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."

Wednesday, June 28, 2006

Please review

Teachers are selling study guides online: For all those teachers who take work home at night, creating lessons they hope kids will like, the reward is a good day in class. Now there could be another payoff: cash. Teachers are selling their original lectures, course outlines and study guides to other teachers through a new Web site launched by New York entrepreneur Paul Edelman. The site, www.teacherspayteachers.com, aims to be an EBay for educators. For a $29.95 yearly fee, sellers can post their work and set their prices. Buyers rate the products. More.

Thursday, June 22, 2006

NOW READ THIS! Let's Get Busy!

Detroit City district ranks last in graduations

Only 21.7% finish Detroit schools in 4 years, study says

BY CHASTITY PRATT
FREE PRESS EDUCATION WRITER

June 21, 2006

How the numbers were calculated

The study used a process called the Cumulative Promotion Index to come up with high school graduation rates. The data from the 2002-2003 school year, the most recent available, was collected from the U.S. Department of Education.


The method looks at graduating from high school as a cumulative process rather than as a single event, multiplying the percentage of kids who make it through ninth grade, 10th grade and 11th grade and those who go on to get diplomas, to get a total percentage.


The research was led by Christopher B. Swanson, director of the Editorial Projects in Education Research Center.


Here's how it works:

Fewer than one in four high school students in Detroit graduate on time, according to a new report released Tuesday that compares the 50 largest U.S. school districts and ranks the city's public schools last in the nation.

Only 21.7% of the Detroit district's students graduate in four years, the Diplomas Count report said. In it, the Editorial Projects in Education Research Center in Bethesda, Md., used a formula based on the number of students at the beginning of the year in each class -- ninth, 10th, 11th and 12th -- and the number of students who moved on to the next class the following year or graduated. The magazine Education Week published the report Tuesday.

Detroit Public Schools officials were quick to refute the figure, however, saying that the report does not take into account the large number of students it loses to suburban districts, charter schools or alternative programs, such as those for the General Equivalency Development certificate. At the same time, they noted various efforts -- including online community college courses -- to help retain students.

School officials said the report was based on a formula using data from the 2002-03 school year whereby researchers estimated the likelihood that a ninth-grader would complete high school in four years, earning a traditional diploma.

"To our knowledge, they were not calculating graduation rates. They are really looking at probability rates, which is quite different," said Juanita Clay Chambers, the district's chief academic officer.

Even so, the report suggested Detroit's public schools are in much worse shape than other districts at the bottom of the rankings, including New York City, which has a 38.9% graduation rate. Fairfax County, Va., was at the top, with an 82.5% rate. By comparison, the report's methodology showed 70% of students graduating on time nationwide and 66% in Michigan.

Part of Detroit's problem, according to the report, is that it suffers from low parental involvement as students grow older and a high transitory rate that leads students to attend several schools before graduation. It also has a small but significant number of students who end up in alternative programs to get a GED.

"They may graduate, but they don't graduate from Detroit," said Tyrone Winfrey, a school board member and chair of the board's academic affairs committee.

Kurt Metzger, research director for the United Way for Southeast Michigan, said the report is "low balling" the graduation rate because it doesn't count students who take longer than four years to graduate, or those who get a GED or transfer to another district.

Any move for change that would improve the numbers can't come fast enough for Devon McWright, 16, who attended Chadsey High School before enrolling this week in the Life Skills Center alternative charter high school. Violence and other social issues lead students to switch schools or drop out, Devon said.

"Everybody gets caught up in competing and trying to impress people, then they have the gang violence and the teachers -- they don't respond well to the kids," he said.

His mom, Andrea McWright, said Detroit schools need to work with parents to keep students from going to charters and other districts.

"There are dedicated parents, but when parents go up to the schools, they don't get any feedback," she said. "Then you have to take your child out of the public schools."

Contact CHASTITY PRATT at 313-223-4537. Gannett News Service and Peggy Walsh-Sarnecki contributed to this report.

Copyright © 2006 Detroit Free Press Inc.

Tuesday, June 20, 2006

NOW HEAR THIS!

Report: High Schools Fail To Meet Needs Of Tech-Driven World



Roughly only a quarter of U.S. high schools require students to take computer science courses, due in part to a misperception that computers are for video games and surfing the Internet, says a new report.






Only 26 percent of U.S. schools require students to take computer science courses, according to a report released last week.

Most cite lack of time in students' schedules, according to the Computer Science Teachers Association (CSTA). Though computer use pervades almost every aspect of life, the misperception that computers are for video games and surfing the Internet also prevents greater class enrollment, according to the report released last week.

"We all need to go beyond thinking this is just about the computer as a tool to help us learn other subjects—it's really about programming, hardware design, networks, graphics, and a myriad number of other elements," Anita Verno, professor at Bergen Community College and curriculum chair of CSTA, said in a prepared statement.

The New Educational Imperative: Improving High School Computer Science outlines steps for successfully implementing computer science education. It also describes how to identify intended curriculum outcomes to help make a case for the importance of preparing high school students for a technology-driven society and workforce.

"The United States cannot ignore the fact that there will be a shortage of qualified candidates for the 1.5 million computer and information technology jobs by 2012," co-author of the report and CSTA President Chris Stephenson said in a prepared statement. "This report provides a call to action for a variety of audiences to help others acknowledge computer science as the fundamental field that it is."

The report, backed by the National Science Foundation, compares the state of computer science education in American high schools to those abroad. It outlines best practices of successful programs in Canada, Israel, Scotland, South Africa and the United States. It also outlines a national curriculum framework and implementation plan. CSTA was launched last year by the Association for Computing Machinery. It provides policymakers, educators and business leaders with comprehensive strategies to promote computer science education. A CSTA task force worked with researchers and policymakers from around the world to produce the report.

CSTA issued a statement saying the report should serve as a "wakeup call to the United States on how far behind it has fallen in treating computer science education as a core knowledge requirement for all educated citizens."

DIGITAL Deeds become Profound!

LEONARD PITTS JR.: A billionaire sets example for all

BY LEONARD PITTS JR.
KNIGHT RIDDER NEWSPAPERS

June 20, 2006

photo

In the first place, I never knew Bill Gates was a Spider-Man fan. But his stated reason for transitioning out of day-to-day responsibilities at Microsoft two years from now to devote his energies to charity work ("... with great wealth comes great responsibility...") comes suspiciously close to the creed by which the Webslinger has lived since 1962: "With great power comes great responsibility."

In the second place: wow.

Gates' announcement last week that he will henceforth work full time with the Bill and Melinda Gates Foundation -- founded with his wife in 2000 to confront global health and education issues -- has the feel of a potentially seismic shift. Working part time, as it were, Gates has already given or pledged more than $100 million to fight childhood AIDS, $1 billion to fund scholarships for minority students, $750 million to buy vaccines against diphtheria, measles, polio. His work has changed lives and saved them and has earned Gates and his wife -- along with Bono, lead singer of the group U2 -- the distinction of being named Time magazine's 2005 Persons of the Year.

It boggles the mind to think what Gates might achieve now that good works will be his full-time priority.

I will leave it to the people in the business section to analyze what his departure portends for the company he cofounded and the marketplace it dominates. I am more intrigued by the bar he raises, the example he sets. Not simply for Gates' fellow multi-billionaires, but also for thousandaires and hundredaires like you and me.

And here, I should probably mention my mid-life crisis. I will be 50 next year, which makes me two years younger than the world's richest man. So far, I can report that I've had no desire to take a girlfriend half my age or to blow the kids' college fund on a little red sports car. But I do find myself pondering, with an intensity I haven't felt since my 20s, this project we call The Rest of My Life.

I mean, if life's first act is about growing up, coming of age, learning the lessons that shape you, and the second is about acquiring things, getting ahead, building a career, shouldn't the third be about something bigger than one's own aspirations and comforts? Shouldn't it be about doing something, leaving something, creating something that makes life better for somebody else?

Yeah, I think it should.

Which is why I've always been a little envious of people who can write billion-dollar checks. Not for the luxuries and frivolities that kind of money can buy, though that would be fun. What attracts me more, though, is the idea of the burdens you could lift, the conditions you could improve, the educations you could give, the diseases you could eradicate, the enlightenment you could bring, the lives you could change.

Standing on the doorstep of 50, though, has a way of disabusing a man of his illusions. I am never going to be point guard for the Lakers, never going to be lead singer of the Temptations, and I'm never going to write a billion-dollar check. Not one that clears the bank, at any rate. Not unless they give me a really, really big raise.

Maybe the lesson of Bill Gates' example -- for hundredaires and thousandaires, at least -- lies less in Spider-Man's maxim than in this one: Do what you can, where you are, now.

Maybe that's why the Quran says: "Whoso saveth the life of one, it shall be as if he had saved the life of all mankind."

Maybe it's why the Talmud says, "Whosoever saves one life, saves the world entire."

Maybe it's why the Bible says, "Love one another."

I can't write a billion-dollar check. But I can paint a fence, mentor a child, maybe even endow a small scholarship. Bill Gates has me thinking with fresh energy about those and other things I can do -- the responsibility I have -- to change my corner of the world.

As midlife crises go, that's not a bad one to have.

LEONARD PITTS JR. is a columnist for the Miami Herald, 1 Herald Plaza, Miami, Fla. 33132. Write to him at lpitts@herald.com.

Copyright © 2006 Detroit Free Press Inc.

Michigan's 60% to 70% High School Graduation

Not bad.........for Free-Throws

Oh those pesky numbers…… http://www.edweek.org/ew/toc/2006/06/22/index.html?levelId=1000

State of Michigan (60% to 70% Graduation Rate) http://www.edweek.org/media/ew/dc/2006/mi_SGB06.pdf

"SCIENCE LIVE" at Wayne State

Wayne State library, info science program wins distance learning award: The Wayne State University Library and Information Science program has been selected as the winner of the Excellence in Distance Education award in Sonic Foundry's 2006 Rich Media Impact Awards at the EduComm conference in Orlando, Fla. ECHO, for Enhancing Courses Held Online, is the LIS program's online distance learning instructional project that was developed by implementing Mediasite technology with the goal of providing distance students with access to course content "live" and "on-demand." The course's instructional benefits include the use of polls to reinforce learning concepts, question and answer for live discussions, and links to collateral material. "The LIS Program at Wayne State University is proving that Mediasite truly is a revolutionary communications medium," said Rimas Buinevicius, Sonic Foundry's chairman and CEO. "We're delighted to honor how the Wayne State LIS Program is transforming the way they not only communicate, but also compete in today's marketplace." Sonic Foundry recognized 22 organizations across eight categories for their innovative ways of using rich media within their organizations. Nominations were received from members of the Mediasite user community. Finalists were selected for demonstrating how rich media has transformed their organizations through measurable improvements in accessibility, cost savings, efficiency and productivity.

Wednesday, June 14, 2006

Unlocked Digital Possibilities


WALT RUSH

THANKS a MILLION

Literally!

FEAR NOT We Are Not Alone....and in some pretty Great Digital Company!






















June 14, 2006

Embracing Digital Era, PBS Hires John Boland of KQED to Fill New Post

Staking its future in the digital media world, the Public Broadcasting Service has created a new post of chief content officer and named a public broadcasting executive with extensive digital experience to fill the job.

John Boland, 57, is currently the executive vice president and chief content officer at KQED Public Broadcasting in San Francisco, which operates the PBS and National Public Radio stations in Northern California. KQED was one of the first PBS stations to have multiple digital channels to make its shows available at different times, and it was also one of the first to offer its shows on demand, through its Web site and in podcasts.

At PBS Mr. Boland, who starts in September, will oversee television programming, new media, education and promotion. As part of a restructuring, PBS will close its small Los Angeles office. Jacoba Atlas, one of PBS's chief programming executives, who is based there, will leave PBS at the end of this month. John Wilson, who with Ms. Atlas had been overseeing PBS programming and is based at PBS's headquarters in Arlington, Va., will now report to Mr. Boland.

Ms. Atlas said in an interview that she did not know what she would do next, and called it "a privilege to have been able to deal with content that is as exceptional" as that of PBS.

Mr. Boland's appointment is one of the first strategic moves by Paula A. Kerger, who took over as PBS's president and chief executive officer in March. In recent weeks she has announced an agreement to make available more PBS shows through free video-on-demand services, as well as a new partnership to offer hundreds of hours of PBS programs to schools, through Discovery Education's digital learning services.

In an interview Ms. Kerger cited "Quest," KQED's ambitious new science, nature and environment initiative, as an example of what PBS can aspire to. Under Mr. Boland's direction, KQED raised $7.5 million to pay for the first three years of "Quest," which will begin in the fall. The station's most expensive local undertaking ever, it will include weekly television and radio shows, a content-rich Web site with games and nature center tours that can be downloaded to personal portable devices, educational lesson plans that meet California teacher standards and community organization and museum tie-ins. All the broadcast material will be archived and available on demand after it is first shown.

The new digital world is "made to order" for PBS programming, Mr. Boland said in an interview. "We have content that has a very long shelf life and very long value because it was so well researched," he said. Because PBS programming doesn't rely on advertising for support, he added, it doesn't matter whether a viewer sees it when it is first broadcast or an educator accesses it 10 years later.

But PBS, a consortium of 348 local public stations, has to figure out how to make the transition from a program service that is still primarily used in a linear fashion, he said. Viewers, Mr. Boland said, "are still watching 'Nova' on Tuesday night and watching 'The NewsHour' at 6, and we need to continue to serve that majority of the public," while experimenting with all the new distribution outlets.

PBS and its stations must also find the money to finance the transition and experimentation.

Financing has been a continuing challenge at public television for the last decade, as corporate underwriters have cut back support of programming, colleges and universities have started forcing the stations they run to pick up overhead costs, and lawmakers at the state and federal levels have tried to cut government financing, often successfully.

Mr. Boland, a former newspaper reporter who has been at KQED since 1995, said that Ms. Kerger, previously the No. 2 executive at the parent company of WNET and WLIW in New York, came to PBS with "more experience in fund-raising than any of her predecessors." PBS has started a new foundation to raise money, and Mr. Boland said he hoped that would be one source of financing for new digital initiatives.

Ms. Kerger said Mr. Boland would also be reassessing PBS's programming, not to make wholesale changes, but to think about new directions. "I would like him to think hard about how do we make our iconic work even better and bring new stuff onto the schedule," she said. PBS is already looking for new science programming, and Ms. Kerger said she would "love for us to think about the arts again."

Sunday, June 11, 2006

A 21st Century Project-Based, Student-Driven Template?

















With an Eye Toward Development

As Land Use Professionals Offer Guidance, Expertise and Admiration, Designing High Schoolers Devise Plans for Fictional Blighted Area

By Alec MacGillis
Washington Post Staff Writer
Sunday, June 11, 2006; C01

The students at Fairfax County's Robinson High School, tasked with creating a redevelopment plan for a mock neighborhood, were stumped. Where could they put office towers without upsetting neighbors? How could they meet the city's demands for affordable housing, yet still make money?

Luckily, they had an expert standing at their shoulders to lend advice: Patrick Saavedra, part of the development team that is building MetroWest, a controversial high-rise project near the Vienna Metro station. Now the students knew what developers experience every day, he told them.

"You're going through the same things we go through," Saavedra said. "These things can take four, five years."

Saavedra's visit was part of an unusual initiative in the Washington area: Local developers are going to high schools in Fairfax, Montgomery and Arlington counties to advise students on land use issues as the students compete over several weeks to produce redevelopment plans for a fictional blighted area. The program is the creation of the District-based Urban Land Institute, a national research and networking organization for developers, architects and planners.

For developers, the program, dubbed Urban Plan, is a chance to counter stereotypes of themselves as rapacious interlopers and to discuss land use in a setting other than the often-tense zoning meetings where they usually encounter the public. Getting to interact with the next generation of potential neighborhood critics -- and potential clients -- doesn't hurt either, said Saavedra, an architect with the Lessard Group of Vienna, which designed the 2,250-home MetroWest project.

"If you have students get engaged early in these ideas . . . they'll understand that density does make sense in certain places. They'll appreciate these things as adults much easier," he said. "It's people being misinformed that makes them reject proposals. They've haven't gone through an exercise like this."

The organizers of Urban Plan are aware that having developers in the classroom could raise hackles in a region so conflicted over growth, and they insist that the program is motivated by more than wanting to smooth the way for future projects. At its heart, they say, is a desire to get young people to think more about the "built environment" in which they live, to understand what trade-offs go into shaping it and to realize that they can have a say in what it looks like.

"The last thing we want is parents saying, 'You're trying to force pro-development [views] down our children's throats,' " said Meghan Welsch, an Urban Land staffer who coordinates the program in the Washington area. "It's really not about that. It's a civic engagement lesson, to create a more elevated level of discourse."

Urban Plan started five years ago in high schools in California, where it was designed by the institute and researchers at the University of California. It has since spread across the country, to New York, Atlanta and Chicago, among other places. It debuted in the Washington area three years ago in Arlington, and this school year it was used in a total of 13 classrooms: at Robinson, Arlington's Washington-Lee High School and Bethesda-Chevy Chase High School.

The institute, which has about 100 developer volunteers enlisted, hopes to recruit more so that it can expand into additional schools, including some in the District.

The sessions don't have overt markings of indoctrination. Government or economics teachers interested in Urban Plan spend several classes introducing students to the redevelopment project's guidelines, which include financial constraints and community demands. Students then break into five-person development teams, with each member assuming a role such as financial analyst or city liaison, and they then use Legos and laptop computers to produce a redesign for the blighted "Elmwood" neighborhood.

Students must decide how best to mix housing, shops, offices, parks and parking, while attaining a profit of at least 15 percent. Challenges include deciding whether to keep a homeless shelter or pay $1 million to move it off-site, whether to include a big-box store and whether to raze run-down historic buildings. Developers visit the classrooms to advise students and then, on the final day, serve as a "city council" to select a winner.

Watching high school students wrestle with some of the same questions as they do fascinates some developers. In an Advanced Placement government class at Washington-Lee, Jay Parker, whose firm designed the mixed-use Market Common complex in Clarendon, commiserated with students about the difficulty of incorporating adequate parking into their plans and later raved about the students' insights.

"When they started talking about 'absorption rates,' I was just swept away," he said, referring to the rate at which properties can be leased or sold. "I've worked with planning commissions that have less background than they do."

The developers also marvel at how much the students' plans are shaped by their own environment. At inner-suburban schools such as Washington-Lee and Bethesda-Chevy Chase, students are more likely to create mixed-use developments modeled on urbanized areas in their midst, such as Ballston. At farther-out Robinson, near George Mason University, students are more likely to include a big-box store such as Target, prioritize auto access and segregate housing from commercial development.

For all their interest in the project, however, most students interviewed said they had little interest in getting into the development business. Washington-Lee senior Emily Huston joked that she wouldn't be able to make necessary compromises on plans "because I develop really strong opinions, and I'd just want it my way."

But the students said they appreciated learning more about how development happens, particularly since they are surrounded by so much of it. "We have so much firsthand experience with [development], and now we get to apply what we've seen," said Chris Borer, a senior in an AP government class at Robinson.

And the students had no illusions about potential benefits to developers. "They know we'll be customers in the future, and they'll be appealing to us," said one of Borer's team partners, Chris Hill. "They're focusing on us now because they'll need us later."

When it came time for their final presentations last week, the students played the parts of developers convincingly -- many dressed up for the occasion, and they responded deftly to tough questions from the "councilors."

Challenged by Andrew Rosenberger of Madison Homes about the unusually high profit margins sought by his group, Hill said with a straight face that his team was taking extra profits so that it could cover any cost overruns that might arise later. "We don't want that money coming from the city," he said. "We want it to come from us."

It was a brazen answer, but it worked: The council picked his team's plan, which, in this case, meant not millions in profit but $25 bookstore gift certificates for each member of the team.

Friday, June 09, 2006

Wednesday, June 07, 2006

Stan Ovshinsky on 3rd Wave Computing!

In a distant time now long ago I used to postulate on Stanford Ovshinsky and his breakthrough discoveries regarding 3rd Wave computing. I often wondered aloud and to myself if he/we would ever witness those mindful meanderings. Witness!

ECD, Ovshinsky announce revolution in electronics: "This is something that's going to change the world. We wanted you to know about it." With those words, Stanford R. Ovshinsky, president and chief scientist at Energy Conversion Devices Inc. closed a 90-minute press conference and company tour disclosing a new electronic device they said would lead to significantly faster, cheaper and more versatile computing.

Called the Ovonic Quantum Control, the device operates something like the transistor that fueled the first electronics revolution. However, it has the capacity to carry much higher currents of electricity, meaning its operations will be faster. It's also cheaper and easier to manufacture and doesn't require a silicon substrate. The device is also far smaller than a transistor, and produces less heat. It is also capable of more flexible operations than transistors, meaning computers can move beyond ones and zeros. The size and flexibility advantages also mean much greater storage density -- for example, storage media that can have 16 states of storage between simply "on" and "off."

Ovshinsky disclosed the discovery last month at a European scientific conference. Tuesday's event at ECD headquarters in Rochester Hills was the first United States disclosure. Like most of the inventions in Ovshinsky's 50-year career, this one involves using small electric currents to create rapid changes between disordered states and crystalline states in elements of group VI of the periodic table, also known as calcogenides, such as selenium or tellurium. Ovshinsky's already used these materials to revolutionize battery and computer memory technology, but not electronics. "This is a region of quantum mechanics that has never been discovered ... or that we've been able to control," he said of the new device. "It's completely unique." It actually creates high-energy plasma in a solid state. Ovshinsky and other ECD scientists also said the devices could be made inexpensively in large, constant quantities, much as ECD's United Solar subsidiary makes a continuous roll of solar panels a mere half-micron thick in lengths up to nine miles at one production runs. It also allows logic and memory to be embedded in the same device, making computers simpler and faster.

Ovshinsky said it could literally make "supercomputers possible in a very small size," as well as computers that "think" more like animal brains. But he said he couldn't predict when products containing the new device might appear, pointing out that it took decades for batteries using his technologies to emerge, and six years for his computer memory technologies to move from licensing to devices. And Ovshinsky also said he wanted the devices built in Michigan. "Let's make this area the center for the revitalization of the American economy," he said. More at www.ovonic.com.

Stanford R. Ovshinsky, ECD Ovonics' President and Chief Scientist and Technologist, Announces a Fundamentally New Device with Potential to Open a Whole New Field of Semiconducting Control Devices

Rochester Hills, Mich., June 6, 2006 — Energy Conversion Devices, Inc.
(ECD Ovonics) (NASDAQ:ENER) is pleased to announce that Stanford R. Ovshinsky, its President, Chief Scientist and Technologist, at a press conference held today at 10:30 a.m., discussed a fundamentally new device, called the Ovonic Quantum Control, which has the potential to open a whole new field of semiconducting control devices.

The Ovonic Quantum Control, based on Stan Ovshinsky's invention of a unique proprietary all thin-film control device, is based on new physics and has multifunctionality beyond that of transistors. Its nanostructure size, great speed and very high current carrying capacity together with unusual modulation including gain, provide advantages over transistors.

Its multifunctional operational modes include the ability to be turned on by using a small pulse applied to a third terminal in either a latching or non-latching manner. This Ovonic device can scale to sizes smaller than a transistor. These unusual extra degrees of freedom make possible new generations of devices not based upon conventional crystalline physics.

"We believe the functionality of the Ovonic Quantum Control device will enable it to replace transistors and result in new circuitry. It will also be used in the Ovonic Cognitive processor, positioning it to augment and increase performance of today's computers and potentially become the preferred computational system, either binary or nonbinary. It can also be used in combination with the Ovonic phase change memory, Ovonic threshold switch and the Ovonic cognitive computer device. Therefore all thin-film computers would be made possible." Stan Ovshinsky said.

Mr. Ovshinsky was invited by the E*PCOS 06 Program Committee to present an invited talk on May 29, 2006 at the first joint Innovative Mass Storage Technologies — European Phase Change Ovonic Science (IMST2006-E*PCOS 06) conference in Grenoble, France. Mr. David A. Strand, ECD Ovonics' Vice President, Information Technology, represented Stan Ovshinsky at the E*PCOS 06 conference and delivered the invited talk.

This Ovonic Quantum Control device has the potential of low cost through all thin-film fabrication, including using Ovonic roll to roll processes. Ovshinsky's continuous web, triple junction, roll to roll Ovonic photovoltaic processor already makes 9 miles of thin-film, semiconducting photovoltaics in a single run.

Stan Ovshinsky and Dr. Iris Ovshinsky founded ECD Ovonics in January 1960 to work in energy and information, the twin pillars of the global economy. His premise is that information is encoded energy and both require new science, materials, mechanisms, inventions and technology to bring forth the industries that are needed to open new areas to meet the needs of our global economy. He created the field of amorphous and disordered materials in the middle 1950s and continues his leadership in the field.

About ECD Ovonics
ECD Ovonics is the leader in the synthesis of new materials and the development of advanced production technology and innovative products. It has invented, pioneered and developed its proprietary, enabling technologies in the fields of energy and information leading to new products and production processes based on amorphous, disordered and related materials. The Company's portfolio of alternative energy solutions includes Ovonic thin-film amorphous solar cells, modules, panels and systems for generating solar electric power; Ovonic NiMH batteries; Ovonic hydride storage materials capable of storing hydrogen in the solid state for use as a feedstock for fuel cells or internal combustion engines or as an enhancement or replacement for any type of hydrocarbon fuel; and Ovonic fuel cell technology. ECD Ovonics' proprietary advanced information technologies include Ovonic phase-change electrical memory, Ovonic phase-change optical memory and the Ovonic Threshold Switch. ECD Ovonics designs and builds manufacturing machinery that incorporates its proprietary production processes, maintains ongoing research and development programs to continually improve its products and develops new applications for its technologies. ECD Ovonics holds the basic patents in its fields. More information on ECD Ovonics is found on www.ovonic.com.


# # #


This release may contain forward-looking statements within the meaning of the Safe Harbor Provisions of the Private Securities Litigation Reform Act of 1995. Such forward-looking statements are based on assumptions which ECD Ovonics, as of the date of this release, believes to be reasonable and appropriate. ECD Ovonics cautions, however, that the actual facts and conditions that may exist in the future could vary materially from the assumed facts and conditions upon which such forward-looking statements are based. The risk factors identified in the ECD Ovonics filings with the Securities and Exchange Commission, including its automatic shelf registration statement and related preliminary prospectus supplement, the company's most recent Annual Report on Form 10-K and the company's most recent Quarterly Report on Form 10-Q could impact any forward-looking statements contained in this release.

Contacts:
Ghazaleh Koefod – Investor Relations
Dick Thompson – Media Relations
Energy Conversion Devices, Inc.
248-293-0440

Tuesday, June 06, 2006

More from Mackinac

Friday, June 02, 2006

Business, Education Need To Work Together To Create High-Skill Economy

MACKINAC ISLAND - Business and higher education chimed in together Thursday to call for stronger ties between the working and the learning worlds to help Michigan compete in the newly arriving high skill - high wage economy.

Outside the standing-room-only presentation at the Chamber's Mackinac Policy Conference, a member of the Michigan Education Association collected signatures on posters to win new converts to the Your Child Coalition.

With 60-plus names on the poster-size signup list, MEA spokesperson Margaret Trimer-Hartley said the campaign for new commitments was going "not too badly."

The coalition of business, education and family groups organized in 2004 to embolden connections between working, learning and a strong state economy.

The group took the conference's occasion to unveil its latest survey to draw attention to Michigan education.

The latest poll, conducted by Lansing's EPIC/MRA and by Your Child and The Detroit News, found that just slightly better than half of Michigan employers are satisfied with the quality of workers coming out of the state's high schools.

"We have got to be more engaged in this," said presentation panelist Judith Miller, president of Western Michigan University.

The study, she said, also showed that Michigan businesses unhappy with the quality of high school graduates in the hiring pool were also the least likely to hire credentialed people. "Very few are stepping forward," she said.

Michigan business place a higher value on education than parents have claimed in earlier Young Child studies, but "still have a long way to go to practice what they preach," Miller said. Businesses too seem unlikely to push employees higher up the education ladder, she added.

She urged businesses to expand partnerships with colleges and universities, to serve as mentors or tutors and to "make your home a place of learning."

Mike Schmidt, director of Education and Community Development, for Ford Motor Company, also urged businesses to play a greater role in education. "We as employers have to engage in the conversation," he said.

He called for fostering greater innovation and creativity that goes beyond core educational requirements. Business should look at what students should know, what teaching should be like and what high schools should look like.

Education should be academically rigorous, he said, and focus on critical thinking, teamwork, communications, self-direction and systems thinking. Students should learn how to select the technology they need for the task and at, understand the relevance between what they learn in class and what is necessary at work and should learn how to apply classroom lessons when they are on the job.

Ford is already putting those lessons to work in classrooms at Henry Ford Academy, Schmidt said. The academy enrolls 440 students in grades nine through 12 with classes within the historic buildings at Henry Ford Village.

Ford employees act as curriculum content advisers, welcome job shadowing and work with teachers and students. A new effort is now set to get spread the word about the program beyond the academy, he said.

CONSUMER POWER: The key speaker at the chamber's general session on Innovation: Job Creation and Michigan's Future cited manufacturing advances as crucial to the state's success, and note that in the global marketplace the U.S. is home to greatest consumers and also the greatest borrowers.

Women especially are driving some of the buying forces, said Deborah Wince-Smith, president of the Council on Competitiveness, to a morning presentation packed with the lobbyists, legislators and business leaders registered at the chamber's Mackinac Island policy conference.

"Demand driven innovation is the name of the game," she said, adding that the so-called "knowledge economy" has now been supplanted by the "conceptual economy."

Among the innovations she cited: the merger of manufacturing and services into "solutions providers", the fusion of knowledge and technology, the movement to high-value manufacturing, desktop manufacturing, production "slicing," nanoscale manipulation of matter and product design on high-performance computers.

"We say to out-compute is to out-compete," she said.

Friday, June 02, 2006

A Vital Piece of the Summer Pilot Program Equation



















Meeting: Convergence Foundation at COBO Hall, Thursday, June 1, 2006 1:30PM


Intention:

Discuss and further conceptualize the "Operation Dive Project" http://www.operationdive.blogspot.com/ and the Convergence Foundations http://www.cef-trek.org/ Annual October 18, 19, and 20th Educational Showcase at COBO HALL. http://www.sae.org/events/convergence/brochure.pdf

OTHER VARIATIONS ON A THEME

The Detroit Regional Chamber's Mackinac Policy Conference

At lunchtime, there was an intriguing -- if oddly ad-hoc -- proposal for Cobo Center (which, as we all know, is badly in need of expansion and renovation). The proposal, which apparently was germinated by the Detroit Auto Dealers Association and a couple of Republican legislators, would see Cobo turned into a year-around alternative fuel technologies incubator and classroom. Cobo would be expanded in the process. Speaking at a luncheon for the "Coalition for Fueling Michigan's Future" were Lawrence Technological University chancellor Charles Chambers, Detroit city CIO Derrick Miller, former state school superintended Tom Watkins and Patrick Anderson, founder of Lansing's Anderson Economic Group.

Speaking in favor of the Cobo proposal at a press conference after the luncheon was U.S. Rep. Joe Knollenberg, R-Bloomfield Township, who said he would introduce legislation seeking a $50,000 federal grant for a feasibility study for the switchover. Also speaking in favor of was Michigan State House Speaker Craig DeRoche, R-Novi, who said he would seek a similar amount in state funding for the story. Miller, during the luncheon, said the proposal would probably result in Cobo Center being turned from city control over to a regional authority. At the press conference, DeRoche said the city of Detroit was so far just an observer of the project, but would hopefully be an interested participant.

After the luncheon, NextEnergy CEO James Croce said he wasn't consulted before the group made its announcement. But, he said, "I'm open-minded and optimistic." Also curiously absent from the proposal were people like Detroit Renaissance's Doug Rothwell, city economic development officials, or for that matter, Oakland and Macomb county economic development officials. But after the press conference, the chamber announced support for the "conceptual plan to expand and upgrade Cobo Center," including "an entrepreneurial and educational incubator for creating innovative technologies (and) a world class automotive research and development center to develop alternative energies." All this was kind of oddly presented, but like James Croce, let's be open-minded and optimistic and see where it goes.

GOP finds nothing funny about Bush impersonator

BY CHRIS CHRISTOFF and KATHLEEN GRAYFREE PRESS STAFF WRITERS
June 2, 2006

MACKINAC ISLAND -- What's an election year without a little campaign silliness?
A President George W. Bush impersonator entertained onlookers on the Grand Hotel porch Thursday during the Detroit Regional Chamber's policy conference.

He poked fun at Republican gubernatorial candidate Dick DeVos with assorted malapropisms, hokey jokes and an "endorsement" of DeVos. Plus, he bore a striking resemblance to the prez.
The brief show was courtesy of state Democratic Party Chairman Mark Brewer. Among the zingers was an allusion to DeVos' leading a 2000 school voucher ballot issue that was defeated and his family ties to the Amway Corp.

Acting as straight man, Brewer noted the president's penchant for giving nicknames to friends and staffers.

"Would you tell us what your nicknames are for Mr. DeVos?" Brewer asked.

"Well," said the imposter. "I like to refer to him as DeVoucher. And another good one for him is Pyramid."

None of which drew smiles from Republicans. DeVos campaign chairman David Brandon groused that, given the troubles of Michigan's economy under Gov. Jennifer Granholm, "we don't find anything funny about what's going on."

Police endorse DeVos

Meanwhile, DeVos racked up the very real endorsement of the Police Officers Association of Michigan. The 12,000-member POAM endorsed Granholm when she first ran for governor four years ago.

DeVos campaign chairman Brandon said the POAM realizes there are 1,500 fewer police officers than there were in September 2001. He added: "If there's anything that's important in terms of leadership of this state it's safety and security. They're clearly unhappy with the leadership we've had.

Chris DeWitt, spokesman for Granholm's re-election campaign, said the POAM is mistaken in its choice. He said the reason there are fewer police officers in Michigan is that Bush cut federal funds for community police forces.

DeWitt said DeVos' support for tax cuts would result in less state money for communities, and thus even fewer police officers.

New idea for Cobo

Alternative energy projects and charter schools could be the salvation of Detroit's Cobo Conference Center according to a coalition of business and political leaders.
U.S. Rep. Joe Knollenberg, a Bloomfield Hills Republican, and state House Speaker Craig DeRoche, R-Novi, pledged to each seek $50,000 from their legislative colleagues to fund a feasibility study on how to turn the Cobo Center into a year-round facility to be used by schoolchildren, researchers and businesspeople.


"We want to create Cobo Center into a hub, creating enough space to keep the Auto Show here and a commercial center for advanced research and development," Knollenberg said.

Derrick Miller, chief information officer for Detroit, said the city -- with help from the Wayne County Port Authority -- could issue bonds to pay for an expansion of Cobo Hall to 1 million square feet. The rental or lease fees charged to companies and schools would be used to pay off the bonds.

A study would take six to nine months to complete, said Paul Welday, spokesman for the Coalition Fueling Michigan's Future.


Copyright © 2006 Detroit Free Press Inc.

TEN POINT TOSS-UP!

What are the synergies and convergence elements between the above and http://www.sae.org/events/convergence/brochure.pdf

D.I.V.E. D.I.V.E. D.I.V.E!