Tuesday, June 16, 2009

Charter Schools Found Not To Have Raised Student Achievement Significantly.

The Washington Times (6/16, Billups) reports, "Even as the president has touted the growth of charter schools and his education secretary has decried state caps on their numbers, a new study from Stanford University has found that the nation's charter schools have not significantly raised student achievement when compared with traditional public schools. The study of collective reading and math progress in 2,403 charter schools in 15 states and cities, including the District of Columbia was released Monday by researchers at Stanford's Center for Research on Education Outcomes (CREDO)." Findings "showed that almost half of the charter schools produced results similar to those from comparable public schools, and schools producing worse results than the traditional schools outnumbered those with better numbers by more than 2 to 1."

Wednesday, June 10, 2009

Unionization Of Charter School Teachers Being Scrutinized By Education Policymakers.

Education Week (6/9, Sawchuck) reported, "What started as a ripple in the charter community shows signs of becoming a wave as major charter school networks scramble to respond to an unfamiliar phenomenon: moves by their teachers to organize unions." Education Week points out that "teachers have unionized at...charter schools over the years," but "the recent activity is notable not only for being contentious in several instances, but also because" it is being scrutinized closely by "policymakers, educators, and the news media." According to some observers, "the contracts...could be viewed as a test of how far the unions are willing to stray from traditional provisions and work rules." But "supporters of" such unions "point to Green Dot, a Los-Angeles-based" charter management organization, "as proof that all the hallmarks of a strong charter school network can flourish alongside unionization. All Los Angeles Green Dot schools are unionized through the California Teachers Association -- a National Education Association affiliate."

More Schools Install Solar Panels.

The Washington Post (6/10, B2, Birnbaum) reports, "Solar panels have been creeping across school roofs around the country for years -- campuses in San Diego, Cleveland, and Lexington, Mass., are notable examples -- but the hefty initial investment required had kept them off Washington area schools until recently. Montgomery County decked out three schools with solar panels last year and is working on a fourth." In DC, "Thurgood Marshall Academy...was recently fitted with" panels. "The school's Environmental Impact Club decided two years ago to pursue sustainable energy." Students received donations "from environmental organizations, amassing $56,000 to pay for the panels, which generate enough electricity to power an ordinary house." Now that the system is up, "students [say] they aren't finished with environmentally friendly initiatives. They and teachers plan to work to ensure that upcoming school renovations are green. There is talk of a study of the merits of installing a wind turbine."

Extended Days, Years Produce Mixed Results For Schools Nationwide.

USA Today (6/10, Durando) reports that the Robert Treat Academy "boasted the highest test scores among New Jersey urban public schools in 2008, based on a test called the New Jersey Assessment of Skills and Knowledge." Furthermore, "the school was one of only eight nationwide declared 'high-poverty, high-achieving' by the U.S. Department of Education." USA Today points out that class begins at the academy at 8:30 am and ends at 5 pm. "With examples like this, the push for extended learning time is gaining nationwide." However, "a three-year" extended-day "program in 39 underperforming public schools" in Miami-Dade County, FL, "produced mixed academic results," and "administrators and teachers experienced fatigue and burnout." Also, "according to a final evaluation released last month," students in the program, which also included an extended school year, "scored lower on the Florida Comprehensive Assessment Tests in reading or math compared with other students in the county."

Tuesday, June 09, 2009

Latest Round Of Education Cuts Expected To Directly Affect California Classrooms.

Education Week (6/9, Maxwell) reports that "California educators, already reeling from billions of dollars in spending cuts to public schools this year, are scrounging for even more ways to save money in the final weeks of the academic year as the state's finances continue to melt down." But now "educators say they won't be able to avoid direct hits to the classroom." Districts face increased class sizes, more teacher layoffs, canceled summer school programs, "and, in some districts, the required 180 days of instruction may shrink by as much as seven days." And although Gov. Arnold Schwarzenegger (R) "has said that money from the American Recovery and Reinvestment Act that is slated for California's public schools will reimburse districts for many of the state-level cuts, educators have been worried that the federal economic-stimulus aid will not be nearly enough."

Monday, June 01, 2009

Revised Budget Plan and Proposed Education Cuts Will Bankrupt Future of 9.8 Million California Students

BURLINGAME – The billions of dollars of new cuts to public education proposed by the governor today in his May Revision budget will bankrupt the academic futures of California’s 9.8 million students in schools, colleges and universities, California Teachers Association President David A. Sanchez warned.

“California can’t climb out of this financial hole if we continue to rob our children of a well-rounded education,” Sanchez said. “The future we want for our students and our state can only be achieved by investing in our children today. The latest round of proposed cuts will impact a generation of students. The education of our children must be the state’s top priority if we are going to reach a better future.”

Following the voters’ rejection of five ballot measures designed to help the state navigate through a difficult economy, the governor is proposing additional education cuts of $1.6 billion this school year, and another $4.6 billion in the fiscal year starting July 1. This is in addition to the crippling $11.6 billion in cuts made to schools and colleges in February’s budget deal. Combined, this means a cut of nearly $3,000 per student.

“Our public schools and students have endured too much already,” Sanchez said. “Around the state, art, music and sports and vocational education programs have been cut. Dropout prevention programs, summer school, advanced placement courses and adult education classes have been eliminated. More than 27,000 teachers, counselors, nurses and education support professionals have already received layoff notices, and with these additional budget cuts more layoffs are expected in August. This means students will be facing class sizes of 35 to 40 students next year.”

“Our students are the ones who are suffering here. We ask them to meet some of the highest academic standards in the nation, and then fund their education at an embarrassing level, currently 47th in the nation. We can’t expect our students to continue to make improvements and meet our standards, when the state refuses to provide the resources necessary to help students succeed. Maybe it’s time for the state to temporarily suspend the state’s testing and accountability system until it can provide adequate funding.”

“In these tough economic times, there are tough decisions to be made. Rather than giving tax breaks to big businesses, lawmakers need to invest in our future – our children. CTA will continue to fight to make sure that all students get the quality education they deserve and that schools get the resources they need to help students succeed,” concluded Sanchez.

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The 340,000-member CTA is affiliated with the 3.2 million-member National Education Association.

Education Advocates Propose National World Class Schools Act To Replace NCLB.

In an opinion piece for the Washington Post (5/30), former secretaries of labor William Brock and Ray Marshall and National Center on Education and the Economy president Marc Tucker wrote, "The key to U.S. global stature after World War II was the world's best-educated workforce. But now the United States ranks No. 12, according to the Organization for Economic Cooperation and Development, and today's younger generation is the first to be less educated than the preceding one." The authors "propose the National World Class Schools Act to replace" No Child Left Behind (NCLB), in order to get the US on the track toward improved education. Brock, Marshall, and Tucker list several guidelines states would have to meet in order to receive federal education funds under the National World Class Schools Act. They include getting "outstanding students to go into teaching and" treating "them like professionals" and providing "high-quality training" to schools "whose students are not on track to succeed."

Thursday, May 28, 2009

Solitude Seen As Necessary For Learning.

In a commentary for Education Week (5/27) Diana Senechal wrote that "unlike many who either praise" teenagers' use of online networking, "or warn of its external dangers," New York University education history professor Jonathan Zimmerman "brought up a rarely mentioned subject" in his "recent opinion piece in The Philadelphia Inquirer." He focused on "the loss of solitude." According to Senechal, "It is strange that we hear so little about solitude in the schools." There is "so much emphasis on socialization and so little on aloneness." But, she noted that "both are needed for learning and for life." Other "forces" are also "tearing away at solitude. Schools bombard students and teachers with the rhetoric and practice of group work." Consequently, "schools seem to have forgotten that students need ample quiet time for thinking, reading, and puzzling over problems." Meanwhile, Senechal warns that "solitude should not become a fad; that would make some of us wish we had never brought it up at all."

Tuesday, May 26, 2009

US Joblessness Linked To Future Of Education.

Bob Herbert writes in his column for the New York Times (5/26, A19), "America has become self-destructively shortsighted in recent decades." That shortsightedness, he asserts "has kept us from acknowledging the awful long-term consequences of the tidal wave of joblessness that has swept over the nation since the start of the recession in December 2007." According to Herbert, "the maintenance and development of the infrastructure" is "about schools." A statistic from the Education Trust shows that "the U.S. is the only industrialized country in which young people are less likely than their parents to graduate from high school." Herbert says that it is "tragic" that the US is "so dysfunctional at the end of the first decade of the 21st century." But, if the US is to get "its economic act together over the next few years, there will have to be a much greater focus on putting people back to work. Rebuilding the infrastructure is the place to start," he concludes.

Friday, May 01, 2009

Today is Labor Day



The Brief Origins of May Day


by Eric Chase




Most people living in the United States know little about the International Workers' Day, or May Day. For many others there is an assumption that it is a holiday celebrated in state communist countries like Cuba or the former Soviet Union. Most Americans don't realize that May Day has its origins here in this country and is as "American" as baseball and apple pie, and stemmed from the pre-Christian holiday of Beltane, a celebration of rebirth and fertility.

In the late nineteenth century, the working class was in constant struggle to gain the 8-hour work day. Working conditions were severe and it was quite common to work 10 to 16 hour days in unsafe conditions. Death and injury were commonplace at many work places and inspired such books as Upton Sinclair's The Jungle and Jack London's The Iron Heel. As early as the 1860's, working people agitated to shorten the workday without a cut in pay, but it wasn't until the late 1880's that organized labor was able to garner enough strength to declare the 8-hour workday. This proclamation was without consent of employers, yet demanded by many of the working class.

At this time, socialism was a new and attractive idea to working people, many of whom were drawn to its ideology of working class control over the production and distribution of all goods and services. Workers had seen first-hand that Capitalism benefited only their bosses, trading workers' lives for profit. Thousands of men, women and children were dying needlessly every year in the workplace, with life expectancy as low as their early twenties in some industries, and little hope but death of rising out of their destitution. Socialism offered another option.

A variety of socialist organizations sprung up throughout the later half of the 19th century, ranging from political parties to choir groups. In fact, many socialists were elected into governmental office by their constituency. But again, many of these socialists were ham-strung by the political process which was so evidently controlled by big business and the bi-partisan political machine. Tens of thousands of socialists broke ranks from their parties, rebuffed the entire political process, which was seen as nothing more than protection for the wealthy, and created anarchist groups throughout the country. Literally thousands of working people embraced the ideals of anarchism, which sought to put an end to all hierarchical structures (including government), emphasized worker controlled industry, and valued direct action over the bureaucratic political process. It is inaccurate to say that labor unions were "taken over" by anarchists and socialists, but rather anarchists and socialist made up the labor unions.

At its national convention in Chicago, held in 1884, the Federation of Organized Trades and Labor Unions (which later became the American Federation of Labor), proclaimed that "eight hours shall constitute a legal day's labor from and after May 1, 1886." The following year, the FOTLU, backed by many Knights of Labor locals, reiterated their proclamation stating that it would be supported by strikes and demonstrations. At first, most radicals and anarchists regarded this demand as too reformist, failing to strike "at the root of the evil." A year before the Haymarket Massacre, Samuel Fielden pointed out in the anarchist newspaper, The Alarm, that "whether a man works eight hours a day or ten hours a day, he is still a slave."

Despite the misgivings of many of the anarchists, an estimated quarter million workers in the Chicago area became directly involved in the crusade to implement the eight hour work day, including the Trades and Labor Assembly, the Socialistic Labor Party and local Knights of Labor. As more and more of the workforce mobilized against the employers, these radicals conceded to fight for the 8-hour day, realizing that "the tide of opinion and determination of most wage-workers was set in this direction." With the involvement of the anarchists, there seemed to be an infusion of greater issues than the 8-hour day. There grew a sense of a greater social revolution beyond the more immediate gains of shortened hours, but a drastic change in the economic structure of capitalism.

In a proclamation printed just before May 1, 1886, one publisher appealed to working people with this plea:

Workingmen to Arms!

War to the Palace, Peace to the Cottage, and Death to LUXURIOUS IDLENESS.

The wage system is the only cause of the World's misery. It is supported by the rich classes, and to destroy it, they must be either made to work or DIE.

One pound of DYNAMITE is better than a bushel of BALLOTS!

MAKE YOUR DEMAND FOR EIGHT HOURS with weapons in your hands to meet the capitalistic bloodhounds, police, and militia in proper manner.

Not surprisingly the entire city was prepared for mass bloodshed, reminiscent of the railroad strike a decade earlier when police and soldiers gunned down hundreds of striking workers. On May 1, 1886, more than 300,000 workers in 13,000 businesses across the United States walked off their jobs in the first May Day celebration in history. In Chicago, the epicenter for the 8-hour day agitators, 40,000 went out on strike with the anarchists in the forefront of the public's eye. With their fiery speeches and revolutionary ideology of direct action, anarchists and anarchism became respected and embraced by the working people and despised by the capitalists.

The names of many - Albert Parsons, Johann Most, August Spies and Louis Lingg - became household words in Chicago and throughout the country. Parades, bands and tens of thousands of demonstrators in the streets exemplified the workers' strength and unity, yet didn't become violent as the newspapers and authorities predicted.

More and more workers continued to walk off their jobs until the numbers swelled to nearly 100,000, yet peace prevailed. It was not until two days later, May 3, 1886, that violence broke out at the McCormick Reaper Works between police and strikers.

For six months, armed Pinkerton agents and the police harassed and beat locked-out steelworkers as they picketed. Most of these workers belonged to the "anarchist-dominated" Metal Workers' Union. During a speech near the McCormick plant, some two hundred demonstrators joined the steelworkers on the picket line. Beatings with police clubs escalated into rock throwing by the strikers which the police responded to with gunfire. At least two strikers were killed and an unknown number were wounded.

Full of rage, a public meeting was called by some of the anarchists for the following day in Haymarket Square to discuss the police brutality. Due to bad weather and short notice, only about 3000 of the tens of thousands of people showed up from the day before. This affair included families with children and the mayor of Chicago himself. Later, the mayor would testify that the crowd remained calm and orderly and that speaker August Spies made "no suggestion... for immediate use of force or violence toward any person..."

As the speech wound down, two detectives rushed to the main body of police, reporting that a speaker was using inflammatory language, inciting the police to march on the speakers' wagon. As the police began to disperse the already thinning crowd, a bomb was thrown into the police ranks. No one knows who threw the bomb, but speculations varied from blaming any one of the anarchists, to an agent provocateur working for the police.

Enraged, the police fired into the crowd. The exact number of civilians killed or wounded was never determined, but an estimated seven or eight civilians died, and up to forty were wounded. One officer died immediately and another seven died in the following weeks. Later evidence indicated that only one of the police deaths could be attributed to the bomb and that all the other police fatalities had or could have had been due to their own indiscriminate gun fire. Aside from the bomb thrower, who was never identified, it was the police, not the anarchists, who perpetrated the violence.

Eight anarchists - Albert Parsons, August Spies, Samuel Fielden, Oscar Neebe, Michael Schwab, George Engel, Adolph Fischer and Louis Lingg - were arrested and convicted of murder, though only three were even present at Haymarket and those three were in full view of all when the bombing occurred. The jury in their trial was comprised of business leaders in a gross mockery of justice similar to the Sacco-Vanzetti case thirty years later, or the trials of AIM and Black Panther members in the seventies. The entire world watched as these eight organizers were convicted, not for their actions, of which all of were innocent, but for their political and social beliefs. On November 11, 1887, after many failed appeals, Parsons, Spies, Engel and Fisher were hung to death. Louis Lingg, in his final protest of the state's claim of authority and punishment, took his own life the night before with an explosive device in his mouth.

The remaining organizers, Fielden, Neebe and Schwab, were pardoned six years later by Governor Altgeld, who publicly lambasted the judge on a travesty of justice. Immediately after the Haymarket Massacre, big business and government conducted what some say was the very first "Red Scare" in this country. Spun by mainstream media, anarchism became synonymous with bomb throwing and socialism became un-American. The common image of an anarchist became a bearded, eastern European immigrant with a bomb in one hand and a dagger in the other.

Today we see tens of thousands of activists embracing the ideals of the Haymarket Martyrs and those who established May Day as an International Workers' Day. Ironically, May Day is an official holiday in 66 countries and unofficially celebrated in many more, but rarely is it recognized in this country where it began.

Over one hundred years have passed since that first May Day. In the earlier part of the 20th century, the US government tried to curb the celebration and further wipe it from the public's memory by establishing "Law and Order Day" on May 1. We can draw many parallels between the events of 1886 and today. We still have locked out steelworkers struggling for justice. We still have voices of freedom behind bars as in the cases of Mumia Abu Jamal and Leonard Peltier. We still had the ability to mobilize tens of thousands of people in the streets of a major city to proclaim "THIS IS WHAT DEMOCRACY LOOKS LIKE!" at the WTO and FTAA demonstrations.

Words stronger than any I could write are engraved on the Haymarket Monument:

“THE DAY WILL COME WHEN OUR SILENCE WILL BE MORE POWERFUL THAN THE VOICES YOU ARE THROTTLING TODAY.”

Truly, history has a lot to teach us about the roots of our radicalism. When we remember that people were shot so we could have the 8-hour day; if we acknowledge that homes with families in them were burned to the ground so we could have Saturday as part of the weekend; when we recall 8-year old victims of industrial accidents who marched in the streets protesting working conditions and child labor only to be beat down by the police and company thugs, we understand that our current condition cannot be taken for granted - people fought for the rights and dignities we enjoy today, and there is still a lot more to fight for. The sacrifices of so many people can not be forgotten or we'll end up fighting for those same gains all over again. This is why we celebrate May Day.



Saturday, April 25, 2009

Teachers Expected To Be In High-Demand By 2014.

Forbes (4/24, Weiss) reports, "Many school districts across the country, particularly in Florida and California, are contending with budget cuts and the threat of layoffs, but people in the field expect them to start hiring again, and heavily, before too long." Susan Carmon, associate director of the teacher quality department at the National Education Association, said "We will need almost four million teachers by 2014, because of retirements and modest projected increases in enrollment." Forbes notes that "high turnover is a factor too. More than 40 percent of new teachers leave the profession within five years." Alternative teacher preparation programs have proliferated urban and rural school districts "over the past 10 years" because "Urban and rural school districts have been continuing to hire more than suburban ones." According to Carmon, "each state has its own requirements for teacher certification, but most have at least 10 alternative-type programs for training teachers."

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Tuesday, April 21, 2009

California First State To Receive Federal Stimulus Funds.

The Los Angeles Times (4/18, Mehta, Blume) reported, "As California received" $3.1 billion in economic stimulus funding on "Friday to stave off widespread teacher layoffs," State Superintendent Jack O'Connell "pledged to reform schools, aligning academic standards with other states, rewarding teachers who work in the most challenging classrooms and improving student assessments." O'Connell proposed that teachers receive "appropriate training and mentoring" and that they be rewarded for working "in the state's most challenging schools." The federal funds could be used "to create pilot programs in selected districts." In addition, "O'Connell...spoke about a push to create national standards, which he said are inevitable and ought to be "state-driven" and voluntary."
The AP (4/18, Quad) noted that California was "the first state to benefit from a special fund for states that was created by the economic stimulus law." Initially, "state officials...said they could use the money to fill budget holes." However, "the state's congressional delegation...pressed Gov. Arnold Schwarzenegger (R) to distribute the money directly to school districts." California Education Secretary Glen Thomas announced last month "that the money would, indeed, be spent on local school needs such as saving teachers' jobs." Meanwhile, the National Education Association and the American Federation of Teachers "are urging governors across the country to distribute the stimulus money to schools." In a letter, NEA president Dennis van Roekel and AFT president Randi Weingarten said that "States would "do a terrible disservice to students" by diverting precious dollars away from schools."

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Lessons On Da Vinci Aim To Teach Importance Of Creative, Analytical Thinking.

Pennsylvania's Morning Call (4/19, Esack) reported that last week, fifth-graders at Wolf Elementary School in Bethlehem, PA, were "immersed in the science, art, literature, music, and history of Da Vinci in honor of his 557th birthday Wednesday." The purpose of the program was to "show students how Da Vinci used both sides of his creative and analytical brain to think, question, answer and sketch the mysteries of life and science." The Morning Call explained that "In science, they explored Da Vinci's concepts of flight with the paper airplanes and gliders that ran on rubber bands, string and propellers." And "In art, they drew their hands and then zeroed in on a knuckle or fingernail or vein, in imitation of Da Vinci." Language arts lessons involved reading about Da Vinci and writing short biographies and answering "the mystery of why Da Vinci, who was left-handed, wrote backwards."

Education Week Founder Lists Five Incorrect Assumptions About Education Reform.

In an opinion piece for Education Week (4/20) Ronald Wolk, "founder and former editor of Education Week," wrote that "after nearly 25 years of intensive effort, we have failed to fix our ailing public schools and stem the "rising tide of mediocrity" chronicled in 1983 in A Nation at Risk." According to Wolk, the report "misdiagnosed the problem," and the "major assumptions on which current education policy...have been based are either wrong or unrealistic." Those assumptions are that "the best way to improve student performance and close achievement gaps is to establish rigorous content standards;" that "standardized-test scores are an accurate measure of student learning;" that highly-qualified teachers should be placed in every classroom; that the U.S. "should require all students to take algebra in the 8th grade and higher-order math in high school" and that "the student-dropout rate can be reduced by ending social promotion."

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Wednesday, April 15, 2009

Assembly Democrats Outline Tax Day Reality Check

SACRAMENTO - Against the backdrop of empty school desks, Assemblymembers Noreen Evans (D-Santa Rosa), John A. Pérez (D-Los Angeles), Lori Saldaña (D-San Diego) and Juan Arambula (D-Fresno) provided an Assembly Democratic Tax Reality Check opposite a so-called “tea party” anti-tax protest outside the Capitol. They also unveiled a 150 foot scroll listing state budget cuts made since 2003 to show that even more severe cuts to schools and other basic programs would be required without the new revenues that were part of the 2009-2010 budget agreement.

“The people of California support teachers and students more than teabags and stunts,” said Evans, Chair of the Assembly Budget Committee. “And I think most Californians are going to ignore sideshows and understand it will take hard work and difficult choices to continue guiding the state through this unprecedented recession.”

“Today’s protestors need a history lesson because they are hijacking the legacy of the Boston Tea Party,” said Pérez, Chair of the Assembly Democratic Caucus. “That historic protest opposed taxation without representation, not taxes. In 2009, the 2/3 budget requirement is the 21st Century equivalent of taxation without representation -- and that’s what the people of California should be working to repeal so a minority can not hold the majority of the state hostage.”

Until February’s bipartisan budget agreement was enacted, California’s budget had only been balanced through cuts. In fact, since 2003, $26.7 billion in cuts have been made across a number of state programs. Each of these cuts was listed on the scroll unveiled today. Click here to view a copy of these cuts and photos of today's event.

“For 30 years California’s per-pupil funding has consistently been below the national average.” said Saldaña, Assembly Speaker pro Tempore. “The people of California want good schools. They want students who can graduate and provide a strong workforce for our business community.”

Schools get the biggest slice, about 40 percent, of California’s state budget. Therefore, the cuts-only approach advocated by anti-tax advocates and their Republican allies to balance California’s budget would inevitably require enormous cuts to education. And, prior to the education cuts that were made in the February budget agreement, California already ranked among the lowest of states in resources devoted to education.

“People outside are protesting money spent for federal economic stimulus,” said Arambula, Chair of the Assembly Budget Subcommittee on Administration. “That federal stimulus is going to be directly responsible for helping unemployed families in my district and families throughout California receive extended unemployment benefits during this unprecedented crisis. That also puts money into local economies through landlords and grocers and clothing stores and so on.”

With recent projections showing a downturn in state revenues and key components of the state’s budget subject to the May 19th special election, Evans noted that the Assembly Democrats will hold a budget summit this Thursday to plot solutions for a number of possible scenarios facing California’s finances in the coming months.

Click on the following links for audio clips from today’s press conference:

Assembly Budget Committee Chair Noreen Evans says tax revenues pay for the programs and infrastructure Californians need and want.

Assembly Budget Committee Chair Noreen Evans says more than $26-billion have been cut from the state budgets over the past few years.

Assembly Budget Committee Chair Noreen Evans says the tax day protestors’ bumper sticker slogans are not the kind of leadership California needs.

Assemblymember John A. Pérez says the super majority two-thirds budget vote requirement has hurt California.

Assemblymember Lori Saldaña says Democrats want to invest in Californian’s children and future.

Assemblymember Juan Arambula says lawmakers have a responsibility to assist those who need help from the state.

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Sunday, April 12, 2009

Educators Should Make Lessons Relevant To Boys, Therapist Says.

USA Today (4/9, Jayson) reports that according to Michael Gurian, a family therapist and author of The Purpose of Boys, "many boys "don't understand what their social roles should be," because they lack proper role models and mentors. In an interview with USA Today, Gurian explained that schools sometimes fail boys because "most teachers are not trained in how boys and girls learn differently." As a result, some "boys check out." Gurian suggests that educators can bring boys "back to education by making [lessons] relevant to them and" by focusing more on "service learning and vocational education." Regarding single-sex education, Gurian says that while does not promote it, he does admit that it can work well "in the inner city where [many] boys are being raised without dads." Creating "healthy boy environments" in those areas can help boys "learn better" and may encourage them to stay in school "and get better grades."

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Reports Draw Conflicting Conclusions About Teacher Pay.

The Orange County (CA) Register (4/10, Martindale) reports that "as communities across Orange County and the nation debate whether teachers should take a pay cut this year to soften the blow of school funding shortfalls, the question that inevitably arises is whether they are overpaid or underpaid for what they do." Many teachers "point out [that] they make less money than they would doing comparable jobs," but "detractors argue the profession requires only 10 months of work a year and offers lucrative benefit and retirement packages." The Orange County Register notes "a 2005 report by economists at the University of Missouri at Columbia," which concluded that teachers' salaries "'compare favorably to those in many other professions,' based on weekly earnings." But a report released last year by the Economic Policy Institute in Washington, D.C., "found that K-12 public school teachers earned on average 15 percent less per week than comparable workers in 2006." And "after adjusting for their non-wage benefits, they still faced a 12 percent disadvantage, according to the report."

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Friday, April 03, 2009

NCLB Rules Would Grant Schools Credit For Students Graduating Late.

Education Week (3/31, Gewertz) reported, "Federal regulations have opened a door that allows schools to get credit under the No Child Left Behind Act for students who take longer than four years to earn a high school diploma." Under "regulations issued last October" by then US Education Secretary Margaret Spellings, states can "apply for permission to use one or more 'extended year' rates alongside their respective four-year rates." This "would allow the states to get some credit" under No Child Left Behind "for students who took five or more years to complete high school. U.S. Secretary of Education Arne Duncan has not yet announced "whether he would change the regulations." But he has said that limiting states to a four-year rate may "create some unintended consequences." Education groups, meanwhile, "are trying to figure out a 'next-generation' accountability system that delivers the right pressure and credit to high schools, and the right opportunities to students."

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High School Staff To Be Trained On Effects Of Race, Privilege On Student Achievement.

The Evanston (IL) Roundtable (4/1, Berkson) reports that "in an effort to gather information from administrators, teachers, parents, and students" at Evanston Township High School (ETHS) "concerning their beliefs about the causes and solutions for racial disparities in achievement," the California-based Pacific Educational Group (PEG) "met with 16 focus groups over a two-day period in January." Evanston staff presented the PEG's report "to the Board on March 23." Superintendent Eric Witherspoon plans to "begin a staff development project in the fall of 2009 to consider the effect that race and privilege have on student achievement in the District, with the goal of building a leadership team of 35-40 people charged with the responsibility of expanding discussion and training on the topic to the entire ETHS community." The Evanston Roundtable provides details about findings included in the PEG's report.

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Schools Should Bypass "Education Fads," Teach Basics, Columnist Writes.

In an opinion piece for the Marietta (GA) Daily Journal (4/1) columnist Don McKee writes, "Cobb school board chairman Dr. John Abraham says he is in favor of using the latest education-ese fad of numbers instead of letters for grades." McKee explains, "Under this 'standards-based' fad, 3 means a child 'is consistently meeting the standard,' 2 equals 'progressing towards meeting the standard,' and 1 means 'minimum progress.'" And no student's "work is deemed 'unsatisfactory.'" Some parents have complained that "3-2-1" does not include the equivalent of an "excellent" grade. So "school administrators have decided to add a new grade of 3+ to indicate 'exceeds standards.'" According to McKee, "there's money to be made in education fads," which began "back in the 1980s with 'outcomes-based' education, later repackaged as 'performance-based' education. The fad flopped, followed by the new version known as 'standards-based' education." He concludes, "We need to go back to basics - teaching reading, writing, and arithmetic."

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Monday, March 30, 2009

Healthcare For ALL!

Tuesday, March 24, 2009

Black and White Day is May 15, 2009



Help Nature Nic's Efforts to Save the Tasmanian Devil!

This is Nature Nic, from Australia. If you click on his picture, you can visit his website dedicated to helping Tasmanian Devils.

For three years, Nic has organized Black and White Day to help call attention to and to educate people about Devil Facial Tumor Disease (DFTD), a fatal condition in Tasmanian devils, characterized by cancers around the mouth and head. The Tasmanian Devil is already an endangered species and DFTD could lead to Tasmanian Devils being found only in zoos — or even to extinction.

Since its beginning in 2007, Black and White Day has raised over $50,000 for Tasmanian Devils. At the Black and White Day website you can click on the Getting Involved tab to register your school or classroom to participate. What a great interdisciplinary activity this could be for elementary and middle school students!

"Just because you're a little kid doesn't mean you can't make a difference!" — Nature Nic


Why not check out http://www.blackandwhiteday.com.au/index.html and GET INVOLVED?!!?

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US Education Leaders Learn From Singapore's Teacher Policies

The Christian Science Monitor (3/24, Khadaroo) reports that Steve Paine, superintendent of schools in West Virginia, visited Singapore last spring "with other education leaders to see what makes schooling in the city-state so successful, particularly in math and science." He learned that "only the top third of secondary-school graduates in Singapore can apply for teacher training." And "each year, teachers take an additional 100 hours of paid professional development," spending "substantial time outside the classroom to plan with colleagues." In addition, teachers in Singapore are paid as well as professionals in the fields of science and engineering, "according to a report by the Council of Chief State School Officers (CCSSO) and Pearson, the groups that organized the Singapore conference for representatives from 13 nations."

Sunday, March 22, 2009

CTA Votes to Support Propositions 1A-1F -- Initiatives Help Restore Critical Funding to Students, Schools and Colleges

San Pablo Educator Elected CTA Secretary-Treasurer

March 22, 2009

LOS ANGELES – Recognizing that all the ballot propositions are inextricably tied together and important to begin repaying some of the billions of dollars in cuts to public schools, as well as helping to protect students, education, health care and public safety programs from even deeper budget cuts, the California Teachers Association is supporting Propositions 1A-1F in the May 19 special election. The CTA State Council of Education, the union’s top governing body comprised of more than 800 democratically elected educators from across the state, voted today to support all six initiatives at its quarterly meeting in Los Angeles.

“Passing these initiatives will help restore critical funding needed for our students, schools and colleges,” said David A. Sanchez, president of the 340,000-member CTA. “The repayment of some of the money cut from education will allow local school districts to restore student programs, reduce class sizes and rehire educators who have been laid off. Many of these initiatives, especially Propositions 1A and B, are dependent on each other and if they fail, the state is back to square one in trying to balance the budget and our schools could face even deeper cuts.”

Propositions 1A and 1B would work together to repay public education $9.3 billion.

Proposition 1A is intended to put the brakes on the state budget roller coaster and prevent deep cuts in bad economic years. It requires the state to direct 3 percent of general fund revenues into a rainy day fund each year until the fund reaches 12.5 percent. Part of the money from this fund would be used to begin repaying some of the money cut from public schools and community colleges.

Proposition 1B establishes a repayment plan to ensure schools are repaid the $9.3 billion they are owed under the minimum school funding law.

Proposition 1C will provide $5 billion in new revenues to help close the budget deficit without raising taxes by allowing the lottery to add new games.

Propositions 1D and 1E temporarily redirect money from tobacco taxes and the Mental Health Trust Fund to pay for children’s health care and other social services over the next two years.

Proposition F prohibits state legislators, the governor and other state politicians from getting pay raises whenever the state budget is running a deficit.

The State Council of Education also elected San Pablo elementary school teacher Gail Mendes as Secretary-Treasurer. Mendes, who is past president of the United Teachers of Richmond, teaches fourth grade at Bayview Elementary School. A veteran educator for more than 30 years, Mendes has also taught preschool, special education and adult education. She served on State Council and the CTA Budget Committee. Mendes will assume office on June 26, 2009.

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Friday, March 13, 2009

Teacher, Support Staff Salaries Increase By 4.9 To 13.1 Percent In Massachusetts District

Massachusetts' Southborough Villager (3/13, Jordan) reports, "With a close eye on the town's tight finances, the School Committee Wednesday night gave the public a look at next year's proposed $16.2 million budget." According to Northborough-Southborough "Superintendent Charles Gobron...the committee's budget priorities included preserving student-teacher ratios, maintaining facilities, funding high-priority items and meeting technology goals." The proposal represents a four percent increase in funding for day programs, and a 1.4 percent decrease in special education funding. "Contracted teacher salary increases for regular day programs were up 4.9 percent next year, while teacher specialist and substitute teacher budgets rose 13.1 percent and 11.1 percent, respectively. Under special education, four aides were cut saving $28,388. Those positions will be lost through attrition."

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Teacher-Student Rapport Seen As Key To improving Education

In an opinion piece for the New York Times (3/13, A27), columnist David Brooks wrote, "In his education speech this week, Barack Obama retold a by-now familiar story. When he was a boy, his mother would wake him up at 4:30 to tutor him for a few hours before he went off to school. When young Barry complained about getting up so early, his mother responded: 'This is no picnic for me either, Buster.'" Brooks says that "the reform vision" for education that Obama "sketched out in his speech" this week "flows from that experience. The Obama approach would make it more likely that young Americans grow up in relationships with teaching adults." According to Brooks, in education, "what matters most is the relationship between one student and one teacher."

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Wednesday, March 11, 2009

Support Obama's Healthcare Plan!

Please watch -- and listen to the whole video!


Monday, March 09, 2009

President Obama's Weekly Address, 3/7/09

Increasing Numbers Of School Districts In California Switching To Single-Track Calendars

California's Riverside Press Enterprise (3/9, Johnson) reports, "Faced with shrinking enrollment and in search of ways to cut costs, more Inland school districts are switching from multi-track to single-track calendars." For instance, "when the Colton Joint Unified School District announced last month it had selected six elementaries to make the switch this school year, officials cited the savings -- more than $840,000 -- and the academic pluses." One benefit of the single-track calendar is that "breaks are shorter," which may prevent "'summer brain drain,' where students forget materials they have learned," according to Fred Yeager, "assistant director of the California Department of Education's school facilities planning division." Yeager also said that "as school enrollment declines throughout the state, "districts have more classroom space available to make the switch. Funding for new schools and renovations also plays a role," Yeager added. "In the past decade, school districts have put more than $50 billion into school construction."

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Sunday, March 08, 2009

Teaching Said To Be "Extremely Specialized"

In an opinion piece for Arkansas' Hometown News (3/4), elementary school principal Tracey Montgomery wrote that after teachers receive data from "beginning-of-the-year assessments" that are administered in the fall, they use the "information gathered to design a specialized plan for instruction. Teachers will often teach a short lesson to the whole group. Then the students will take the key learning and apply it at their individual level." Then, "at semester the teachers administer another set of formal assessments." They also "gather data informally through anecdotal records and collections of work samples. Both sets of this information are used to analyze growth." Teachers then brainstorm ways to help students who are "is not progressing at the appropriate pace" catch up. Montgomery concludes, "Teaching has become extremely specialized," and "teachers show through their actions that they believe, 'To treat each person fairly, we must treat each person individually.'"

From the Education Weekly Quality Counts 2009 report, cited in the post below, you can see that, in per-pupil spending, Arkansas ranked #28 (spending $9756 per student) while California ranked #47 (spending $7571 -- NEARLY $2200 PER STUDENT LESS THAN ARKANSAS!!!)

California's Race to the Bottom in Education Spending

California continues to lose ground in per-pupil spending, now ranking 47th in the nation, and trailing the national average by nearly $2400 per student.


*Per-Pupil Expenditures (PPE), adjusted for regional cost differences, based on 2006-07 school year. Education Week excluded Washington DC and Hawaii from their rankings because they are single-jurisdiction states.
State PPE* Rank
Vermont $15,139 1
Wyoming $14,126 2
New Jersey $13,238 3
New York $13,064 4
Maine $12,985 5
Rhode Island $12,478 6
Alaska $12,090 7
Connecticut $11,885 8
Montana $11,660 9
Massachusetts $11,545 10
Delaware $11,426 11
Pennsylvania $11,252 12
District of Columbia $111,193 13
New Hampshire $11,169 14
West Virginia $11,150 15
Nebraska $11,023 16
North Dakota $10,885 17
Wisconsin $10,529 18
Hawaii $10,426 19
South Dakota $10,223 20
Kansas $10,216 21
Ohio $10,119 22
Maryland $10,088 23
Indiana $10,053 24
Iowa $9,977 25
National Average $9,963 N/A
Michigan $9,809 26
Louisiana $9,787 27
Arkansas $9,756 28
New Mexico $9,525 29
Minnesota $9,476 30
Oregon $9,460 31
Missouri $9,146 32
South Carolina $9,008 33
Illinois $8,829 34
Alabama $8,769 35
Georgia $8,754 36
Virginia $8,725 37
Kentucky $8,681 38
Mississippi $8,636 39
Colorado $8,514 40
Florida $8,437 41
Oklahoma $8,255 42
Idaho $8,034 43
North Carolina $7,835 44
Washington $7,688 45
Tennessee $7,620 46
California $7,571 47
Texas $7,561 48
Nevada $7,213 49
Arizona $7,112 50
Utah $5,964 51

Source: Education Weekly Quality Counts 2009

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One-Fourth Of Nation's Kindergartners Are Hispanic, Census Data Reveals.

The AP (3/4, Yen) reported, "Roughly one-fourth of the nation's kindergartners are Hispanic, evidence of an accelerating trend that now will see minority children become the majority by 2023. Census data released Thursday also showed that Hispanics make up about one-fifth of all K-12 students." Also, "in colleges, Hispanics made up 12 percent of full-time undergraduate and graduate students, two percent more than in 2006. Still, that is short of Hispanics' 15 percent representation in the total U.S. population." President Obama "is channeling billions of federal dollars to improve schools, reduce the dropout rate and make college more affordable by increasing the maximum Pell Grant for low-income students to $5,550. Yet his administration has been sketchy when it comes to improving classroom performance and overhauling [NCLB]."

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Tuesday, March 03, 2009

Teen driver safety program looks to engage students and save lives

All it takes sometimes is a second of distraction fiddling with a cell phone or iPod behind the wheel to propel a driver into a serious, life-altering car accident. In a society as technology geared up as ours, with every manner of electronic and mechanical gadgetry at our fingertips, driver distraction is becoming a very real issue. And the greatest offenders, it’s no surprise, are those with the least amount of driving experience: teenagers.

Statistics show that motor vehicle accidents are the leading cause of death for 16 to 19-year-olds, accounting for 40% of all teen deaths. The Impact Teen Drivers Fund was created as a nonprofit awareness and education program to bring attention to teen driving behavior and choices. The idea for the Impact Team Drivers campaign came about through a partnership that includes educators, the California Association of Highway Patrolman, California Casualty and CTA, among others.

Says George Brown, senior vice president of California Casualty, “We realized that we were in a position to truly make a difference by bringing these groups together in a way that had not been done before to provide a life-saving message to teens.”

Impact classroom materials will be distributed to all California public high schools prior to March 9, the beginning of Teen Driving Safety Week as proclaimed in a legislative resolution by Assembly Member Mike Eng (Monterey Park) and state Senator Alan Lowenthal (Long Beach).

Sophomore classes will be given Impact material packets, which include a poster series to display in classrooms, and a DVD with several mini documentaries about the real impact and consequences of distracted driving and an interactive “probability wheel” that calculates the increased risk of certain distracted driving behaviors. The program also reaches out to teens through viral messaging channels, including MySpace, Facebook and a blog.

“Our teachers have the greatest access to teen drivers,” says David A. Sanchez, president of CTA. “We can make a real difference and save lives by educating our students about safe and unsafe driving habits. It is imperative that we deliver this message to California’s teens.”

The materials provided to teachers were specifically designed with the intention to engage teenagers and speak to them from their perspective. “What do you consider lethal?” posters encourage teens to see the correlation between clearly lethal agents – like cobras, floods, cancer, guns – and activities that are seemingly harmless –like texting, eating and applying makeup. The word puzzles demonstrate how otherwise harmless acts can become deadly when mixed with driving a vehicle.

Also included in teacher packets is the accident probability wheel, which calculates how certain everyday activities affect a teen driver’s chances of being in an accident. Using DMV and California Highway Patrol statistics, the wheels three concentric circles can be spun to variables on the chart that display a corresponding percentage of likelihood for accidents due to distraction. For instance, lining up “text messaging” with “adjusting hair and makeup” with “three passengers in your car” will produce a certain percentage of risk towards an accident.

A Real Impact DVD will be enclosed in packets that detail the stories of four California teens involved in fatal car accidents. Impact Teen Drivers also will launch new web resources for teachers to tie the materials into their lessons, with interactive elements and videos, tips for pairings and an interactive wall for people to create their own memorials to remember friends lost in accidents.

“It’s important that we reach new drivers with the tools they need to be safe so they can enjoy the freedom a driver’s license gives them,” says Rick Mattos, president of the California Association of Highway Patrolman. “When we roll up on an accident scene involving a teenager, it’s too late for prevention. We have to get them earlier.”

For more information about Impact, visit Impactteendrivers.org, or call (916) 733-7432. Impact is also on MySpace and Facebook.

Teen Driving Facts

  • The driver fatality rate for 16-year-old drivers is nine times the rate for drivers 30 to 60 years old.
  • One in three teen drivers has an accident in their first year of driving.
  • Teenagers make up 7% of licensed drivers but suffer 14% of fatalities.
  • A16-year-old soccer player has had about 1500 hrs of coached soccer practice, but only 50 hours of driving practice before getting their license.
  • There is no in-car driver training in the high school system of 25 states, including California.

Sunday, March 01, 2009

President Obama's Weekly Address, 2/28/09

Wednesday, February 25, 2009

L.A. Times, Steve Lopez Editorial:
Californians cling to easily dispelled tax myths

February 25, 2009

Seems like only yesterday that I was at the Orange County fairgrounds to watch Arnold Schwarzenegger drop a wrecking ball on a car, symbolically crushing the auto tax to the delight of supporters who never asked how the governor-to-be might cover the lost revenue.

Since then, he's continued to put that wrecking ball to use, crushing one campaign promise after another.

But not until the governor signed on to raising taxes, including the car tax, did GOP leaders and good citizens get angry, vowing to go after not just Arnold but any Republican legislators who voted with him on a budget that includes the new revenues.

It didn't matter that state services of every type were threatened from Chico to Chula Vista, that the bus was headed for the cliff, that inmates were packing their bags for early release, or that firing every state employee wouldn't have balanced the budget without new revenue.

All that mattered were taxes.

"California has the highest taxes in the country," a reader named Mary wrote to me.

"I guess it's our patriotic duty, as residents of California, to pay the highest taxes (or close to it) in the country, for the most incompetent government in any state," wrote Art.

Most incompetent government? We're probably in the running, but two other states I've lived in were at least as screwed up, with Pennsylvania actually taking pride in its monumental incompetence.

As for the claim that Californians pay the highest taxes of any state or close to it, I'm sorry to disappoint, given the great joy so many people seem to derive from hyperventilating.

But we're not even close.

"We're 17th," said Jean Ross, executive director of the nonpartisan California Budget Project.

That means the residents of 16 states pay higher taxes than Californians.

In an April 2008 report by Ross' group, California is called a "moderate tax state" based on the latest available figures. The report includes state and local taxes of all types in its computation, and rankings are based on taxation as a percentage of personal income. We tend to be higher on income taxes and lower on property taxes, Ross told me. We're also low on taxes for fuel and alcohol.

Given that we've just been handed a tax increase, I asked Ross if we'd be moving up in the rankings.

Impossible to know, she said, because other states are also being forced to raise taxes, so it'll take a while to settle out. She also said she hadn't yet computed whether the federal tax cut that's coming our way would nullify California's tax increase for some people.

"We've been fairly constant over the last decade," Ross said. "We might go up one rank and then down one rank from year to year. But over a period of time, we've been right about in the same place."

Look, nobody can be very happy about forking over an even bigger chunk of their earnings in taxes, especially at a time when jobs are being lost in droves, nest eggs are shrinking and foreclosures mounting. People have a right to be ticked off about false promises from politicians, and in this disastrous economy, they have every reason to be scared.

As for those who write me constantly, asking why I don't go back to Mexico and take all the illegal immigrants with me, I'm afraid that wouldn't be enough to balance the budget.

As my colleague George Skelton pointed out in a recent column, illegal immigrants cost the state several billion dollars a year in services, and that's far less than our budget shortfall.

And even if it would solve things, how practical is it for one state to address the federal failure on immigration reform? How many billions would it cost to round up and deport everyone? And how many industries would go belly up without cheap labor?

Don't get me wrong. I'm no apologist for Sacramento, where Democrats take care of labor unions in return for campaign donations and Republicans carry water for corporations, with working taxpayers footing the bill on both accounts. But if you want to blow a gasket, there are better targets than a tax hike that might move us from 17th in the nation to 15th.

Does it make sense that on the same street in any California town, one resident pays $3,000 in property taxes while the owner of an identical house pays $20,000, thanks to Prop. 13?

Does it make sense that businesses got a huge tax break in last week's budget deal while working blokes got smacked? Between 2001 and 2005, according to Ross' group, the net personal income of California taxpayers increased 22.7% while net corporate profits in the state increased -- watch the blood pressure, now -- 557%.

California's business taxes are among the highest in national rankings. But companies benefit from a large workforce, a huge pool of customers and access to venture capital, said Jed Kolko of the Public Policy Institute of California. He's in the midst of a study that is debunking the claim that businesses are leaving the state in droves.

"We found that very few businesses either leave or enter the state," said Kolko. "California's job growth is pretty consistently at, or a little above, the U.S. average."

Don't you hate when facts get in the way of so many good myths?

Yeah, taxes are a drag, and we should get more for our money. But from a global perspective, if you sleep under a roof, drive a car on a paved road, drink safe water and can attend school, you're relatively rich.

Speaking of rich, the wealthiest nation in history is fighting simultaneous wars in two of the most impoverished countries in the world, to no apparent benefit. No state is paying more in tax dollars for those wars than California, and no state has lost more soldiers.

Where's Howard Jarvis when you need him?

steve.lopez@latimes.com

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President Obama Addresses Congress, 2/24/2009

Tuesday, February 24, 2009

More Than 14,000 California Teacher Pink Slips Issued – CTA Fights Back With Statewide Day of Action

Visit http://www.pinkfriday09.org/ to See How Educators and Public Education Supporters Are Mobilizing For March 13, ‘Pink Friday’ Events

February 24, 2009

BURLINGAME – Mobilizing against public school cuts and more than 14,000 educator pink slips already issued by school districts statewide, the California Teachers Association recently launched a new social networking website where educators are blogging, receiving text message alerts, posting videos and promoting a March 13 day of protest against layoffs. The severe cuts are the result of more than $11 billion in new state budget education funding cuts.

Visit http://www.pinkfriday09.org/ today and often to find out how to participate in a nearby Pink Friday event.

“The new state budget makes what is the largest single budget cut ever made to public education in California,” said David A. Sanchez, president of the 340,000-member CTA. “Our Pink Friday website is one of many ways we are fighting back and building communities of public school advocates. The website’s focus is on March 13, the deadline for issuing preliminary pink slips to educators, but it is our hope that its users will remain active supporters of public schools and help us stop California’s race to the bottom in education funding.”

The user-friendly site provides a way for the public to stand up for public schools – and it’s a resource for media covering school cuts in California, which ranks 47th in the nation in per-pupil spending. Watch videos featuring CTA President Sanchez warning about the impacts of cuts – or a teacher in New Haven Unified in Alameda County who is going door-to-door to discuss how cuts hurt communities. Media can find information about upcoming school cuts protests statewide, including in El Segundo, Manteca, Pomona, Castro Valley, Fullerton, Santa Maria and Bakersfield. Check back often as events have only just begun to be posted.

The massive education cuts of $11.6 billion over the next 17 months to K-12 schools alone are equivalent to laying off more than 165,000 teachers, or closing California’s public schools for 40 days. Funding for California’s community colleges will be cut by more than $230 million, and our universities will take a 10 percent funding hit. K-12 class sizes will increase, vital programs will be eliminated and more qualified students will find the doors of higher education closed. For more budget information, also visit http://www.cta.org/.

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The 340,000-member CTA is affiliated with
the 3.2 million-member National Education Association.

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Monday, February 23, 2009

Did You Know?

Some Students Think They Must Break Rules To Succeed In School, Survey Shows

The Denver Post (2/21, Pankratz) reported that, according to a survey "conducted on behalf of Junior Achievement by the Opinion Research Corp.," many "American teenagers believe they need to break the rules to succeed in school yet claim they'll make ethical business decisions when they join the workforce." Survey respondents included "179 youths from the western region of the United States." Of those students, "16 percent said they sometimes cheat on a test." And 76 percent of those students "said they cheat to succeed, 59 percent said they do it because of pressure from parents to succeed and 21 percent because 'everyone does it.'" Furthermore, 38 percent of students "think that [they] have to break the rules at school to succeed."

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Saturday, February 21, 2009

President Obama's Weekly Address, February 21, 2009

Thursday, February 19, 2009

State Budget Hands Schools Single, Biggest Cut Ever and Will Impact an Entire Generation of Students

CTA President David A. Sanchez Released the Following Statement:

February 19, 2009

“While we may be in the midst of uncertain economic times, what is certain is how the state’s adopted education cuts of more than $11 billion will play out in our schools, colleges and universities. Class sizes will increase, thousands of educators will be laid off, critical student programs will be eliminated, and qualified students will be turned away from a higher education. These cuts will impact an entire generation of children and escalate California’s race to the bottom in education funding.

“It’s good that a budget was passed, but let’s be clear, K-12 schools will be taking more than 50 percent of the adopted cuts. This is the largest single budget cut ever to public education in California. Our universities are also taking a 10 percent cut, forcing another hike in student fees, and making it difficult for many students to afford tuition. These cuts send the wrong message to our students, their parents, our communities, and our country. An investment in our children’s future now will make sure they prosper in the future.

“The compromise budget plan does correct the attempted unlawful manipulation of the minimum school funding law by placing an initiative on the special election ballot to repay the more than $9 billion owed to education over several years. The restoration of this money will be critical to the future of our public schools. Equally important, the plan also protects the state’s successful Class Size Reduction program from complete elimination, allowing local school districts to continue smaller class sizes in kindergarten through third grade.

“This budget process has certainly been disappointing and frustrating for everyone. The need for reform is clear, but we commend the governor, Assembly Speaker Karen Bass, Senate President pro Tem Darrell Steinberg, and particularly Senator Abel Maldonado for having the courage to support revenue increases. CTA will be reviewing all of the budget details and proposed initiatives for the May special election.”

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The 340,000-member CTA is affiliated with
the 3.2 million-member National Education Association.

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Wednesday, February 18, 2009

SacBee Editorial: Do GOP senators value no-tax vow more than their oath of office?

For observers outside the Capitol bubble, California's free-fall toward the abyss must seem baffling.

For weeks, lawmakers have known the state was running out of money.

The governor and others have warned that, without a fix in the current-year budget, the state would be forced to lay off state employees and suspend infrastructure projects, putting more people out of work.

Yet as of late Tuesday night, lawmakers still hadn't enacted a partial fix to the $40 billion shortfall, even after the governor began shutting down 276 public works projects and sent layoff notices to thousands of state workers.

It is not as though some state leaders haven't tried to pull the state from the brink.

State Senate Pro Tem Darrell Steinberg, Senate Republican leader Dave Cogdill, Assembly Speaker Karen Bass, Assembly Republican leader Mike Villines and Gov. Arnold Schwarzenegger have all made concessions on a deal to bridge most of the $40 billion gap.

This compromise includes tax increases that Villines and Cogdill would normally oppose and cuts to the state's safety net that Steinberg and Bass abhor. It also includes hard limitations on future spending – a longtime goal of Republicans.

The deal would have become law days ago if California, like other states, permitted a majority vote to pass a budget or raise taxes. Sadly, that is not the case. Because of the state's two-thirds vote requirement, a handful of Republican senators have blocked passage, even with polls showing that Californians are willing to support tax increases.

This page is no fan of the secretive "Big Five" process that produced this compromise, so we understand why some GOP senators have criticized it. But let's be real: Republican senators are not trying to kill this deal – details of which have been public for several days – because of its closed-door origins. Most are opposing it because far-right bloggers and radio hosts are threatening to recall Republicans who vote for a tax increase.

When senators are sworn into office, they take an oath that commits them to uphold the Constitution and "faithfully discharge the duties upon which I am about to enter." That oath overrides all other pledges they might make.

Some Senate Republicans are now claiming that the size of the proposed sales tax increase is excessive and could cost thousands of jobs. This is a reasonable point to debate.

But when Republicans stick stubbornly to their no-tax pledges, they close off the chance to press for alternatives, even as they complain that Democrats don't take them seriously.

To their credit, Villines and Cogdill have grasped this reality, and they've used it to seek concessions from Democrats. Steinberg and Bass reluctantly agreed to an airtight "rainy day" fund lawmakers could no longer raid. They also agreed to cuts opposed by unions, looser pollution rules sought by the construction industry and a redirection of funds from Proposition 10, the ballot initiative that taxed tobacco to finance preschool programs.

There are provisions in this deal we oppose, including the environmental rollbacks, the borrowing and the deep cuts to higher education. But the risk to the state of further delays outweighs those concerns. Republican senators need to recognize that risk. If they don't, they are choosing to join an organized effort to push the state into insolvency. That's not only a reckless strategy. It's a violation of their oath of office.

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Children are always the only future the human race has;

Teach them well.

Saturday, February 14, 2009

President Obama's Weekly Address, February 14, 2009

Schools Create Jobs

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Sunday, February 08, 2009

President Obama's Weekly Address, February 7, 2009

Wednesday, February 04, 2009

California Schools Chief Jack O'Connell Delivers 2009 State of Education Address

Outlines Proposals to Help Schools Survive State's Economic Crisis
(Click title, above, to view his address — uses Windows Media Player)

SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell today delivered his sixth annual State of Education address. As California grapples with an unprecedented budget shortfall and the nation's economic crisis, O'Connell made the case for school-funding reform and increased investment in public education as keys to California's economic recovery. O'Connell also urged educators and policymakers to continue the focus on closing the achievement gap even as schools prepare for staggering cuts in funding.

"The state of public education in California is precarious," O'Connell said. "Beyond the immediate crisis and even more alarming to me is the long-term future of our common education system. If we continue down the road we are on, our public schools and our state itself face certain, perhaps irreparable, damage."

"Downturns like this hit the most vulnerable among us the hardest," O'Connell said. "Sadly this comes after a long-term California focus on closing achievement gaps is now just starting to show modest progress. Let me be crystal clear, all of our progress as a high-expectation state is at-risk unless we commit ourselves now to being innovative, flexible, and focused as never before. It is time for us to prioritize and to focus on things we know are working to close the achievement gap and help all students succeed."

As an example of his call for thinking differently, O'Connell announced that he has ordered the California Department of Education (CDE) to immediately suspend all non-mandated on-site district monitoring visits. CDE typically conducts monitoring visits every year for a quarter of all districts in the state to ensure that fiscal and program requirements are being met. O'Connell has directed CDE staff to use the time and resources saved from not conducting on-site reviews to conduct a top-to-bottom review of the compliance monitoring system.

"I want to see a redesigned system that will focus the greatest attention on those schools that need the most assistance. It should be based on student achievement results, not bureaucratic agendas," O'Connell said, pledging to work with Senate President pro Tempore Darrell Steinberg, Assembly Speaker Karen Bass, and U.S. Education Secretary Arne Duncan to seek more flexibility in the way California monitors and requires state and federal funding to be spent.

O'Connell also has announced that he has suspended the California School Technology Survey, which will save many hours of work for teachers and administrators. In addition, he has directed CDE staff to make some data elements optional for the first year of reporting under California's new longitudinal data system known as CALPADS.

‘We cannot eliminate federal reporting, and we will not eliminate critical data needed to asses the achievement gaps — such as graduation or dropout rates. But I have asked my staff to find relief for school districts by making some data elements this first year optional, rather than required," he said. "We have worked long and hard to finally reach this juncture of having a longitudinal data system. While we must not turn back the clock on its implementation, we must be mindful of how much new work school districts can accomplish during these days of fiscal crisis."

To help school districts raise desperately needed funds, O'Connell announced his support for Senate Constitutional Amendment 6 by state Senator Joe Simitian (D-Palo Alto), to lower the threshold for parcel taxes from the current two-thirds majority to 55 percent. O'Connell said that legislative passage of this measure should be tied to any budget agreement that cuts funding to schools. He also announced that he is sponsoring a bill by Assembly member Julia Brownley (D-Santa Monica) to place a major school facilities bond on the next statewide ballot.

"This measure will create jobs," O'Connell said. "It will help stimulate the construction of schools designed for 21st century learning as well as energy efficient high-performing "green" schools that will help tomorrow's students achieve and compete. This economy will recover, and school construction will help to revive it."

O'Connell noted that even with the current challenges, California schools are making progress in improving student achievement. He also provided an update on his plan for addressing the achievement gap, which he outlined in his State of Education speech last year. Please view the detailed update on the progress made on implementing the recommendations from O'Connell's statewide P-16 Council.

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Jack O'Connell — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

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A Strong Middle Class

President Obama's Weekly Address, January 31, 2009

Friday, January 30, 2009

Poll shows that Californians would “most like to protect K-12 public education from cuts” — Governor & state lawmakers consider slashing budget

According to results released today from the PPIC Statewide Survey: “Most Californians (60%) say that of the four major areas of state spending, they would most like to protect K-12 public education from cuts.”

This comes at a time when Governor Schwarzenegger and state lawmakers are considering some of the most drastic cuts ever proposed to public education in California, and our state ranks 47th in the nation in per-pupil spending. In addition, the Governor has proposed an unlawful manipulation of Prop. 98, the voter-approved minimum school funding guarantee, that would shortchange students by an additional $7 billion year after year.

Of the $10.8 billion in additional Prop. 98 cuts proposed by the Governor, $9.7 billion will be cut from K-12 public schools. These cuts are the equivalent of:

  • Shutting down every school across the state for 34 days.
  • Increasing class sizes statewide by over 50%.
  • Reducing per-student spending by more than $1,600.
  • Laying off 240,000 bus drivers, janitors, food service workers, maintenance workers, and other education support professionals.
  • Laying off 140,000 teachers.
  • Cutting more than $41,000 per classroom.
  • Cutting more than $16.4 million per school district (assuming 10,000 students in the school).
  • Eliminating all music, art, sports and career technical education programs statewide, with room to make further cuts to other programs.

The PPIC poll also concludes that “more Californians say they would rather pay higher taxes and have a state government that provides more services than pay lower taxes and have a state government that provides fewer services.”

It’s time that our state’s elected leaders recognize what hard-working Californians clearly already know: these devastating cuts to public education are undermining our state’s future. The Governor and lawmakers have a responsibility to raise the revenues necessary to provide all students with the quality education they deserve.

The Education Coalition represents more than 2.5 million teachers, parents, administrators, school board members, school employees and other education advocates in California. For more information, please visit the web site at http://www.protectourstudents.org/.

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Monday, January 26, 2009

President Obama's Weekly Address, January 24, 2009

The Ones Who Walk Away From Omelas

by Ursula K LeGuin - from The Wind's Twelve Quarters

With a clamor of bells that set the swallows soaring, the Festival of Summer came to the city Omelas, bright-towered by the sea. The ringing of the boats in harbor sparkled with flags. In the streets between houses with red roofs and painted walls, between old moss-grown gardens and under avenues of trees, past great parks and public buildings, processions moved. Some were decorous: old people in long stiff robes of mauve and gray, grave master workmen, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance. Children dodged in and out, their high calls rising like the swallows' crossing flights over the music and the singing. All the processions wound towards the north side of the city, where on the great water-meadow called the Green Fields boys and girls, naked in the bright air, with mud-stained feet and ankles and long, lithe arms, exercised their restive horses before the race. The horses wore no gear at all but a halter without bit. Their manes were braided with streamers of silver, gold, and green. They flared their nostrils and pranced and boasted to one another; they were vastly excited, the horse being the only animal who has adopted our ceremonies as his own. Far off to the north and west the mountains stood up half encircling Omelas on her bay. The air of morning was so clear that the snow still crowning the Eighteen Peaks burned with white-gold fire across the miles of sunlit air, under the dark blue of the sky. There was just enough wind to make the banners that marked the racecourse snap and flutter now and then. In the silence of the broad green meadows one could hear the music winding throughout the city streets, farther and nearer and ever approaching, a cheerful faint sweetness of the air from time to time trembled and gathered together and broke out into the great joyous clanging of the bells.

Joyous! How is one to tell about joy? How describe the citizens of Omelas?

They were not simple folk, you see, though they were happy. But we do not say the words of cheer much any more. All smiles have become archaic. Given a description such as this one tends to make certain assumptions. Given a description such as this one tends to look next for the King, mounted on a splendid stallion and surrounded by his noble knights, or perhaps in a golden litter borne by great-muscled slaves. But there was no king. They did not use swords, or keep slaves. They were not barbarians, I do not know the rules and laws of their society, but I suspect that they were singularly few. As they did without monarchy and slavery, so they also got on without the stock exchange, the advertisement, the secret police, and the bomb. Yet I repeat that these were not simple folk, not dulcet shepherds, noble savages, bland utopians. There were not less complex than us. The trouble is that we have a bad habit, encouraged by pedants and sophisticates, of considering happiness as something rather stupid. Only pain is intellectual, only evil interesting. This is the treason of the artist: a refusal to admit the banality of evil and the terrible boredom of pain. If you can't lick 'em, join 'em. If it hurts, repeat it. But to praise despair is to condemn delight, to embrace violence is to lose hold of everything else. We have almost lost hold; we can no longer describe happy man, nor make any celebration of joy. How can I tell you about the people of Omelas? They were not naive and happy children--though their children were, in fact, happy. They were mature, intelligent, passionate adults whose lives were not wretched. O miracle! But I wish I could describe it better. I wish I could convince you. Omelas sounds in my words like a city in a fairy tale, long ago and far away, once upon a time. Perhaps it would be best if you imagined it as your own fancy bids, assuming it will rise to the occasion, for certainly I cannot suit you all. For instance, how about technology? I think that there would be no cars or helicopters in and above the streets; this follows from the fact that the people of Omelas are happy people. Happiness is based on a just discrimination of what is necessary, what is neither necessary nor destructive, and what is destructive. In the middle category, however--that of the unnecessary but undestructive, that of comfort, luxury, exuberance, etc.--they could perfectly well have central heating, subway trains, washing machines, and all kinds of marvelous devices not yet invented here, floating light-sources, fuelless power, a cure for the common cold. Or they could have none of that: it doesn't matter. As you like it. I incline to think that people from towns up and down the coast have been coming to Omelas during the last days before the Festival on very fast little trains and double-decked trams, and that the trains station of Omelas is actually the handsomest building in town, though plainer than the magnificent Farmers' Market. But even granted trains, I fear that Omelas so far strikes some of you as goody-goody. Smiles, bells, parades, horses, bleh. If so, please add an orgy. If an orgy would help, don't hesitate. Let us not, however, have temples from which issue beautiful nude priests and priestesses already half in ecstasy and ready to copulate with any man or woman, lover or stranger, who desires union with the deep godhead of the blood, although that was my first idea. But really it would be better not to have any temples in Omelas--at least, not manned temples. Religion yes, clergy no. Surely the beautiful nudes can just wander about, offering themselves like divine souffles to the hunger of the needy and the rapture of the flesh. Let them join the processions. Let tambourines be struck above the copulations, and the gory of desire be proclaimed upon the gongs, and (a not unimportant point) let the offspring of these delightful rituals be beloved and looked after by all. One thing I know there is none of in Omelas is guilt. But what else should there be? I thought at first there were no drugs, but that is puritanical. For those who like it, the faint insistent sweetness of drooz may perfume the ways of the city, drooz which first brings a great lightness and brilliance to the mind and limbs, and then after some hours a dreamy languor, and wonderful visions at last of the very arcane and inmost secrets of the Universe, as well as exciting the pleasure of sex beyond all belief; and it is not habit-forming. For more modest tastes I think there ought to be beer. What else, what else belongs in the joyous city? The sense of victory, surely, the celebration of courage. But as we did without clergy, let us do without soldiers. The joy built upon successful slaughter is not the right kind of joy; it will not do; it is fearful and it is trivial. A boundless and generous contentment, a magnanimous triumph felt not against some outer enemy but in communion with the finest and fairest in the souls of all men everywhere and the splendor of the world's summer: This is what swells the hears of the people of Omelas, and the victory they celebrate is that of life. I don't think many of them need to take drooz.

Most of the processions have reached the Green Fields by now. A marvelous smell of cooking goes forth from the red and blue tents of the provisioners. The faces of small children are amiably sticky; in the benign gray beard of a man a couple of crumbs of rich pastry are entangled. The youths and girls have mounted their horses and are beginning to group around the starting line of the course. An old woman, small, fat, and laughing, is passing out flowers from a basket, and tall young men wear her flowers in their shining hair. A child of nine or ten sits at the edge of the crowd alone, playing on a wooden flute. People pause to listen, and they smile, but they do not speak to him, for he never ceases playing and never sees them, his dark eyes wholly rapt in the sweet, thing magic of the tune.

He finishes, and slowly lowers his hands holding the wooden flute.

As if that little private silence were the signal, all at once a trumpet sounds from the pavilion near the starting line: imperious, melancholy, piercing. The horses rear on their slender legs, and some of them neigh in answer. Sober-faced, the young riders stroke the horses' necks and soothe them, whispering. "Quiet, quiet, there my beauty, my hope..." They begin to form in rank along the starting line. The crowds along the racecourse are like a field of grass and flowers in the wind. The Festival of Summer has begun.

Do you believe? Do you accept the festival, the city, the joy? No? Then let me describe one more thing.

In a basement under one of the beautiful public buildings of Omelas, or perhaps in the cellar of one of its spacious private homes, there is a room. It has one locked door, and no window. A little light seeps in dustily between cracks in the boards, secondhand from a cobwebbed window somewhere across the cellar. In one corner of the little room a couple of mops, with stiff, clotted, foul-smelling heads, stand near a rusty bucket. The floor is dirt, a little damp to the touch, as cellar dirt usually is. The room is about three paces long and two wide: a mere broom closet or disused tool room. In the room, a child is sitting. It could be a boy or a girl. It looks about six, but actually is nearly ten. It is feeble-minded. Perhaps it was born defective, or perhaps it has become imbecile through fear, malnutrition, and neglect. It picks its nose and occasionally fumbles vaguely with its toes or genitals, as it sits hunched in the corner farthest from the bucket and the two mops. It is afraid of the mops. It finds them horrible. It shuts its eyes, but it knows the mops are still standing there; and the door is locked; and nobody will come. The door is always locked; and nobody ever comes, except that sometimes--the child has no understanding of time or interval--sometimes the door rattles terribly and opens, and a person, or several people, are there. One of them may come in and kick the child to make it stand up. The others never come close, but peer in at it with frightened, disgusted eyes. The food bowl and the water jug are hastily filled, the door is locked; the eyes disappear. The people at the door never say anything, but the child, who has not always lived in the tool room, and can remember sunlight and its mother's voice, sometimes speaks. "I will be good," it says. "Please let me out. I will be good!" They never answer. The child used to scream for help at night, and cry a good deal, but now it only makes a kind of whining, "eh-haa, eh-haa," and it speaks less and less often. It is so thin there are no calves to its legs; its belly protrudes; it lives on a half-bowl of corn meal and grease a day. It is naked. Its buttocks and thighs are a mass of festered sores, as it sits in its own excrement continually.

They all know it is there, all the people of Omelas. Some of them have come to see it, others are content merely to know it is there. They all know that it has to be there. Some of them understand why, and some do not, but they all understand that their happiness, the beauty of their city, the tenderness of their friendships, the health of their children, the wisdom of their scholars, the skill of their makers, even the abundance of their harvest and the kindly weathers of their skies, depend wholly on this child's abominable misery.

This is usually explained to children when they are between eight and twelve, whenever they seem capable of understanding; and most of those who come to see the child are young people, though often enough an adult comes, or comes back, to see the child. No matter how well the matter has been explained to them, these young spectators are always shocked and sickened at the sight. They feel disgust, which they had thought themselves superior to. They feel anger, outrage, impotence, despite all the explanations. They would like to do something for the child. But there is nothing they can do. If the child were brought up into the sunlight out of that vile place, if it were cleaned and fed and comforted, that would be a good thing, indeed; but if it were done, in that day and hour all the prosperity and beauty and delight of Omelas would wither and be destroyed. Those are the terms. To exchange all the goodness and grace of every life in Omelas for that single, small improvement: to throw away the happiness of thousands for the chance of happiness of one: that would be to let guilt within the walls indeed.

The terms are strict and absolute; there may not even be a kind word spoken to the child.

Often the young people go home in tears, or in a tearless rage, when they have seen the child and faced this terrible paradox. They may brood over it for weeks or years. But as time goes on they begin to realize that even if the child could be released, it would not get much good of its freedom: a little vague pleasure of warmth and food, no real doubt, but little more. It is too degraded and imbecile to know any real joy. It has been afraid too long ever to be free of fear. Its habits are too uncouth for it to respond to humane treatment. Indeed, after so long it would probably be wretched without walls about it to protect it, and darkness for its eyes, and its own excrement to sit in. Their tears at the bitter injustice dry when they begin to perceive the terrible justice of reality, and to accept it. Yet it is their tears and anger, the trying of their generosity and the acceptance of their helplessness, which are perhaps the true source of the splendor of their lives. Theirs is no vapid, irresponsible happiness. They know that they, like the child, are not free. They know compassion. It is the existence of the child, and their knowledge of its existence, that makes possible the nobility of their architecture, the poignancy of their music, the profundity of their science. It is because of the child that they are so gentle with children. They know that if the wretched one were not there sniveling in the dark, the other one, the flute-player, could make no joyful music as the young riders line up in their beauty for the race in the sunlight of the first morning of summer.

Now do you believe them? Are they not more credible? But there is one more thing to tell, and this is quite incredible.

At times one of the adolescent girls or boys who go see the child does not go home to weep or rage, does not, in fact, go home at all. Sometimes also a man or a woman much older falls silent for a day or two, then leaves home. These people go out into the street, and walk down the street alone. They keep walking, and walk straight out of the city of Omelas, through the beautiful gates. They keep walking across the farmlands of Omelas. Each one goes alone, youth or girl, man or woman. Night falls; the traveler must pass down village streets, between the houses with yellow- lit windows, and on out into the darkness of the fields. Each alone, they go west or north, towards the mountains. They go on. They leave Omelas, they walk ahead into the darkness, and they do not come back. The place they go towards is a place even less imaginable to most of us than the city of happiness. I cannot describe it at all. It is possible that it does not exist. But they seem to know where they are going, the ones who walk away from Omelas.

* * * *
Winner of the Hugo Award, 1974

Tuesday, January 20, 2009

Federal Aid For Abstinence-Only Education Seen As At Risk.

The AP (1/18, Crary) reports, "With the exit of the Bush administration, critics of abstinence-only sex education will be making an aggressive push to cut off federal funding for what they consider an ineffective, sometimes harmful program." Critics say that "several major studies -- including a federally funded review -- have found no evidence that the abstinence-only approach works in deterring teen sex." But "even if federal funding is halted, some states -- such as Georgia -- are determined to keep abstinence programs going on their own, ensuring that this front in the culture wars will remain active." The AP points out that "Obama is considered an advocate of comprehensive sex education, which...includes advice to young people about using contraceptives if they do engage in sexual activity." Still, "supporters of abstinence education...have appealed to Obama to preserve some federal funding for their programs."

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Stimulus To Include Testing, Teacher Quality Stipulations.

USA Today (1/20, Toppo) reports that public schools "are scheduled to receive nearly $142 billion over the next two years" under "Congress' $825 billion economic stimulus plan unveiled last week." That amount exceeds the funds designated for "health care, energy, or infrastructure projects." But in order to receive the money, schools must spend at "least a portion of it on" developing "high-quality educational tests...ways to recruit and retain top teachers in hard-to-staff schools," and "longitudinal data systems that let schools track long-term progress." While some hail the plan's "requirement that states spend a portion of the stimulus cash attracting their best teachers to schools that serve low-income and minority students," others expect that states will not "do much to change how they hire teachers," but will receive funding, nonetheless.

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Monday, January 19, 2009

President-elect Obama's Weekly Address, 1/17/2009

President-elect Obama's Weekly Address, 1/10/2009

Wednesday, January 14, 2009

NEA, AFT and Presidential Inaugural Committee Bring Obama Inauguration to the Classroom

Inauguration Instructional Activities Now Available on NEA Website

WASHINGTON—At the request of the Presidential Inaugural Committee (PIC), the National Education Association (NEA) and the American Federation of Teachers (AFT) worked together to create a series of instructional guides and activities to help teachers across the country bring the 56th Presidential Inauguration to life in their classrooms. The guides are now available at: the NEA website and at the Presdiential Inauguration Committee Official Website.

“It is crucial that our students understand that we are not only living history and making history with this inauguration, but also carrying forward the historical contributions of Dr. Martin Luther King, Jr. and his influence on our incoming 44th president,” said NEA President Dennis Van Roekel. “These important lesson plans will help students understand President-elect Obama's message of a 'sense of unity and shared purpose' into the next four years and beyond.”

The instructional guides, developed jointly by a team of curriculum experts from AFT and NEA, are designed to teach students about the history of Inauguration Day and other historical connections to this particular inauguration. They include information about the 2009 Inaugural schedule of events and background on traditional Inaugural ceremonies. The guides also provide suggestions for supplementing the lessons with discussion topics, films, books and other educational websites.

“The American presidential inauguration is a transformational moment that brings together our collective past and present and our hopes for the future,” said AFT president Randi Weingarten. “It reminds us more clearly than mere words could ever say that power in this country truly rests with the American people. These lesson plans are intended as tools to help teachers and their students live our rich history and build our brighter future. The AFT is proud to have been part of this important project and this historic moment,” Weingarten said.

The lesson guides are divided into three sections: “Learning History," which highlights the evolution of Inaugural events beginning with George Washington’s Inauguration in 1789, “Making History," which lets students follow along with President-elect Obama's swearing in on January 20, and “Living History," which encourages students to continue studying the American Government and the Presidency beyond Inauguration Day. The materials are geared toward students from elementary school to high school, and offer lesson modifications based on the students’ ages.

“We are thrilled to partner with the AFT and NEA to make these lesson plans available to teachers across the country,” said PIC Executive Director Emmett S. Beliveau. “Inauguration Day is rich with tradition and speaks to both our common history and our shared future. We hope that these resources will help inspire students to learn more about this historic day.”

The Presidential Inaugural Committee has committed to making Barack Obama and Joe Biden’s Inauguration the most accessible and inclusive in history, and these lesson plans are just one more way that communities across the country can become involved in this historic event. These lesson plans will help students of all ages feel part of this historic moment in our country.

For more information on NEA’s inaugural activities, please go to: http://www.nea.org/

For the latest information on the 2009 Presidential Inauguration, please visit http://www.pic2009.org/

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The National Education Association is the nation’s largest professional organization, representing 3.2 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators and students preparing to become teachers.

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Thursday, January 08, 2009

Educators Consider How Best To Teach Middle School-Aged Students.

Delaware's The News Journal (1/7, Price) reported that "as graduation requirements continue to rise and test scores continue to plunge, educators across the country are rethinking middle school and how best to teach adolescents at a transitional and volatile age." Ideas for reform include "reducing the number of teachers that each student has...adding special periods dedicated to organizational and study skill," and "showing students the relevance of their education by connecting it to real-world situations." Meanwhile, "some educators suggest middle school should be done away with altogether." To that end, The Red Clay Consolidated School District in Delaware is expanding Brandywine Springs School both elementary and middle school grades. Brandywine principal William Cooke "said the model offers students nine years of continuity and a sense of community. 'It's the same building, the same program and many of the same staff,' he said. 'And those additional years help us get to know the students better.'"

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