal government. But is it really? Or does voluntary adoption disappear when federal financial strings are attached?

At a time when states are facing difficult economic times and budget shortfalls, how would they be able to justify turning down millions of federal dollars? Typically, when federal financial strings are attached, control begins with a nudge. Then it's a push. Then it's a shove. Ultimately, it ends up becoming a takeover. For now, it's a nudge to national education standards. Then it will be a push to national testing. Then it will be a shove to a national curriculum.

Consider the federal funding for No Child Left Behind which led to mandatory testing and proficiency requirements for the states. Did that federal intervention actually lead to higher academic standards or improved student outcomes? No, it led to the dumbing down of many state standards and zero improvement in student outcomes.

In fact, ever since President Lyndon Johnson implemented the Elementary and Secondary Education Act in 1965, federal involvement in education has led to zero improvement in student outcomes.

Who is benefiting from the federal government's expanding role in education? It's not the students or society as a whole. So who then?

Should federal involvement in education be expanded even further with the creation of national standards, national testing, and a national curriculum? Or should state and local governments be liberated from additional federal tyranny and be allowed to make their own decisions about education?

In exchange for temporary federal money, state and local governments would give up their authority over education. The loss of that authority would mean that public schools would no longer be directly accountable to school boards. Parents and other taxpayers would lose their voice in the selection of standards, testing, and curriculum.

In other words, those who have the greatest vested interest and the most at stake in improving student outcomes would have the least amount of control over the process.

Thus far, I have not addressed the quality of the Common Core. Federal intrusion has obscured the discussion over whether or not these particular standards are any good. Again, the rush to establish national education standards and the lack of transparency in the procedures involved have severely limited public discussion on the matter.

Just because the Common Core are the first and only common education standards does not mean they are the best possible ones. Because academic standards vary widely from state to state, the Common Core may improve some state standards while worsening others. For these reasons alone, it would not make sense to make the Common Core the de facto national education standards. However, that is exactly what is happening because of the federal government's nudging.

Unfortunately, many states have already adopted the Common Core, but it's not too late for the others. They can still choose to maintain their authority over education and continue to empower parents and taxpayers, the people who have the greatest vested interest and the most at stake in improving student outcomes.

The Founding Fathers knew that national control of curriculum would result in national control of ideas. It was no oversight that they left the word "education" out of the Constitution of the United States.

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1 October, 2010

Why give tenure to bad teachers?

By JOEL KLEIN (Joel Klein is New York City's schools chancellor)

Even before Davis Guggenheim's powerful documentary "Waiting for Superman" opened in theaters, critics were discounting the film as charter-school propaganda and suggesting it vilifies public-school teachers. The problem with that logic is twofold: First, charters are public schools. Second, the teachers within them -- the good and the bad -- are also public-school teachers. The difference is that most don't belong to the teachers union.

The film, along with NBC's aptly timed education summit and the recent defeat of DC Mayor Adrian Fenty -- an education reformer whom the teachers union spent $1 million to unseat -- have helped ignite a long-overdue national conversation about the state of public education.

But it's a conversation some don't want to have -- because it threatens the status quo and exposes those who protect it for their own gain.

The heart of the problem is that, for too long, we have had a public-education system that values the future of the adults who work within it more than the kids it is meant to serve. "Superman" documents the damage that putting the interests of adults first has done to millions of children and why it must change -- now.

As President Obama has said, the single most important factor in determining student achievement is not the color of your skin or where you come from, it's who your teacher is.

Teachers are the heroes of every education success story. But, for too long, the system has treated teachers as if they're all the same -- no matter how their students perform. There is no business in America that would survive if it couldn't take into account results when making personnel decisions.

That is why Mayor Bloomberg on Monday unveiled a new policy for how we grant teachers tenure in New York City. Right now, as Geoffrey Canada, founder of the Harlem Children's Zone, likes to say, teachers can get tenure if they just keep breathing for three years. This week, that ends.

Under a new, four-tiered system, tenure will only be offered to great teachers who have demonstrated two straight years of success in moving students forward. Teachers who don't earn tenure right away will be mentored and supported -- or, ultimately, replaced.

Seems simple, but for years the teachers union has resisted such a system. Earlier this summer, Randi Weingarten, president of the American Federation of Teachers, wrote on The Huffington Post: "Are there bad teachers? Of course there are, just as there are bad accountants, and lawyers, and film reviewers. I wish there weren't any bad teachers."

What she doesn't say is that when you have a bad accountant, a bad lawyer or even a bad film reviewer, you can choose to replace them with someone better. But in New York, the law makes it exceedingly difficult to remove a bad teacher.

State law also forces the city to spend $100 million a year on something called the Absent Teacher Reserve pool -- a thousand teachers whose positions have been eliminated by their local school, but who remain on the Department of Education payroll.

The best teachers get hired quickly by schools with open jobs. But hundreds don't -- because their skills don't fit current needs; because they have "unsatisfactory" ratings; or, in many cases, because they don't try and are content with a guaranteed paycheck. It also ties the hands of our principals, who must hire from the pool if there is a teacher who fits an open position, rather than just finding the best teacher for their school.

It's bad practice and a waste of taxpayer dollars. But we can't change it without help from Albany -- which is why I am calling on the state Legislature to require displaced teachers to find a job within six months, or else leave the system.

This change won't be easily won -- the teachers unions spend millions on elections and lobbying Albany every year. But we need to put that money where it belongs -- in the classroom.

We have to mean it when we say that every child deserves the best teacher available. Not the best teacher who happens to have tenure and the protection of the teachers union -- the very best teacher available, period.

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British Prep schools know how to inspire boys

No wonder so many parents are removing boys from the state system and placing them in single-sex prep schools, writes Rowan Pelling



When I attended a village primary school in Kent, the majority of the clever-clogs were boys. They thrived on competition, which was encouraged in and out of the classroom with a house points and merit badge system. Discipline was strict and the inspiring headmaster, whose limp was rumoured to be a war wound, took clever children into his study for extra coaching.

Many of the brighter boys, my older brother included, won 11-plus places at the nearby grammar. A few years after I left, the headmaster retired and a female head teacher was appointed, who brought a raft of trendy, feminised teaching practices with her. One of the school's best teachers promptly resigned, and within four years the school's reputation for academic excellence had gone, never to be recovered.

Most of those teaching practices have become the default setting of state education. While I am thankful for the equal opportunities afforded to girls and the disappearance of the cane, there is now widespread acknowledgment that most of these changes have been disastrous – particularly for boys. So much so, that BBC2's Gareth Malone's Extraordinary School for Boys has proved gripping prime-time viewing. Every parent of boys I know applauded the zippy choirmaster's attempts to re-engage a class of 39 wayward young males with the pleasures of learning. In just eight weeks, the boys' reading ages had improved by five months and a couple of notable under-achievers saw their results rocket.

None of Gareth's conclusions was revolutionary – boys need discipline and to be challenged, thrilled and inspired, or their concentration quickly lapses – but the fact remains that these elements are routinely lacking from Britain's junior classrooms, as are the necessary male role models.

No wonder so many parents are removing boys from the state system and placing them in single-sex prep schools. According to the Independent Association of Prep Schools, 61 per cent of their 600 member schools have seen a rise in numbers, despite the biting recession. David Hanson, the chief executive of the association, cited the fact that prep schools turn out "fully rounded little boys" who aren't pressurised to play the fool.

Many parents will recognise that portrait. A good friend of mine used the money previously earmarked for moving from their tiny village semi to upgrade her precociously clever seven-year-old son's education instead. She removed him from the local primary, where he was "profoundly bored and playing up" to a private prep school where, within a year, he walked off with a shelf of prizes.

My local primary is wonderful in most aspects, but I can't help lamenting the fact that there's only one full-time male teacher in a school of around 400 pupils. It's not that the women teachers aren't good, but I know my son responds to men on a more intuitive level.

Take the time I was asked to rein him in, because he had been frightening other children by talking about demons and zombies. I couldn't help thinking that a male teacher would have shared my belief that this was entirely appropriate subject matter for a small boy with a lively imagination.

Meanwhile, competition is verboten, so when I tried to explain to him last week that he would perform poorly in his spelling test if he didn't practise, he looked at me as if I was barmy and said, "There are no marks – everyone does well, Mummy." A number of my son's brightest friends are already lagging behind the girls in general literacy and I only improved his reading by taking him off the dull school learn-to-read texts and giving him Tintin and Roald Dahl.

Indeed, the best way to galvinise boys is often to take them off an easy task and give then something far harder. Prep schools recognise this truth – the big question is whether state schools can gain the will, imagination and freedom to emulate them.

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South Australian schools cutting the crap

Demand for Year 12 humanities subjects has collapsed because of changes to the South Australian Certificate of Education.

Schools have told The Advertiser students choosing their subjects for next year are shunning languages, history, arts and social studies in preference for more "conservative" subjects. Most students are choosing a more traditional pattern of "maths one, maths two, physics and chemistry", meaning schools are likely to axe humanities subjects from their curriculum.

It has raised concerns the cuts could put less academic students at risk as they often rely on the humanities subjects to pass Year 12.

The new SACE, to be rolled out to Year 12 next year, will reduce subject choice from five to four. The new SACE will no longer require final-year students to complete a compulsory humanities or maths subject. They will instead have to complete a compulsory independent research project on a subject of their choice.

Adelaide High School is likely to cut tourism, social studies, economics and geology, while history is also at risk, despite the nationwide push for it to become a core subject in the national curriculum. Assistant principal Michael Black, who is in charge of timetabling, said next year's enrolment for languages in Year 12 had also halved.

"We usually have interest of 12 or 15 but we are down to seven or eight. Because we are a specialist language school we will offer them and (look) at combining Year 11 and 12 classes," he said. "It is narrowing the curriculum and without the comprehensive (choice) it's pigeon-holing students."

A survey of other school leaders by The Advertiser found other subjects at risk include: legal studies, visual arts and geography with principals reporting preliminary enrolments of fewer than 15 students, which meant they were unlikely to survive. They say many subjects could also be reduced from offering multiple classes to just one.

Le Fevre High School principal Rob Shepherd said humanities and biology had taken the biggest hit. "Studies of Society has collapsed ... it was a really strong subject," he said. "Biology has taken a big hit (and) some of our art programs, which means there are a lot less offerings. "The curriculum has narrowed to the same conservative subjects - physics, chemistry, maths 1 and 2." Mr Shepherd said they also expected to take on Woodville High students studying Indonesian, because of low interest in languages at that school.

The Mathematical Association of SA collected data from about 30 schools and said that "surprisingly" maths enrolments for next year were remaining steady - at the detriment of humanities subjects, particularly languages. President-elect Carol Moule said they had feared maths enrolments would drop drastically under the changes. "If kids are happy to take four subjects: double maths and physics and chem ... I would be delighted to see our numbers stay up," she said.

South Australian Secondary Principals Association president Jim Davies said "no doubt" it was an emerging issue. "There is significant variability in subject shifts from school to school ... (it's) complicated because of the reduction in subjects," he said.

Mr Davies said schools were further left in the dark over which subjects they could staff because the state government is yet to release the new funding model.

The SACE Board of SA chief executive Dr Paul Kilvert said the new SACE would provide a broad curriculum for students.

"The Research Project subject, gives students the flexibility to investigate topics from any SACE subject while developing learning and research skills they can use throughout their lives," Dr Kilvert said. "The responses we have received from schools piloting the Research Project indicate the new subject is an ideal vehicle for students to pursue a topic of interest in areas that can come from other SACE subjects, the workplace or the community."

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Australia: School building programs eating up play space

Government food obsession not matched by promotion of exercise

There was a small flurry of aghastness recently when primary school canteens were exposed as serial breachers of government healthy-food nazism. By "healthy", here, we mean essentially non-fattening, worried as we are that before they hit 30 the roly-poly little dears will blow the nation's entire health budget on diabetes, heart disease, joint replacement and fully funded lap-banding.

Schools across the country, force-fed by Julia Gillard's "education revolution" funding, are eating their own playgrounds. Two-and-a-half thousand in NSW alone, yet we're all happy about this, since it plumps the economy and could, we tell ourselves, drag our education system out of the toilet.

In construction are thousands of brick-veneer multipurpose halls and aluminium-windowed air-conditioned computer rooms with not a single string attached. No requirement to be carbon-neutral (kick-starting a new industry), or to be as gracious as their 19th-century counterparts, so steadfast in presenting education as a dignified pursuit. And no consideration at all, apparently, of what this rampant playground-guzzling might mean to the kiddies.

Perhaps, in Quirindi or Euchareena Heights where land is still (seen as) limitless, it's fine. But here in mid-metropolis - where play space is already scarce and school rolls are still swelling after decades of naked government profit-taking neglected the inevitable city-centre revival as habitat for breeding pairs of young professionals - here it's a problem.

Already, schools have lunchtime "no running" rules. This is true. No big balls (I'm refusing the obvious joke here, but have you ever tried to play soccer with a tennis ball?) and no chasey, barring the tamest possible version. Now that almost every school has a major chunk of its "open" space fenced and scaffolded, what will give?

Boys, and boy-ness, for a start. As even boisterousness becomes frowned-upon and the fighting that is bound to erupt in such pent conditions becomes punishable by that boys' own worst-possible penalty, endless hours of raking-it-over talk, just being a boy becomes a problem.

The incentive is to stay static, watch the screen, make like a girl, gossip, get fat. Which is where the double whammy kicks in. Estrogen. Double whammy, double mammy. For not only does estrogen generate fat; fat also generates estrogen.

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Primarily covering events in Australia, the U.K. and the USA -- where the follies are sadly similar.


TERMINOLOGY: The British "A Level" exam is roughly equivalent to a U.S. High School diploma. Rather confusingly, you can get As, Bs or Cs in your "A Level" results. Entrance to the better universities normally requires several As in your "A Levels".


MORE TERMINOLOGY: Many of my posts mention the situation in Australia. Unlike the USA and Britain, there is virtually no local input into education in Australia. Education is mostly a State government responsibility, though the Feds have a lot of influence (via funding) at the university level. So it may be useful to know the usual abbreviations for the Australian States: QLD (Queensland), NSW (New South Wales), WA (Western Australia), VIC (Victoria), TAS (Tasmania), SA (South Australia).


There were two brothers from a famous family. One did very well at school while the other was a duffer. Which one went on the be acclaimed as the "Greatest Briton"? It was the duffer: Winston Churchill.


The current Left-inspired practice of going to great lengths to shield students from experience of failure and to tell students only good things about themselves is an appalling preparation for life. In adulthood, the vast majority of people are going to have to reconcile themselves to mundane jobs and no more than mediocrity in achievement. Illusions of themselves as "special" are going to be sorely disappointed


Perhaps it's some comfort that the idea of shielding kids from failure and having only "winners" is futile anyhow. When my son was about 3 years old he came bursting into the living room, threw himself down on the couch and burst into tears. When I asked what was wrong he said: "I can't always win!". The problem was that we had started him out on educational computer games where persistence only is needed to "win". But he had then started to play "real" computer games -- shootem-ups and the like. And you CAN lose in such games -- which he had just realized and become frustrated by. The upset lasted all of about 10 minutes, however and he has been happily playing computer games ever since. He also now has a degree in mathematics and is socially very pleasant. "Losing" certainly did not hurt him.


Even the famous Marxist theoretician Antonio Gramsci (and the world's most famous Sardine) was a deep opponent of "progressive" educational methods. He wrote: "The most paradoxical aspect is that this new type of school is advocated as being democratic, while in fact it is destined not merely to perpetuate social differences, but to crystallise them." He rightly saw that "progressive" methods were no help to the poor


I am an atheist of Protestant background who sent his son to Catholic schools. Why did I do that? Because I do not personally feel threatened by religion and I think Christianity is a generally good influence. I also felt that religion is a major part of life and that my son should therefore have a good introduction to it. He enjoyed his religion lessons but seems to have acquired minimal convictions from them.


Why have Leftist educators so relentlessly and so long opposed the teaching of phonics as the path to literacy when that opposition has been so enormously destructive of the education of so many? It is because of their addiction to simplistic explanations of everything (as in saying that Islamic hostility is caused by "poverty" -- even though Osama bin Laden is a billionaire!). And the relationship between letters and sounds in English is anything but simple compared to the beautifully simple but very unhelpful formula "look and learn".


For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.


The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"


A a small quote from the past that helps explain the Leftist dominance of education: "When an opponent says: 'I will not come over to your side,' I calmly say, 'Your child belongs to us already. You will pass on. Your descendents, however, now stand in the new camp. In a short time, they will know nothing else but this new community.'." Quote from Adolf Hitler. In a speech on 6th November 1933


I am rather pleased to report that I am a lifelong conservative. Out of intellectual curiosity, I did in my youth join organizations from right across the political spectrum so I am certainly not closed-minded and am very familiar with the full spectrum of political thinking. Nonetheless, I did not have to undergo the lurch from Left to Right that so many people undergo. At age 13 I used my pocket-money to subscribe to the "Reader's Digest" -- the main conservative organ available in small town Australia of the 1950s. I have learnt much since but am pleased and amused to note that history has since confirmed most of what I thought at that early age.

I imagine that the the RD is still sending mailouts to my 1950s address!


Discipline: With their love of simple generalizations, this will be Greek to Leftists but I see an important role for discipline in education DESPITE the fact that my father never laid a hand on me once in my entire life nor have I ever laid a hand on my son in his entire life. The plain fact is that people are DIFFERENT, not equal and some kids will not behave themselves in response to persuasion alone. In such cases, realism requires that they be MADE to behave by whatever means that works -- not necessarily for their own benefit but certainly for the benefit of others whose opportunities they disrupt and destroy.


Many newspaper articles are reproduced in full on this blog despite copyright claims attached to them. I believe that such reproductions here are protected by the "fair use" provisions of copyright law. Fair use is a legal doctrine that recognises that the monopoly rights protected by copyright laws are not absolute. The doctrine holds that, when someone uses a creative work in way that does not hurt the market for the original work and advances a public purpose - such as education or scholarship - it might be considered "fair" and not infringing.


Comments above by John Ray