Wednesday, July 19, 2006

Get In Alignment with Educatational R&D


Published: July 12, 2006

Gates Foundation’s New Billions Viewed as Boon, Challenge for Education Giving

The recent announcement by the investor Warren E. Buffett that he will donate some $30 billion to the Bill & Melinda Gates Foundation is spurring questions about what the gift will mean—and should mean—for education giving at the nation’s wealthiest philanthropy.

The Gateses made clear during a public forum with Mr. Buffett that education will stay a top priority for the foundation, whose biggest focus is on issues of global health and development. Bill Gates, who is the chairman of the Microsoft Corp. of Redmond, Wash., called ensuring a high-quality education for all U.S. students “our second big goal.”

Warren Buffett, right, appears with Bill and Melinda Gates at the New York Public Library on June 26 to discuss his donation.
—Stuart Ramson/AP

“You could say we’re five or six years into our education thing, and we need another probably three to five years before it’s very clear which models are working,” he said at the June 26 New York City forum.

The Gateses did not offer any specifics for how the Buffett gift might affect their education giving, and a Gates spokeswoman also declined to do so, other than to reiterate the philanthropy’s commitment to the work.

The foundation has an endowment of more than $29 billion. Since 2000, it has committed about $1 billion to support the start-up of small high schools or the restructuring of large schools into smaller units. Disappointed by the outcomes of some of its small-schools work, the foundation increasingly has been giving money to help urban districts with broader efforts to improve curriculum and instruction in high schools.

Call for R&D

Mr. Buffett announced last month that he plans to donate most of his fortune, estimated at more than $40 billion, to several philanthropies, with the majority going to the Gates Foundation. The gift will go out in annual contributions of stock from Berkshire Hathaway, the Omaha, Neb., company he founded.

“This is going to be a very big investment for a long time,” said Paul T. Hill, the director of the Center on Reinventing Public Education, located at the University of Washington in Seattle, whose work has received financial support from the Gates Foundation. “The question really is, their feet are wet, what do you do if you want to make a fundamental difference?”

Mr. Hill is hoping the foundation will shift toward a major emphasis on research and development in education, suggesting there remain far too many unanswered questions about how to successfully educate disadvantaged students.

“The foundation would actually ask for innovative ideas in instruction and instructional management, in integration of social services, in use of online and other resources,” Mr. Hill explained. Beyond that, he suggested, it should back efforts to implement pilot initiatives using those methods.

Frederick M. Hess, the director of education policy at the Washington-based American Enterprise Institute, said the growth at the foundation poses challenges.

“There’s a danger that, kind of like moths to a flame, reformers and researchers will flow to whatever Gates is doing, because there will be such a concentrated amount of resources.”

He added, “They’ve got to redouble their efforts to ensure that they’re speaking to folks who are thinking about the challenges in different ways, and seeking out thoughtful criticism and feedback.”

The Gates Foundation has provided funding to support Diplomas Count, an annual Education Week report on high school graduation.

Something Beyond NORM!


Techlearning blog

July 14, 2006

Traditional education won't take us where we need to go

When are our leaders going to realize that the traditional, "tried and true" methods of instruction are not adequate to prepare students for the 21st century workforce environment and for success as a global citizens in a network economy? According to the July 5th article in the Houston Chronicle, "How English is taught in Texas likely to change:"

Many on the [Texas State School] board want to replace a student-centered curriculum that calls on students to use their own attitudes and ethics to interpret texts with teacher-centered instruction that emphasizes the basics of spelling, grammar and punctuation.

I think I am going to become actively sick.

The ridiculous emphasis we saw last year in our second grade son's classroom on spelling tests and scripted writing activities-- where literally every student in the class was forced to write a "how-to" essay on "how to make a hamburger" and not permitted ANY CREATIVE CHOICE in writing topics-- was a huge reason I was glad to be job hunting and looking for public school districts with more progressive and authentic approaches to literacy instruction. I was a fourth grade writing teacher, so I definitely don't have a problem doing a sample writing activity with students on something like making a hamburger. You need to ask kids to write where they are "deep" and have some schema, and most kids know about hamburgers. But PLEASE!!! Give the kids some choices when it comes to independent writing. Invite them to connect writing with their own lives, their own lived experiences, their attitudes, their interests and their opinions. We do not need a new generation of mere fact regurgitators. This continuing trend in Texas education to further limit curricular autonomy and hamstring teachers into teaching from a narrow script is going in EXACTLY THE WRONG DIRECTION for the twenty-first century. Do we need to buy copies of Dan Pink's book "A Whole New Mind: Why Right-Brainers Will Rule the Future" and send it to the Texas State School Board members? Would it help? What would help? I am at a loss.

Bob Pearlman has the right pedagogical philosophy in mind in his recent Edutopia article from June, "New Schools For A New Century." Pearlman writes:

No matter how sophisticated the tools we put in classrooms, the curriculum designed to educate students to meet the new standards is sorely inadequate to help them after they leave school. In short, learning -- and schooling -- must be totally transformed.

"Today's graduates need to be critical thinkers, problem solvers, and effective communicators who are proficient in both core subjects and new, 21st-century content and skills," according to "Results that Matter: 21st Century Skills and High School Reform," a report issued in March by the Partnership for 21st Century Skills.

These include learning and thinking skills, information- and communications-technology literacy skills, and life skills.

Students of today enter an increasingly globalized world in which technology plays a vital role. They must be good communicators, as well as great collaborators. The new work environment requires responsibility and self-management, as well as interpersonal and project-management skills that demand teamwork and leadership.

Instead of the "more of the same, harder and harder" traditional educational approach many Texas educational leaders seem to be supporting, Pearlman makes a persuasive case for project-based learning. The tasks we ask students to do in school must change, and so must the assessment methods. Check out this from the article:

Current assessments don't do the job. State testing and accountability are aimed at schools, not individual student learning, and reports are released once a year, after students have moved on to other teachers. Periodic assessments in managed curriculums mainly provide information to teachers. Students can't improve or become managers of their own learning without constant, real-time assessment and feedback, referred to in PBL instruction as assessment for learning, as opposed to assessment for school, district, or classroom accountability.

New Tech schools, highlighted in the article and supported by the New Tech Foundation, have a simple strategy for reaching the objectives of preparing students in our schools with the skills they will need in the 21st century workforce:

To learn collaboration, work in teams. To learn critical thinking, take on complex problems. To learn oral communication, present. To learn written communication, write. To learn technology, use technology. To develop citizenship, take on civic and global issues. To learn about careers, do internships. To learn content, research and do all of the above.

Will someone please tell the Texas state school board members to catch a clue?! We are in the 21st century now. The world is flat, and we need to help our kids learn to have "a whole new mind"-- one that is encouraged to be creative, think out of the box, and solve problems that haven't even been invented yet. And we need them to do these things powerfully, using the latest technology tools. Can anyone tell me with a straight face that emphasizing traditional grammar and spelling tests, and stopping kids from writing based on their own attitudes and experiences, is going to do that?! I don't think so.

I've taken my own children out of Texas schools and moved to another state. We are still sticking with public schools, but can I make a stronger statement about my opinion of the current state of affairs in Texas education? Certainly there are many WONDERFUL teachers and administrators in Texas, and I have been blessed to work with many professionally-- and have had several teach my own children. But the system itself is sick. We need a sea change. And we need it tomorrow, because our kids are in schools RIGHT NOW (or at least they'll be there again soon in August) and they don't have time for the pendulum to swing over a period of several years.

PLEASE. We need strong, visionary leaders for the twenty-first century who understand the importance of engagement and assessing real-world skills in education, not just content dipping to assess the knowledge/comprehension level of Bloom's taxonomy. High stakes accountability is not saving our schools and our kids, it is ruining it and making many of the kids hate learning and school. For Pete's sake, we have schools formally stopping recess at 3rd grade, so the teachers and kids can spend more time on test prep! This is an immoral crime, people! Listen to Dr. David Berliner on this subject. We need to move forward, not backward. We need to speak out in the F2F world on this, beyond the blogosphere. Apparently the Texas state school board members aren't subscribers of Edutopia or reading reports like "Results that Matter: 21st Century Skills and High School Reform" (PDF).

They should be.

Thanks to Scott Floyd for bringing this to my attention.

Posted by Wesley Fryer at 06:00 AM

A Story About a Fellow Named "NORM"

Hey isn't that NORM over there.............?

The New York Times
Printer Friendly Format Sponsored By


July 19, 2006
Editorial

Public vs. Private Schools

The national education reform effort has long suffered from magical thinking about what it takes to improve children’s chances of learning. Instead of homing in on teacher training and high standards, things that distinguish effective schools from poor ones, many reformers have embraced the view that the public schools are irreparably broken and that students of all kinds need to be given vouchers to attend private or religious schools at public expense.

This belief, though widespread, has not held up to careful scrutiny. A growing body of work has shown that the quality of education offered to students varies widely within all school categories. The public, private, charter and religious realms all contain schools that range from good to not so good to downright horrendous.

This point was underscored last week when the United States Education Department released a controversial and long-awaited report comparing public and private schools in terms of student achievement as measured on the federal math and reading tests known as the National Assessment of Educational Progress. As with previous studies, this one debunked the widely held belief that public schools were inferior to their private and religious counterparts. The private schools appeared to have an achievement advantage when the raw scores of students were considered alone. But those perceived advantages melted away when the researchers took into account variables like race, gender and parents’ education and income.

The National Education Association, the nation’s largest teachers’ union, quickly asserted that the study showed public schools were “doing an outstanding job.’’ That seems absurd, when we consider the dismal math and reading scores that American children racked up on last year’s national tests.

What the emerging data show most of all is that public, private, charter and religious schools all suffer from the wide fluctuations in quality and effectiveness. Instead of arguing about the alleged superiority of one category over another, the country should stay focused on the overarching problem: on average, American schoolchildren are performing at mediocre levels in reading, math and science — wherever they attend school.

Say Hello to NORM when you see him!

Saturday, July 15, 2006

From MEAP to WEEP!

Detroit Free Press Home | Back

MEAP test scores are continuing their drop

Officials say students need rigorous courses

BY LORI HIGGINS and CHASTITY PRATT
FREE PRESS EDUCATION WRITERS

July 15, 2006

photo

Southfield High School students squeeze together in a chemistry class to work on an assignment. State educators say more math and science classes are needed. (2002 photo by KATHY KIELISZEWSKI/Special to the Fr)

High school scores on the MEAP test are continuing a downward spiral, with the graduating Class of 2006 stumbling in every subject except social studies, according to results released Friday.

It's an indication, officials say, that students aren't taking the kinds of rigorous courses they need to be successful.

"It's a major cause of concern," said Kathleen Straus, president of the State Board of Education. "We're convinced that if kids are taught properly, they can do a lot more. But they have to be taught the subjects."

Just as dire as the statewide declines in math, reading, science and writing is the widening gap in achievement between white and minority students, and between girls and boys in areas such as reading and writing.

"This should not be acceptable to any of us," said Sharif Shakrani, codirector of the Education Policy Center at Michigan State University.

Statewide, the percentage of students who scored at the top two levels -- which are considered passing -- in math declined from 57% for the Class of 2005 to 52% this year. In science, the drop was from 58% in 2005 to 57% now. Scores in reading are down from 78% in 2005 to 70% this year.

The gaps between white and black students widened, Shakrani said, with 74% of white students passing the math test while only 49% of black students passed. That compares to 82% of white students and 60% of black students last year.

In Detroit, officials said they were still analyzing the scores and trying to figure out how the percentage of students who passed the social studies exam jumped 57%, from 11% in 2005 to 19% this year, which is still well below the state average of 37%.

"We're still trying to figure out what caused it to jump and what we can do to sustain it," said Lekan Oguntoyinbo, spokesman for the school district.

Samuel Brennan, 17, who will be a senior in the fall at Detroit's Renaissance High School, said he doesn't like the constant stress over the MEAP.

"Maybe if teachers and schools focused on teaching the material and not just taking practice MEAP test after practice MEAP test, that will work better and the kids won't be so stressed," he said. "It's hard to squeeze in all of the topics before the test comes around."

The declines in Michigan are similar to what other states have experienced, Shakrani said. And that's why there has been a nationwide push to demand more of high school students.

Michigan this year adopted tougher graduation requirements that will go into effect for the Class of 2011. Students will need to take far more math and science than ever before.

Lisa Steele, parent of a student attending Lahser High School in Bloomfield Hills, said it's up to parents to ensure their children are taking the classes they need -- and that often translates into tougher classes in math and science.

"Unfortunately, there is so much focus on grade-point average that a lot of kids and parents just want to do what it takes to get the 4.0," said Steele, who takes an active role in her daughter's course selections.

Contact LORI HIGGINS at 248-351-3694 or higgins@freepress.com.

Copyright © 2006 Detroit Free Press Inc.


Michigan

Class of 2006 MEAP scores

July 15, 2006

The following are the percentages of Class of 2006 students who met or exceeded state standards on the MEAP in five subjects for each school district in metro Detroit. For complete statewide results, go to www.michigan.gov/mdev

Wayne County




School district English Math
Social studies Science
Writing
Allen Park Public Schools 59.7% 49.7% 37.4% 57.6% 58.3%
Crestwood School District 59.7% 53.5% 41.2% 59.2% 57.5%
Dearborn Public Schools 56.3% 48.3% 31.4% 40.7% 57.2%
Dearborn Heights District 7 49.8% 44.1% 20.3% 44.8% 44.3%
Detroit Public Schools 33.1% 20.2% 19.6% 22.1% 29.2%
Ecorse Public Schools 23.4% 8.9% 5.1% 8.9% 12.8%
Flat Rock Community Schools 52.7% 27.3% 14.5% 42.7% 51.8%
Garden City Public Schools 48.1% 37.6% 22.5% 44.7% 36.7%
Gibraltar School District 62.1% 43.6% 28.4% 60.4% 47.6%
Grosse Ile Township Schools 85% 75% 66% 81.9% 80.6%
Grosse Pointe Public Schools 86.2% 75.2% 59.9% 80.3% 83.8%
Hamtramck Public Schools 43.1% 34% 24.1% 34.7% 41.2%
Harper Woods School District 44.6 59.3% 34.4% 46.7% 35.2%
Highland Park Schools 16.8% 4.6% 3.6% 3.4% 11.4%
Huron School District 56% 39.5% 28.1% 47.6% 47.9%
Inkster Public Schools 43.8% 23.9% 11.3% 44.3% 53%
Lincoln Park Public Schools 40.5% 26.1% 18.1% 33.4% 35%
Livonia Public Schools 67.1% 59.6% 39.2% 64.5% 55.4%
Melvindale-N. Allen Park 43.7% 29.1% 9.9% 39% 39.4%
Northville Public Schools 87.6% 81.2% 52.1% 76.8% 87.6%
Plymouth-Canton Schools 69.1% 62.7% 41.8% 64.3% 65.7%
Redford Union Schools 57.9% 37% 26.8% 45.8% 46.2%
River Rouge School District 22.6% 13.1% 5.7% 23% 17.3%
Riverview Community Schools 80.2% 60% 44.7% 69.1% 77.4%
Romulus Community Schools 57.1% 40.7% 19.7% 39.7% 53.8%
Southgate Schools 43.5% 35.1% 29.7% 41.4% 39.3%
South Redford School District 70.3% 53.5% 37.7% 62.2% 61.8%
Taylor School District 44.6% 28.8% 18.6% 40.8% 33%
Trenton Public Schools 78.7% 74.6% 47.5% 76.5% 68.6%
Van Buren Public Schools 58.2% 41.3% 31.2% 45% 46.2%
Wayne-Westland Schools 49.2% 34.1% 25.9% 44.7% 39%
Westwood School District 44.2% 14.2% 5.5% 11.9% 46%
Woodhaven-Brownstown 66.8% 54.1% 32.4% 59.4% 59.8%
Wyandotte Public Schools 53.4% 50.8% 22.3% 61.6% 39.3%
Macomb County
School district English Math
Social studies Science
Writing
Anchor Bay Schools 68.6% 56.6% 30.1% 61.9% 60.8%
Armada Area Schools 57.8% 48.6% 31.9% 56.6% 51.4%
Center Line Public Schools 61.9% 51.1% 24.7% 47.8% 54.1
Chippewa Valley Schools 63% 54.6% 29.6% 57.4% 59.1%
Clintondale Community Schools 26.9% 17.3% 10.2% 22.7% 27.4%
East Detroit Public Schools 41% 28.5% 20.5% 33.2% 38.3%
Fitzgerald Public Schools 39.7% 24.2% 18% 33% 28%
Fraser Public Schools 64.2% 51% 32.2% 53.1% 57%
Lake Shore Public Schools 59.1% 39.4% 30% 51.1% 47.9%
Lakeview Pubic Schools 61.3% 52.6% 37.2% 57.1% 48.7%
L'Anse Creuse Public Schools 63.2% 47.5% 30.2% 52.3% 56.3%
Mt. Clemens Community Schools 47.3% 35.5% 21.5% 40.4% 40%
New Haven Community Schools 46.2% 26% 10.4% 47.4% 40.3%
Richmond Community Schools 68.9% 56.4% 39.6% 65% 60.9%
Romeo Community Schools 73.9% 64.4% 40.6% 66.9% 70.7%
Roseville Community Schools 49% 36.2% 17.9% 41.3% 40%
South Lake Schools 57.3% 51.5% 27.6% 52.4% 54.4%
Utica Community Schools 61.7% 57.9% 35.2% 60.8% 54.7%
Van Dyke Public Schools 35.8% 26.7% 15% 36.8% 27.4%
Warren Consolidated Schools 58.2% 45.2% 30.4% 47.8% 51.4%
Warren Woods Public Schools 40.4% 29.4% 15.8% 28.3% 29.4%
Oakland County
School district English Math
Social studies Science
Writing
Avondale School District 66% 61.6% 41.7% 65.8% 63%
Berkley School District 69.9% 56.9% 35.2% 56.1% 62%
Birmingham School District 91.6% 89.8% 95.5% 95% 90.3%
Bloomfield Hills School District 86.5% 80.8% 63.7% 78.2% 78.4%
Brandon School District 79.5% 64.7% 63.8% 69.9% 71.1%
Clarenceville School District 43.9% 41% 22.5% 44.2% 52.2%
Clarkston Community Schools 76% 58.5% 48.5% 62% 73.4%
Clawson School District 48.2% 40.2% 18.3% 40% 31.8%
Farmington School District 71% 60.9% 41.8% 64.2% 65.1%
Ferndale Public Schools 54.1% 46.2% 35% 49.8% 50.5%
Hazel Park School District 41.5% 31.6% 16.7% 33.6% 28.9%
Holly Area School District 63.2% 58% 34.7% 65.7% 66.1%
Huron Valley School District 64.3% 55% 40.1% 65.5% 58.6%
Lake Orion School District 69.4% 62% 53.9% 67% 58.9%
Lamphere Schools 57.1% 55.4% 35.1% 58.8% 48.9%
Madison District Public Schools 38.9% 25% 16.2% 29.5% 34.5%
Novi Community School District 82.7% 74.5% 51% 77.6% 76.6%
Oak Park School District 41% 55.7% 15.1% 34.1% 34.1%
Oxford Area School District 65.1% 51.9% 33.8% 54.6% 63.1%
Pontiac School District 24.8% 12.9% 15.8% 14.5% 20.3%
Rochester Community Schools 80.7% 76.5% 58.4% 74.9% 71.5%
Royal Oak School District 70.3% 60.9% 41.4% 64.7% 64.1%
South Lyon Community Schools 76.9% 68.4% 54.3% 77.7% 73.1%
Southfield Public Schools 57.3% 34% 21.1% 38.2% 51.8%
Troy School District 76.7% 72% 56.7% 74.2% 69%
Walled Lake Consolidated 62.6% 58.4% 35.8% 60.4% 58.5%
Waterford School District 54.5% 48.4% 32.9% 54% 49.9%
West Bloomfield School District 64.7% 60.8% 41% 49.7% 54.4%
Statewide 61.5% 52.4% 36.8% 56.8% 52.2%

Monday, July 03, 2006

NOW WHAT Would That Look Like?

The New York Times

July 3, 2006
Editorial

How to Educate Young Scientists

The United States could easily fall from its privileged perch in the global economy unless it does something about the horrendous state of science education at both the public school and university levels. That means finding ways to enliven a dry and dispiriting style of science instruction that leads as many as half of the country's aspiring scientists to quit the field before they leave college.

The emerging consensus among educators is that students need early, engaging experiences in the lab — and much more mentoring than most of them receive now — to maintain their interest and inspire them to take up careers in the sciences.

Some universities have already realized the need for better ways of teaching. But this means revising an incentive system that has historically rewarded scientists for making discoveries and publishing academic papers, not for nurturing the next generation of great minds.

The Howard Hughes Medical Institute, the country's largest private supporter of science education, is well ahead of the curve, and has been pushing universities in this direction for several years under the leadership of Thomas Cech, a Nobel laureate. The institute recently announced its latest batch of 20 "million dollar professors," who will use their grant money to explore and expand innovative approaches to teaching science.

The institute has also awarded grants to 50 universities aimed at providing richer undergraduate science education as well as mentoring and early research experiences with working scientists. Many of the grants will be used partly to advertise the virtues of scientific study not just at universities but also in high schools and middle schools.

These programs send a powerful message at a time when the country needs to be paying attention to remaking science education. Congress, which has been casting for ways to address this problem, would do well to emulate them.

Sunday, July 02, 2006

Students feel more in control of their Learning

Detroit Free Press Home | Back

Teens ride growing wave: Summer school online

BY LORI HIGGINS
FREE PRESS EDUCATION WRITER

July 2, 2006

photo

Brendan Donahue, who'll be a junior at Huron High in Ann Arbor, is taking an online algebra class this summer at his home computer. (TONY DING/Special to the Free Press)

What kids learned

Michigan Virtual University sponsored an essay contest in which it asked students who've taken online courses to write about their experiences. Ten students were named winners. Here are edited excerpts from some of the winning essays:


"Other than the occasional research assignment or online program such as Youth Leadership, my online experience ended at AIM instant messenger and Hotmail. And boy has that changed since this class! ... This class has not only taught me passable Chinese, it has taught me how to utilize my computer, a task not even the required computer class at my high school accomplished."


Jessica Ernst, Howell High


"I wasn't a great virtual student to begin with. It was difficult to be online and not get distracted. With millions of Web sites designed to entertain, it was sometimes an arduous task to stick to schoolwork. ... But I soon learned my study habits. I needed music to protect my ears from diversion, and I needed to train my eyes to focus only on my screen to make my virtual learning possible. Eventually, I fell into the swing of things and gained more control over my short attention span."


Amarrah Kean, Schoolcraft High


"Michigan Virtual High School has literally changed my school routine. Out of the dull classroom, I now have ounces of creativity at my fingertips. I'm treated as a young adult, giving me the responsibility of making my own deadlines and finishing the course."


Casey Booyinga, Dansville High

Course demos

Want to see what the online learning craze is all about? The Genesee Intermediate School District's Web site demonstrates courses that students can take on the Internet.

Helpful prerequisites

Online courses are not an easy way out. In fact, many students find them difficult, educators say. Students who succeed generally have the following characteristics:


• Self-motivated


• Independent learners


• Strong written communicators


• Internet and computer literate


• Problem solvers


Know the basics


To take a class online, you need to know how to:


• Use a mouse and keyboard


• Launch a browser


• Navigate on the Internet


• Send and receive e-mail


• Open, close and save files


Sources: Genesee ISD, online learning experts

How to sign up

Students should first contact their school guidance counselors if they're interested in taking online courses for credit. They can also check out:


• Michigan Virtual University, which runs one of the largest virtual high schools in the nation: www.mivu.org


Genesee Intermediate School District, whose programs may be replicated in other intermediate school districts.


NovaNET, an online program used by many districts, including Oakland Schools.

Brendan Donahue knew he'd need to take Algebra II this summer to prepare for an advanced chemistry class in September. So he did what an increasing number of Michigan teens have done: He signed up to take the class online.

Now, his home is his classroom. His teacher is miles away, instead of a few feet. And he can get his lessons anytime -- and anywhere -- he wants.

"It's a little bit easier because you can work at your own pace," said Brendan, who will be a junior in the fall at Huron High School in Ann Arbor. "If you want to take a couple of days off and work more on the weekend, you can do it."

Summer online learning has exploded in Michigan, where technologically savvy teens see it as an attractive way to make up lost credits, free their schedules for more electives or, in Brendan's case, so they have time to take higher-level classes.

The demand has driven summer course enrollment at the Michigan Virtual High School to more than double in one year -- from 650 last summer to nearly 1,400 so far this summer, said Jamey Fitzpatrick, president of the Michigan Virtual University, the Lansing-based nonprofit that runs the high school.

"Students really feel like they have more control over their education," said Susette Jaquette, a teacher in Ann Arbor Public Schools, which offers online courses through MVU. Ann Arbor's online summer course enrollment has grown from 18 in 2002 to 87 this summer.

MVU's online high school program is not the only game in town. The Genesee Intermediate School District works with seven companies to provide online courses for students in the 21 local districts in Genesee County, just north of Oakland County. Thirty students are taking online courses this summer, compared with none last summer.

In Oakland Schools, the intermediate school district for 28 districts in Oakland County, 125 students are taking online courses through a program called NovaNET. Another 100 are taking hybrid courses in which students do much of the work online but take some traditional classroom lessons as well.

Online courses not for everybody

The numbers, while increasing, still represent a small fraction of the school population. For example, Michigan has about 150,000 ninth-graders in any given year. Even those who promote online learning say it's an alternative that works for only some students.

"Not everyone does well online. You have to be a disciplined student to take an online course successfully. We tell students this up front," said Beverly Knox-Pipes, assistant superintendent for technology and media services at the Genesee ISD, known for its comprehensive online programs.

Online learning is still relatively new. And many districts are slowly testing the waters. Among the issues they must address: Is the class equivalent to classes taught by their own teachers? How will the student get credit for the online course?

Michigan is pushing online learning for all students. New graduation requirements that begin with the Class of 2011 -- next year's high school freshmen -- mandate that students take at least one online course or have some type of online experience.

It makes sense, teenagers say, because their generation is already so proficient with technology.

"Everything nowadays has become so technologically minded," said Dave Seaton, who will be a senior in the fall at Stoney Creek High School in Rochester Hills. He took an online government class between April and June through Oakland Schools. "Everything that used to be done by hand is now being done by computer."

Why students like them

Claire Richardson is among the 100 Oakland teens taking summer courses in which a majority of the content -- about 60% -- is online. She's taking technical math.

"It's independent. You can get it done a lot faster," said Claire, who'll be a sophomore at Holly High School.

It's not a typical online class, because Claire and her classmates go to a school building every day. They spend some time online and some learning from teacher Dave Johnson.

But it works for teens like Monte Settlemoir III, who is going into his senior year at Clarkston High School.

"The computer thing is so much better for me," he said. "I'm not a book kind of guy. I like to be on a computer."

Like fellow Huron student Brendan Donahue, Nikitha Mohan is taking summer courses that will allow her to take more advanced classes when the school year begins in September.

Nikitha, who'll be a senior, is taking trigonometry and chemistry online and a government class in a traditional summer program.

"It's really convenient," she said of the online classes. "It's at your house. And it forces you to learn. In school you learn it or you don't. Online, it forces you to learn one concept before you go on to the next one. That always helps."

This isn't Nikitha's first foray into online learning. She took geometry the summer between her freshman and sophomore years. And even though she passed Algebra II during her sophomore year, she took it again that summer because "I wasn't that good at it."

The teachers' role

Students like Nikitha -- determined, motivated and independent learners -- are driving the demand for online learning.

Though she and many others can handle online classes, some others get lost in the virtual classrooms or put off the work until the last minute.

"It's really easy to not do an online class," Jaquette said. "There are no bells ringing to send you to the classroom. It's easy to not check your homework."

That's why the Ann Arbor district and others assign monitors or mentors to students taking online classes. Also, all Ann Arbor online students must take two of their online tests in a school building. Jaquette, who monitors online math students, checks weekly to make sure they're getting their work done.

"If they are, I send them a note saying, 'Great job, keep it up.' If they're not, I call them, I call their parents and ask 'What's going on?' " Jaquette said.

Brendan doesn't miss the direct interaction he would get in a traditional classroom.

"There's still a connection," he said. "You have classmates. You can talk to them by e-mail."

Contact LORI HIGGINS at 248-351-3694 or higgins@freepress.com.

Copyright © 2006 Detroit Free Press Inc.

The Cunumdrum and/or Gordian Knot!

















The New York Times


July 2, 2006
Editorial

The School Testing Dodge

Many of the nations that have left the United States behind in math and science have ministries of education with clear mandates when it comes to educational quality control. The American system, by contrast, celebrates local autonomy for its schools. When Congress passed the No Child Left Behind Act, it tried to address the quality control problem through annual tests, which the states were supposed to administer in exchange for federal dollars. But things have not quite worked out as planned.

A startling new study shows that many states have a longstanding tradition of setting basement-level educational standards and misleading the public about student performance. The patterns were set long before No Child Left Behind, and it will require more than just passing a law to change them.

Policy Analysis for California Education (PACE), a research institute run jointly by Stanford and the University of California, showed that in many states students who performed brilliantly on state tests scored dismally on the federal National Assessment of Educational Progress, which is currently the strongest, most well-respected test in the country.

The study analyzed state-level testing practices from 1992 to 2005. It found that many states were dumbing down their tests or shifting the proficiency targets in math and reading, creating a fraudulent appearance of progress and making it impossible to tell how well students were actually performing.

Not all states have tried to evade the truth. The tests in Massachusetts, for example, yield performance results that are reasonably close to the federal standard. Not so for states like Oklahoma, where the score gap between state and federal tests has averaged 48 points in reading and 60 points in math, according to the PACE report. The states that want to mislead the government — and their own residents — use a variety of dodges, including setting passing scores low, using weak tests and switching tests from year to year to prevent unflattering comparisons over time. These strategies become transparent when the same students who perform so well on state tests do poorly on the more rigorous federal exam. Most alarming of all, the PACE study finds that the gap between student reading performance on the state and federal tests has actually grown wider over time — which suggests that claims of reading progress in many states are in fact phony.

States have always resisted the idea of one national set of tests, citing local autonomy. But if the United States wants to equal its competitors abroad, it must move away from a patchwork system based on weak standards and a frankly fraudulent system of student assessment. Under one promising proposal, the government would finance creation of a rigorous, high-quality test that would be provided free to the states — as long as they agreed to use federal scoring standards. That would finally give the country an accurate and all-encompassing view of student performance.


July 2, 2006

On Lake Michigan, a Global Village

By STEVE LOHR

RACINE, Wis.

GARY BECKER, this city's mayor, remembers handing out fliers at local factory gates as a 10-year-old campaigner in Hubert H. Humphrey's ill-fated presidential bid in 1968. Mr. Becker, 48, is still a Democrat, but the factories and the traditional blue-collar jobs that filled the streets of his childhood are mostly gone, replaced by condominiums, restaurants and shops along Lake Michigan as well as an increasing number of service-sector jobs.

As Racine has changed, so have its politics. Once, a ritual antagonism for business was a sure vote-getter among Democrats. But Mr. Becker was elected three years ago with a pro-development message, pledging to trim jobs from the public payroll to free resources to attract new residents and businesses.

Racine's future, Mr. Becker believes, lies in forging stronger links with the regional economy and global markets. Reinvention can be unnerving, he acknowledges, but he says it is his hometown's best shot at prosperity and progress. "In the past, Racine was a self-contained economy," he said. "But that is not an option anymore."

No local economy truly mirrors the nation. But for Racine and its surrounding suburbs, the last few years have been marked by gradually rising prosperity, in step with the national trend. And the recent history of Racine, like that of the nation as a whole, is also the story of how a community comes to grips with the larger forces of globalization and technological change.

This continuing transformation helps explain why the people of Racine, like people everywhere, often appear apprehensive about the seismic changes that surround them. In a world where new technologies can quickly upend an industry and China and India loom large on the economic horizon, nobody knows exactly which businesses and skills will prove to be winners.

"If you're not somewhat anxious, you don't understand," Mr. Becker said. "And the businesses and people who are still here and doing well have sort of figured that out." For Mr. Becker, his neighbors and his constituents, figuring out the proper marriage of policymaking and personal choice to nurture a vibrant economy is a delicate task — an uncertain balancing act that will determine Racine's destiny.

IF there is such a thing as a median in a complex nation of vast distances and differences, the Racine metropolitan area is close. Home to a diverse population of 196,000, living in urban, suburban and some rural districts, it ranks near the middle of 379 metropolitan areas that Moody's Economy.com, a research group, tracks according to several statistical measures like income, job growth and increased housing values.

For better or worse, what is happening to the Racine area, and how the community is responding, offers a window to economic realities that resonate across the country. "The Racine economy is very similar to the broader nation," said Mark M. Zandi, chief economist of Economy.com.

Talk to people here about their personal finances and the usual subjects come up. Higher interest rates have cooled the local housing market, and higher gas prices mean fewer weekend fishing trips and second thoughts about owning a sport utility vehicle. Those same forces — more expensive products and more costly loans — have dampened consumer sentiment during the last year nationwide. The University of Michigan's index of consumer expectations slipped to 82.4 in June from 86.9 a year ago, but the current level is well above the mid-to-low 60's associated with an imminent downturn or recession.

So, for now, higher gas prices and interest rates seem to be only irritants for many people here. But they also represent worrying trends. "Sure, I'm feeling the impact," said Willie Poole, 50, a factory worker. "It costs me $75 to fill up the tank on my Chevy Tahoe now. But there's not much I can do about it."

Personal concerns like these, especially when they dovetail with a political campaign season, make it hard for politicians of all stripes to address voters' underlying fears about jobs, competitiveness and their place in the world. This may partially explain why the Bush administration and Republicans in general have not benefited more from a brisk economy that is adding jobs, while Democrats have been unable to build a message exploiting voter anxiety.

"The Democratic challenge is to tell a global economic story about the future that is credible and positive," said Robert B. Reich, a professor of public policy at the University of California, Berkeley, who was labor secretary in the Clinton administration. "We haven't really done that."

Perhaps the national parties can look to Racine, where politics cuts right down the middle. Mr. Becker, the mayor, is a Democrat. The Congressional representative for Wisconsin's First District, which includes Racine County, is a Republican, Paul Ryan. In the last two presidential elections, George W. Bush won Racine County by razor-thin margins. Politics here tend to be pragmatic and cooperative, without deep ideological rifts between the parties. Mr. Ryan praises Mr. Becker as a "business Democrat," while Mr. Becker says Mr. Ryan's track record and likeability all but ensure his re-election this fall.

Political and business leaders consistently advise that the best course in an uncertain economy is a pragmatic blend of self-reliance and community support. To succeed, they say, companies and individuals must keep climbing the economic ladder to upgrade products, services and skills. But they also emphasize the importance of public investment in redevelopment projects, government training and education programs, and government courtship of new businesses.

"We have to be honest with people, delivering a kind of cold wake-up call about the need for change in a fast-shifting economy," Mr. Ryan said. "But we also have to help produce a climate where people and companies can survive and thrive."

Across Racine, the appeal to self-reliance is heard, and seems to have sunk in. "One of the things we try to do is prepare people for this new world of work, where you have to keep reinventing yourself and it's all about lifelong learning and being able to adapt," said Alice Oliver, head of the Racine County Workforce Development Center.

The development center offers remedial math, science and English training for high school dropouts as well as job placement assistance in the region for unemployed professionals. Ms. Oliver says local employment has gained steam in the last few years, with hiring spread among jobs like cashiers, nurses' aides, human resources professionals and engineers. In the last year alone, businesses in the county added 1,500 jobs.

Ms. Oliver defines the development center's role as "delivering services to the business community," an attitude that reflects the increasingly close cooperation between government and business here. And Ms. Oliver, 48, is pursuing further education herself. Her Saturdays are spent at Marquette University in Milwaukee, where she is studying for a master's degree in public service leadership. "You've got to practice what you preach," she said.

Olatoye Baiyewu runs a program to train young, inner-city men as apprentices to electricians, plumbers, carpenters and cement masons. A Nigerian who came to the Midwest in the 1970's as an agricultural export broker, Mr. Baiyewu eventually shifted his career to training programs because, he said, "we need to do a better job of exposing young African-American men to the opportunities of America."

Besides offering basic education on the construction trades, his six-week program requires his trainees to get a library card and to read books like "Animal Farm" and "Silas Marner." Workplace etiquette and personal finance are part of the curriculum. His training program is run on a shoestring budget with support from the city and state governments and local foundations.

Darnell Mason is a recent graduate. A 28-year-old father of three, he was originally steered toward Mr. Baiyewu's program from the local child support office. Mr. Mason, a high school graduate and a Navy veteran, seemed particularly impressed by the reading requirement. "They were real books that spark your intellect and get you thinking," he said. "In everyday society, all kinds of things are going to be thrown at you, so you have to be flexible, think things through and adapt."

Mr. Mason is now applying for jobs as an apprentice cement mason. The pay would start at about $14 an hour, plus benefits, and over three or four years could rise to $35 an hour — a long way, Mr. Mason said, from his $7-an-hour warehouse jobs.

"I got into this because I want a career, not just another job," he said. "I'm 28 years old, I'm not getting any younger and I've got responsibilities."

With the region's construction businesses doing well, he has an excellent chance of being hired. Manufacturing jobs are a different story. Although manufacturing still accounts for more than 20 percent of the employment in the Racine metropolitan area, about twice the national figure of 11 percent, the number of local manufacturing jobs has been falling for years as companies failed or fled to lower-cost production sites in the South or overseas.

The Modine Manufacturing Company, for example, has its headquarters here, employs more than 700 people, pays $60 million in payroll taxes and buys $33 million in goods and services locally. Yet Modine, a big supplier of high-end radiators to companies like BMW and Caterpillar, and heat-transfer systems for computer data centers, does not manufacture in Racine anymore. Its facility here houses wind tunnels, workshops and clusters of white-coated scientists at computers doing thermal-imaging and climate simulations.

Stephen B. Memory, who holds a Ph.D. in mechanical engineering, joined Modine as a researcher in 1997, having moved from Florida, where he was a professor at the University of Miami. His first visit to Racine was during a winter blizzard; his initial reaction, he recalled, was "what a bleak place." Still, he and his family stayed, he won a promotion, and Racine became more attractive. The downtown area sprang back to life and the local economy is now on the upswing. Signs of changing times, he says, are all the new ethnic restaurants in town. "It's a sure indicator of the shift from blue collar to white collar," he said.

STANDING as proof that innovative manufacturers can still flourish here is S. C. Johnson & Son, the maker of Windex, Pledge and other household products. The company, which is family-owned, has plants worldwide, but the largest, known as Waxdale, is about five miles west of downtown Racine. Waxdale covers an area the equivalent of 36 football fields and employs 1,200 people. Since the late 1990's, the plant's production has jumped more than 40 percent, but the size of its work force has remained the same.

"It's highly automated, highly competitive and works great for us," said H. Fisk Johnson, chief executive of S. C. Johnson.

Mr. Poole started working at Waxdale nearly three decades ago on the loading docks, and he marvels at how much things have changed. For one thing, machinery has supplanted much of the manual labor at the plant, as his own history shows. He has become proficient in a new, computerized warehouse management system, which he mastered after a six-month training course. To help maximize efficiency, he works closely with planners, production-line leaders and others to refine inventory and manufacturing flows, notifying his team with instructions he transmits wirelessly from his computer to forklifts on the factory floor. Skilled jobs like his pay well, typically $60,000 a year or more.

Technology has also changed the terms of trade for many small, local companies. Herbert Katt, 45, a building contractor, started his business in 1989 from his garage when his versions of information processing tools were a phone, a fax machine and a typewriter. Today, Mr. Katt uses software to continually update blueprints and plans, which he then shares with clients and architects via e-mail attachments. Digital photographs, also sent by e-mail, keep everyone up to date on how work is progressing. He uses project management software and e-mail to coordinate the work of subcontractors and shipments from suppliers.

Mr. Katt bids on projects like schools, warehouses and downtown renovations, and the competition is often complex and fast-paced. In their small office, he and a colleague work at computers juggling Excel spreadsheets, bid proposals, blueprints and Web searches, while negotiating over the phone. Each workstation has two flat-panel screens — a setup once used only by those at the leading edge of technology adoption, like computer scientists and Wall Street analysts. Technology has quickened the pace of his work and improved quality, Mr. Katt said; he catches mistakes before building begins, while other changes that once took days to work through with a client can be handled in hours. "It's a different world now, much faster," he noted.

Mr. Katt's business suffered as manufacturers closed or moved away. But things have picked up in the last two years, he says, helped by a lot of work renovating storefronts and public squares downtown. His business now employs 12 people, up from 8 in 2004. And he wants to hire a couple more skilled craftsmen.

Technology and economic change have caused the tides to shift on the political front as well. And Mr. Becker's hope is that Racine will become a more prosperous community straddling a residential, industrial and service corridor along Lake Michigan, within commuting distance of both Milwaukee to the north and Chicago to the south — a diverse, balanced local economy. Help toward that goal should come from a planned 32-mile extension to a commuter railway, underwritten with public funds, that will link Racine to Milwaukee and Chicago. It is expected to be completed in the next few years. Racine is prepared, having already completed a $1.4 million station. Projects like this, Mr. Becker said, are crucial if Racine wants to forge stronger links with the regional economy and global markets.

He says that even with the successful public investments Racine has made, luring new businesses has been a challenge. The unemployment rate in Racine County is declining, though at 5.6 percent it is above the national rate of 4.6 percent. In the city itself, unemployment hovers at about 9 percent. Parts of Racine are pocked with former factory sites, known as brownfields, which can take years to refurbish to meet strict environmental standards and to equip with new roads and utilities.

A corporate vote of confidence came in May when private developers announced plans to build the $200 million Pointe Blue, which will include more than 500 condominiums and apartments, green space and parks. The project will be situated along Racine's waterfront, on land where an auto parts plant once stood.

The lead developer on the project is the KeyBridge Development Group. The company's president, Scott C. Fergus, was born and raised in Racine. KeyBridge, based in Waukesha, Wis., has focused on development projects in Milwaukee and Madison. But Mr. Fergus says he has been impressed by Racine's efforts to integrate with the wider economy, in the region and beyond.

"Racine is beginning to thrive because it is looking outward," he said. "That's why I'm coming back."