Your Official Newsletter of the Education Writers Association
<<On the Blackboard>>
EWA CHALLENGES YOU,WILL YOU HELP?
Just six weeks left for EWA to meet its match under the Challenge Fund for Journalism. If we raise a total of $112,500 in new dollar gifts from individuals, the Knight, McCormick Tribune, Ford and Ethics and Excellence in Journalism Foundation will match contributions and make a $75,000 grant as a commitment to EWA’s future. Board members and friends have been working hard to raise more than $95,000 to date. But we need your help to get to $112,500. We will use these funds for reporter scholarships to attend EWA trainings, for the new EWA Public Editor and to pilot podcasting, webinar and online training, so it will benefit you. Time is short, so won't you give to EWA today? Here's the link to give online.
THE PUBLIC EDITOR SAYS...
Stories to do, and story don’ts by Linda Perlstein
A sanction that’s not
It’s repeated so often that by now it has the ring of truth: Under No Child Left Behind, schools lose funds if they don’t make adequate progress enough times in a row. That assertion is made not just by the general public but by journalists, as in this excerpt from a major daily: “Schools that fail to show improvement risk losing federal money for programs to help the students most likely to fail.”
But such statements are misleading, when they’re not outright wrong.
There’s nothing in the federal law saying that schools lose money for falling short on test scores. Of course, schools and districts may have to reallocate some Title I funds to tutoring and transporting student transfers when those sanctions take effect. They can be given less flexibility in how their money is spent. And if students transfer out from schools that are funded on a per-pupil basis, they can lose funds that way.
But throwaway lines about schools losing money, generally used in the context of how high the stakes are for standardized tests, usually imply something more: a flat-out financial penalty for failure. And that’s simply not the case. If anything, schools stand to get money, in the form of school improvement funds the federal government requires states to dole out. (Though a recent GAO report shows the allocation of such funds has been inconsistent.)
On the flip side, NCLB does not require schools that score well be given bonus funds, although some states and districts do provide such rewards.
Be careful, and don’t repeat this “urban myth,” as Mike Petrilli at Fordham put it when we spoke.
A reward rescinded
Ask why teachers go through the arduous, yearlong process of obtaining National Board Certification—which involves tests, portfolios and a heck of a lot of work—and they probably won’t tell you it was for the fun of it. Or even really the prestige. In many states and districts, National Board Certification is the only way for teachers to earn extra money, beyond longevity and advanced degrees. So it’s worth checking in with teachers who are in the middle of the process or who recently won certification to see what they think of the decision, in many jurisdictions facing tight budgets, to remove or reduce bonuses for National Board Certification.
The National Board for Professional Teaching Standards, which administers the certification, keeps track of the incentives offered nationwide. You can look on their website for that information, as well as to find state contacts.
The road to proficiency
The Center on Education Policy released a report in May explaining the crunch that many states are in because they backloaded their AYP improvements. In creating timetables for what percentage of students must pass state tests in order to make adequate yearly progress, about half of states set the bar progressively higher each year, on the way toward the requirement that 100 percent of students pass in 2014. The rest of the states set the passing requirements low for the early years, and now must make huge annual jumps in order to get where they need to in six years.
It could be that when a new president is elected, and No Child Left Behind is reauthorized, or rewritten, or relegated to the trash heap of history—the last being unlikely, if you ask me—this 100 percent requirement may not be in force. But while it’s laughed at in private, no politician has seemed willing to stand up and say what most insiders concede: There’s almost no way the goal will be met. So it very well remain in a new version of the law.
It’s worth it to see how your state spaced out its targets, and how your schools and districts have been progressing. For a jumpstart on the issue, check out Nancy Zuckerbrod’s recent Associated Press article.
High-stakes in name only?
In an eye-opening piece in the Atlanta Journal-Constitution in late May, Alan Judd and Heather Vogell wrote that 36,000 eighth-graders over two years failed the state’s math test supposedly required, by law, to move on to high school. But the state doesn’t track the results, and it’s assumed most of those students were promoted anyway.
You might want to check on your state and districts. Of the students who failed tests required for promotion, how many moved on to the next grade anyway?
Linda Perlstein had baby Milo Henry Miller at 5a.m. on June 11- he was 7lbs., 13 oz. and 21 inches long. She is on maternity leave until September. To be put in touch with an interim public editor over the summer, contact Mesha Williams at 202-452-9830 or publications@ewa.org, or contact them directly.
REPORTS ON CHARTER LEADERSHIP, SAT TESTS AND MORE
MOVING BEYOND THE SURFACE
There’s some good news about student achievement in America’s classrooms. The Center on Education Policy released Has Student Achievement Increased Since 2002? CEP’s research team says students are improving in core subject areas and provide some new statistics in its report.
State test scores in reading and math have risen and the achievement gaps between groups of students---specifically African American and poor children are narrowing. CEP analyzed state test data from 50 states and trends from the National Assessment of Educational Progress (NAEP)—the federally administered assessment of students on reading and math. Trends on state tests and NAEP are moving in the same direction. From the 11-month project, CEP researchers focused on two aspects: whether reading and math achievement has increased since 2002, and whether achievement gaps between subgroups of students have narrowed. More gains were made in the elementary and middle schools than in high schools. About 21 states made gains in elementary math; 17 states in elementary reading.
CEP says it is impossible to pinpoint NCLB’s effect on trends since many local school districts and states have reforms in place. “What we are bringing you is positive news about student achievement and it is also realistic news that is not based in theory, but on extensive comprehensive sets of research and analysis that I think people can take comfort in,” says CEP founder Jack Jennings at the report’s release in Washington, D.C. “There are always questions if things can be done a different way, or is there a better way. Right now, I think we should reflect on the fact that student achievement is improving.”
CHOOSY SCORES
High school students may rest easier now that they can choose the SAT scores college admission counselors will see on their applications. The College Board says it will allow students who take the SAT’s multiple times to decide what scores colleges receive. The policy will go in effect 2010. Currently, colleges see how many times a student takes the test and their scores. This latest move by the College Board worries some educators who say the change in policy could benefit more affluent students who take expensive preparatory courses and boast high scores. Even though school may be out, the SATs still manage to stay in the headlines. Several liberal arts colleges announced they no longer will require students to submit test scores as a part of their applications. In recent weeks, the College Board released a study examining how well the test predicts academic success for students entering their first year of college, and data concerning the writing section. Is the College Board’s latest change a good move or too consumer friendly? Check out these stories in Inside Higher Ed, Chicago Tribune, The Chronicle of Higher Education, Seattle Times, Washington Post and the Associated Press.
WHO IS ACCOUNTABLE?
Mainstream ed reporters, editorial writers, and policy wonks have all questioned why education issues hasn’t made a bigger splash in this year’s presidential election. The Public Education Network’s new poll finds many Americans wish candidates would say more on the subject. With gas prices over $4 a gallon and a shaky economy, Americans say they are concerned about education. About 1,200 adults were surveyed for the poll, which has a 3.1 percent margin of error. Six in 10 adults say candidates are focusing too little on education in this year’s campaign. More cause for concern is that 40 percent of Americans say the quality of schools is getting worse, and reform efforts aren’t working fast enough to indicate real progress. Voters say print media is their primary source for learning candidates’ stance on public education. However, voters who participated in PEN’s poll say they are frustrated because they believe the media has access to information that isn’t being fully interpreted for them. PEN released the poll, in conjunction with an online web tool called Civic Index for Quality Public Education. The goal of the index is for communities nationwide to examine how well they are supporting schools and to measure public accountability.
MATH AND TEACHER QUALITY
In order for American students to excel at math, their teachers need better training. The National Council on Teacher Quality released a report finding that only 13 percent of undergraduate programs require a sufficient amount of math coursework for prospective elementary teachers. NCQT based its report on studying 77 education schools in 49 states examining entrance/exit requirements, course syllabi, text books, tests and state licensing tests. Some of NCQT findings: compared to other countries, the U.S. has low expectations for aspiring teachers; there’s a lack of consensus in the U.S. on teacher preparation on the elementary level; few college courses cover the content that elementary teachers need. NCQT’s report suggests developing better math standards, tougher admission requirements by education schools and new state licensing tests for elementary school teachers in math. Read how the Associated Press covered the story.
CHARTER SCHOOL LEADERSHIP
The Center on Reinventing Public Education examines programs and practices preparing charter school leaders. The center finds about 78 percent of charter school leaders have master’s degrees and almost one-third of leaders are new to administration. However, charter school leaders regardless of preparation say they struggle to find ways to engage parents in their schools, raise funding, manage finances and negotiate with local school districts. The report says leaders of charter schools have unique challenges and suggests successful leadership should be built on expanding the quality and quantity of training programs.
NO SCHOOL ON FRIDAYS?
In a tight economy, everyone is looking to save a dollar. A state senator in Vermont is proposing that state government and public schools cut back to four days a week to reduce energy costs. Sen. Vince Illuzzi says skyrocketing fuel expenses threaten to deplete state and personal finances. Vermont’s executive director of the National Education Association describes the idea as interesting and says the teacher’s union is interested in helping the state save money. The director admits there are some challenges for schools including the number of days under state law students are required to attend class. Are similar ideas being floated in your area?
COMING ATTRACTIONS
If you plan on covering the National Education Association and American Federation Teachers conferences next month, take a peek at this Education Week article about what’s ahead. (Subscription required). Also, read Alexander Russo’s post about AFT coming to Chicago.
PRE-K NEWS IN THE SPOTLIGHT
A national poll conducted for Pre-K Now finds registered voters support greater federal investment in state pre-k programs. The poll was conducted May 27 to June 1. Almost 7 in 10 voters want state and local governments to provide voluntary pre-k for all children, the poll finds. In addition, 44 percent of respondents surveyed say it is important for three-year-old children to spend time in a learning program outside the home.
REPORTING AND MANAGEMENT JOBS
The Pensacola News Journal needs an experienced education reporter to cover K-12 issues in Escambia County (Pensacola) and the University of West Florida and Pensacola Junior College. The newspaper has a Sunday circulation of 69,000 readers, and Monday through Saturday circulation of 57,000 readers. Visit the newspaper’s website to apply for position.
Youth Today, a national trade newspaper, is seeking a reporter to fill a new position covering the transition of low-income teens to college and the work force. Prospective candidates should have at least five years of experience on a daily publication, a magazine or news website; business reporting background preferred. If interested, contact Patrick Boyle, Editor at pboyle@youthtoday.org, or at 1200 17th St., 4th Floor, Washington, DC 20036.
The Southern Poverty Law Center’s Teaching Tolerance has two positions open. The group is seeking an education director who oversees the development, implementation and assessment of Teaching Tolerance’s programming and more. The group is also seeking a senior editor for media projects. If interested send application materials to humanresources@splcenter.org. For more information about the Center, visit www.splcenter.org.
FROM THE BEAT
Tough Assignment
by Sarah Carr
The Times Picayune
As teacher Shawn Datchuk surveyed a class of new students at a new school, he eyed one boy, a nearly 6-foot-tall sixth-grader, struggling with a one-paragraph assignment: What does college mean to you? The boy's hand shot up.
Skill-level testing graduates to college
by Allison Sherry
The Denver Post
One hundred Colorado State University freshmen will sit down before school starts this fall and take a test to measure how thoroughly they think, how well they write and how deftly they solve problems.
This Strange Thing Called Prom
by New York Times
Watch this 10-minute video by the New York Times chronicling international students at a Brooklyn high school getting ready for prom. You can also read reporter Brooke Hauser’s story here.
School districts roll out merit-based teacher pay plan
by Lisa Schencker
Salt Lake Tribune
If any teacher would benefit from performance pay, it likely would be Brian LeStarge. The Churchill Junior High School science teacher is beloved by students, known for his hands-on approach and won a Huntsman Award for Excellence in Education this year. Some of Utah's largest school district’s last week rolled out plans detailing how they would like to pay teachers for performance in the classroom next school year.
State pushes for stricter rules on alternative certification teacher programs
by Katherine Leal Unmuth
Dallas Morning News
Your child's teacher could be 30 years old and new to the classroom. If so, chances are she left behind another career and enrolled in an alternative certification program to become a teacher.
The Private Lives of Teachers
Youth Radio, National Public Radio
Chicago’s Curie High School students became curious about what teachers do during their summer break. Students a part of the school’s Youth Radio Project, decided to interview teachers to get some answers.
Report: Georgia pre-k falls behind
by Jung Eun Lee
Atlanta- Journal Constitution
Georgia, the first state to offer universal voluntary pre-kindergarten, has now fallen behind other states in educational programs for 4-year-olds, according to a report to be issued.
Please send your best stories and member news to Mesha Williams at publications@ewa.org.
**About us**
The Education Writers Association is the national professional organization of education reporters dedicated to improving education reporting to the public. Contact us by email at ewa@ewa.org, by phone at (202) 452-9830, by fax at (202) 452-9837 or by mail at 2122 P Street NW, Suite 201, Washington, DC, 20037
Our officers include: Richard Whitmire of USA Today, president; Kent Fischer, education reporter at the Dallas Morning News, vice president/actives; Marie Groark, senior policy officer and spokeswoman for the Bill & Melinda Gates Foundation, vice president/associates; Kathy Baron, morning host/education reporter at northern California's KQED-FM (on leave), secretary; Linda Lenz, publisher of Catalyst, immediate past president. Our board members include Dale Mezzacappa, former reporter for the Philadelphia Inquirer and now a Philadelphia-based freelance writer, Tanya Schevitz, higher education reporter for the San Francisco Chronicle; John Merrow of Learning Matters Inc.; Rodney Ferguson, executive vice president of Lipman Hearne Inc. Find contact information at our Web site, http://www.ewa.org.
