From: "Public Education Network" <[EMAIL PROTECTED]> To: PEN Weekly NewsBlast <[EMAIL PROTECTED]> Sent: Thu, 9 May 2002 16:03:14 -0700 Subject: PEN Weekly NewsBlast for May 10, 2002
Public Education Network Weekly NewsBlast "America’s Favorite Free Newsletter on Improving Public Education" *************************************************************************** WHAT’S SO SACRED ABOUT A SCHOOL BOARD? Do we really need school boards? It's not a politically correct question -- anti-democratic, and all that -- but it's not an outlandish one, either. It is hard to support the many totally dysfunctional boards across the country that are involved in nasty political disputes that have little to do with the stewardship of schools. Which brings us back to the question: Why have a school board at all? We don't elect our city police chief, or our county health commissioner or a board to govern roadwork. Yet no one sees that as a terrible denial of democracy. We elect mayors and city councils, or county supervisors, and expect them to balance the budget and deliver the services. If they fail, they get voted out. Why shouldn't the people who make the budget take similar responsibility for public schools? Well, because local school boards "are the nation's preeminent expression of grass roots democracy" and are "fundamental to the continued success of public education." That's the official answer of the official National School Boards Association. But, increasingly, big cities aren't buying it. http://www.washingtonpost.com/wp-dyn/articles/A37568-2002May5.html TECHNOLOGY COUNTS 2002 The fifth edition of Education Week's annual 50-state report on educational technology focuses on how state and district e-learning initiatives are changing the education landscape. This great report separates the proven programs and policy changes that are opening the doors of online education to students nationwide from the exaggerated claims of the e-learning bandwaggoneers. In addition, the report investigates how some e-learning arrangements are transforming the professional lives -- and in some ways, the personal lives -- of teachers. http://www.edweek.com/tc02/ DEFENDING PUBLIC EDUCATION According to Paul Begala, "There’s not a politician in the world who can be all things to all people. But they try, and that’s the problem." Read the latest issue of Public Education Network’s "Connections," where Mr. Begala joins Wendy Puriefoy, Congressman Chaka Fattah, Governor Jim Hunt, Ron Wolk, and architect Steven Bingler in highlighting strategies for making better decisions about how to strengthen public education and ways that Americans share the responsibility of "owning" our nation’s most precious public space, our public schools. http://www.publiceducation.org/pubs/pub_connnewsletter.htm PUBLIC SPACES, PRIVATE LIVES: BEYOND THE CULTURE OF CYNICISM Henry Giroux’s "Public Spaces, Private Lives" appears at a time of seismic reversals that are occurring in the public sphere and the private sphere. While written before September 11th, the book has far more significance since that event. Giroux illustrates how as corporate-led initiatives continue the conservative project of privatizing the public sphere, the private sector is increasingly replacing functions formerly served by the public. The continuation of public school privatization in the form of vouchers, charters, performance contracting, and outsourcing needs to be understood in relation to the broader privatization movement that includes public healthcare, federal government services, privatization of public housing, public utilities, welfare, widespread calls to privatize social security, undermining of public protections on consumer safety, worker safety, and the environment such as the shifting of environmental cleanup costs from corporate polluters to the taxpaying public, and the countless other examples of attacks on public services. http://www.tcrecord.org/Content.asp?ContentID=10923 WHY BOARDS MICRO-MANAGE & HOW TO GET THEM TO STOP If we were to ask nonprofit leaders for their top three complaints about boards, micromanagement would absolutely make that list. (Another biggie would be "We can't get them to fundraise," but that's for another article!) Both board members and CEOs talk about board micromanagement as if it were the weather -- they complain about it, but they don't figure there's much they can do about it. If boards micromanage because they don't know what else to do, then the obvious solution is to show them a different role. And if boards micromanage because they are concerned and/or scared, then the obvious solution is to allay those fears. And finally, if board members micromanage because we've asked them to act as staff, then the obvious solution is not to ask them to perform staff functions. This article highlights numerous effective strategies for nonprofit board development. http://www.help4nonprofits.com/NP_Bd_MicroManage_Art.htm EDISON SCHOOLS FLUNKS What a drag it is to read the financials of a company like Edison Schools: Goofball business plan; millions in loans to the company brass; millions more in insider stock options; hidden panhandling; retread pols on the board of directors; a big-time promoter in the corner office; and topping it all off, disputed claims regarding the product -- which supposedly involves bringing "quality education" to children in decaying public schools around the country. Well, Edison Schools Inc. of New York has been putting on exactly that act for a decade now -- the last three years of which the outfit has operated as a public company, using funds lifted from the market in a 1999 IPO engineered by the crew at Merrill Lynch & Co. In coming days we'll get yet more of the Edison Shtick, as the company releases the latest update on its lava flow of red ink. http://www.nypost.com/business/47263.htm SMALL WORKS: VIRTUES OF SMALL SCHOOLS The issue of school size is at the forefront of education reform in this country. Time and again, research has shown that small schools make a valuable and noticeable difference in students' education. But while larger, urban schools are embracing this evidence by downsizing or creating "schools within schools," small, rural schools continue to be consolidated out of existence due to the mistaken belief that one big centralized school is more efficient, and therefore, better. The result is a large, consolidated school to which students must be bused long distances from their homes, where there is no sense of community investment in the school, and where parent and community participation in school affairs suffers because the school district is so distant. Recognizing schools as centers of communities, the Rural Trust believes that smaller truly is better. This article examines three small schools and gathers anecdotal evidence to identify the characteristics of those schools that can help explain why small works--and that small, rural schools are worth saving. http://www.ruralchallengepolicy.org/rr_v3no2.html#small NOT JUST HELPING HANDS: FROM PARAPROFESSIONAL TO TEACHER Paraprofessionals and teaching assistants are a mainstay in many schools, especially in special education and inclusion classrooms. Most help with daily classroom activities, but some have special assignments, such as assisting non-English-speaking students and conducting home visits. More than 500,000 full-time paraprofessionals are estimated to be working in schools. And the number is growing: According to the National Center for Education Statistics, the number of paraprofessionals employed as instructional aides increased by more than 40 percent from 1990 to 1997; during the same period, the number of teachers increased by less than 15 percent. Policy experts predict that schools will continue to hire paraprofessionals to fill positions created by critical teacher shortages and new federal staffing requirements. http://m1e.net/c?5168660-22ksDGe0zngmU%4025440-uj4t.DGMeXnfk THE SIMPLICITY OF SCHOOL IMPROVEMENT & THE MAGIC OF MOMENTUM For all our grand schemes, our systemic reform, our comprehensive improvement programs, we don't engage in simple, teacher-driven processes. In this article from the Journal of Staff Development, Mike Schmoker describes ways that teachers and staff development specialists can improve student achievement, despite demographic disadvantages and a history of low achievement. http://www.nsdc.org/library/jsd/schmoker232.html EFFECTS OF CHILD-CARE QUALITY ON YOUNG CHILDREN'S DEVELOPMENT A new study finds that better caregiver training and lower staff-child ratios in childcare settings lead to improvements in children's cognitive skills and social competence. The study is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child-staff ratios, to improved cognitive and social development in children. According to Kathleen McCartney, Harvard Graduate School of Education (HGSE) professor this study refutes claims that state regulations of the child care industry are not necessary, "Because children in poorer families are more likely to experience poor-quality child care, the data suggest that high-quality child care might serve as an important early childhood intervention for children living in poverty." The study also finds that the quality of maternal caregiving is the strongest predictor of a child's cognitive competence and a moderate predictor of social competence. http://www.gse.harvard.edu/news/features/mccartney05052002.html FOR STUDENTS WITH LIMITED ENGLISH, STANDARDIZED TESTS MISS THE POINT English-only standardized tests don't accurately reflect the educational achievement of students with limited English proficiency, a language policy expert writes in a new report. The issue of bilingual education has received an increase in media attention in the last several years, particularly since the passing of California's Proposition 227. Some administrators and policy analysts argue that English immersion programs offer greater benefit to Limited English Proficiency (LEP) students by giving them the language skills necessary to enter the mainstream; others insist that LEP students fare better in bilingual education programs. Either way, LEP students generally achieve much lower scores on standardized tests than their English-fluent peers, and experts are divided on how to interpret and respond to those score differences. "From an educational perspective," the report states, "one thing is clear: the goals of quick accountability and rigorous science are on a collision course, with the potential to do serious harm." http://www.asu.edu/educ/epsl/LPRU/features/article3.htm FULL-SERVICE SCHOOLING PAYS DIVIDENDS Families stayed put in the same neighborhood, and kids' test scores rose. That's what happened at three Chicago schools that turned their campuses into community centers, new research shows. These self-styled full-service schools work with community groups to offer tutoring, arts and sports for kids, along with high-school equivalency and English classes, job training and family therapy for adults. And their offerings are available well into the evening and on Saturdays. http://www.suntimes.com/output/education/cst-nws-skul06.html IDEAL DEAL FOR TEACHERS With the New York City teachers' contract in the final stages of negotiation -- money and the mayor's demand for work rule changes are still the big hang-ups -- the Daily News has asked five experts to offer their views on what should be in the final agreement. The opinions cover a range of issues, from pay to seniority, but they share a single focus: improving the quality of education in New York City's public schools. http://www.nydailynews.com/2002-04-30/News_and_Views/Opinion/a-149269.asp CLEAN HOMES BREED SUCCESSFUL CHILDREN Maybe spring housecleaning is more important than you know -- especially for your kids. Sociologists have discovered a direct link between a clean, well-organized home and the educational and financial success of the children reared there. "As Ye Sweep, So Shall Ye Reap" is the title of the study. Even with controls for numerous factors -- including wealth, parents' education, outside cleaning help, number of siblings and urban vs. rural settings -- the findings were startling: Children reared in "very clean to clean" homes later completed an average of 13.6 years of schooling and earned an average of $14.70 per hour; those who grew up in "not very clean to dirty" homes completed 12 years of schooling, on average, and earned $12.60 per hour. http://www.newhouse.com/archive/story1b040201.html HELP MAKE STUDENT WRITING PUBLIC Inspired by stunning examples of student writing, What Kids Can Do (WKCD) is assembling a collection of youth-produced print publications that serve a public purpose. In northern California, for instance, high school students researched, wrote, photographed, and published a guidebook to tide pools along their Mendocino coastline, detailing the aquatic and bird life that thrive there. In another example, seventh graders in North Carolina turned their weekly visits to a local retirement home into a book that preserves the stories of their senior citizen friends. In Nashville, teens are publishing a book on mental health issues to help peers who struggled with depression or grief after the September 11 attacks. Once assembled, the collection (of approximately a dozen publications) will be posted in the "Student Work" section of www.whatkidscando.org. Each entry will include a description of the publication and its creation, along with excerpts. You can nominate a publication by sending the name of the publication, a brief description of its contents and authors, and contact information to [EMAIL PROTECTED] or What Kids Can Do, P.O. Box 603252, Providence, RI 02906. Nominations are due by May 17, 2002. |---------------GRANT AND FUNDING INFORMATION--------------| "Virginia A. Hodgkinson Research Prize" Independent Sector established the Virginia A. Hodgkinson Research Prize in 1995 to recognize outstanding published research that furthers our understanding of philanthropy, voluntary action, nonprofits, and civil society in either the United States or abroad. Recipients of the Research Prize are researchers and practitioners who work in or with the voluntary sector and through their work have achieved local, regional, national, or international impact and recognition. Two research prizes will be awarded. The first prize is a gift of $2,000, and the second prize is $1,000. Nomination deadline: June 15, 2002. http://www.independentsector.org/programs/research/vah_research_prize.html "National Children’s Alliance" The National Children’s Alliance (NCA) has $4.9 million in federal funds for the establishment and expansion of Children's Advocacy Centers (CACs) during the 2003 calendar year. Applicants must have a written and signed agreement between law enforcement, social services, medical and mental health, prosecution, and other related agencies, to coordinate child abuse investigation, prosecution and treatment. Applicants also must be committed to establishing a NCA full member Children's Advocacy Center that meets the needs of abused children for support and protection in a safe and comfortable environment. Applications are available June 20th, 2002. http://www.nca-online.org/grants.html "Fundsnet Online Services" A comprehensive website dedicated to providing nonprofit organizations, colleges, and Universities with information on financial resources available on the Internet. http://www.fundsnetservices.com/ "Department of Education Forecast of Funding" This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2002 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and include programs and competitions the Department has previously announced, as well as those it plans to announce at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. http://www.ed.gov/offices/OCFO/grants/forecast.html "eSchool News School Funding Center" Information on up-to-the-minute grant programs, funding sources, and technology funding. http://www.eschoolnews.com/resources/funding/ "Philanthropy News Digest-K-12 Funding Opportunities" K-12 Funding opportunities with links to grantseeking for teachers, learning technology, and more. http://fdncenter.org/funders/ "School Grants" A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. http://www.schoolgrants.org QUOTE OF THE WEEK "Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one." -Jane Howard (journalist/writer) ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 70 local education funds working to improve public school quality in low-income communities nationwide. There are currently 44,090 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local website registration. To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/news/signup.htm To subscribe or unsubscribe, visit: http://www.publiceducation.org/news/signup.htm If you would like an article or news about your local education fund, public school, or school reform organization featured a future issue of PEN Weekly NewsBlast, send a note to [EMAIL PROTECTED] Andrew Smith is a regular contributor to the PEN Weekly NewsBlast. ---------- Howie Schaffer Managing Editor Public Education Network 601 Thirteenth Street, NW #900N Washington, DC 20005 202-628-7460 202-628-1893 fax www.PublicEducation.org ******************************************* For digest instead of individual postings, send the message: set k12newsletters digest to: [EMAIL PROTECTED] To Unsubscribe, click and send (no body or subject: required) mailto:[EMAIL PROTECTED] K12 Newsletters mailing list is a service of Classroom Connect - http://www.classroom.com Archives for K12 Newsletters can be found at: http://www.classroom.com/community/email/archives.jhtml?A0=K12NEWSLETTERS **********************************************************
