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<div><font face="Times New Roman, Times, serif" size="4"><b><font face="Verdana, Arial, Helvetica, sans-serif" size="5">Public Education Network Weekly <em>NewsBlast</em></font></b><br>
<font face="Tahoma, Arial, Helvetica, sans-serif">"Public Involvement. Public Education. Public Benefit."</font><br>
<font size="3"><i>Dec. 14, 2012</i></font><br>
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</font><font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFpdGGp-Bls4aS9WrMgfRYszvX9xq8WvC7P_olMDmX0mjV1Z-upBYkEBcm3EQ26bT5C2LKP845DrBzmzv3UqHaJPw18x-GclhupkiTgaPwKp15fb1AC_WPWl1Zysnv2T0lLAmGtJfECGA==">What are we waiting for?</a></strong><br>
In a lengthy article in American Educator, Richard Kahlenberg discusses
obstacles he's faced in promoting socioeconomic school integration over
the past 16 years, the overwhelming evidence in support of it as an
education policy, and promising signs of its undertaking nationally. At
present, policymakers on the left and right find it politically safer to
support "separate but equal institutions for rich and poor, though to
date no one has made high-poverty schools work at scale (Kahlenberg
addresses the case of KIPP in a sidebar). Decades of research indicate
that as the poverty level of a school rises, the average achievement
level falls. And the country's relatively high rates of economic school
segregation relative to other countries may explain our lack of
cost-effectiveness. Kahlenberg cites a recent rigorous cost-benefit
analysis, which found that averaged out over all students, the public
benefit per student from socioeconomic integration is more than $20,000,
and the combined public and private benefits amount to $33,000 per
student, far exceeding the cost of $6,340 per student required to
integrate. This public return (a factor of 3.3) and total return (public
and private, 5.2) outstrips almost all other investments in education,
including private school vouchers, reduced class size, and improvements
in teacher quality. Kahlenberg warns that concentrated poverty is
growing, and ends by discussing lessons that have emerged around making
socioeconomic integration politically sustainable.<br>
Read more: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFpdGGp-Bls4aS9WrMgfRYszvX9xq8WvC7P_olMDmX0mjV1Z-upBYkEBcm3EQ26bT5C2LKP845DrBzmzv3UqHaJPw18x-GclhupkiTgaPwKp15fb1AC_WPWl1Zysnv2T0lLAmGtJfECGA==">http://www.aft.org/newspubs/periodicals/ae/</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHNa7hCvnxpTpcWkvMnfZtZFzasRJyjZFq_NFcax9rvHbvxK9ICYWvYO5ny4YiCk2sCjLnrAFy0duUp1EaZy0thNxvOKbCi4zDGpZ5oFXvQzA==">Below the bare minimum</a></strong><br>
Six years after a court ruling required New York State to increase
spending on public education, a study from Teachers College at Columbia
University finds schools in poor districts lack basic resources, and
some cannot meet minimum state standards in certain areas, The New York
Times reports. Researchers interviewed teachers, administrators, and
support staff at 33 schools with high proportions of low-income,
struggling, or disabled students. In many cases, schools could not
afford staff to meet standards in core subjects like math or science, or
for services like remedial after-school. Cuts had slashed so deeply
that some principals reported assuming duties of secretary, social
worker, and janitor. A ruling by the New York State Court of Appeals in
2006 and an agreement by the New York Legislature and Gov. Eliot Spitzer
in 2007 ended a decade-long battle over financing of high-poverty
schools, but the state is $5 billion behind what it pledged to spend,
according to the Campaign for Fiscal Equity, who won the court ruling.
Teachers in the study related that the minimum standards, hard as they
were to follow, were still too low to ensure a meaningful education,
which the court defined as preparing students to become competitive
workers and productive citizens.<br>
Read more: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHNa7hCvnxpTpcWkvMnfZtZFzasRJyjZFq_NFcax9rvHbvxK9ICYWvYO5ny4YiCk2sCjLnrAFy0duUp1EaZy0thNxvOKbCi4zDGpZ5oFXvQzA==">http://tinyurl.com/csluam2</a><br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyElIgHkOzXkiLoQobRmhP8NwHmSZ0YVGQ5Sa7T16BT7piE68ComtLNMjIBi6auKA5DELPZfC1nJoEcyUOGTJDkHNUi6OdgTiqwMmHAAJMulQiX06Thc0kGc"><strong>Conclusive</strong></a><br>
A new analysis by the Forward Institute finds that Wisconsin schools
with higher numbers of economically disadvantaged students rated
significantly lower on the state's school Report Cards, and nearly half
of score variation from school to school was attributable to variation
in poverty levels. The study also revealed that Wisconsin's public
schools significantly outperformed its charter schools overall --
especially in schools with high-poverty enrollment. In the past four
years, Wisconsin public school budgets have been cut by over $1 billion.
In 2012 alone, Wisconsin taxpayers provided $143.6 million to charter
schools, the highest amount in state history, but the funding increases
did not translate into higher charter performance over the three years
of Report Card data collected. Since greater enrollment of disadvantaged
students is a significant factor in scores on the Report Card,
proposals to tie funding and teachers' salaries to Report Card scores
would unfairly punish schools in high-poverty districts. Based on the
high rate of Wisconsin children living in poverty, the study recommends
policymakers enhance educational opportunities for children and save
taxpayer money by redirecting educational funds to schools most
effective at meeting the needs of Wisconsin children: traditional public
schools.<br>
See the report: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyElIgHkOzXkiLoQobRmhP8NwHmSZ0YVGQ5Sa7T16BT7piE68ComtLNMjIBi6auKA5DELPZfC1nJoEcyUOGTJDkHNUi6OdgTiqwMmHAAJMulQiX06Thc0kGc">http://forwardinstitutewi.org/</a><br>
Related: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEiCICA9t6g46M4p8uRrW4hpwFZicDVdhA-eJJ4ShfDdkINruyF7VHDKplTF0EJlX6iUDlML4SeI_Ej9YXCorjnphD9ewW096yB8FFLuY6JDw==">http://tinyurl.com/cgnzsaz</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyET-GAKYHFuVDxSiLPbvE6A5S--QnGFvvc6Jp17koi7qF9-VYWMeyfMn0Cq5ZUmZsERUXg3knLvV0_9NUmy-j6fClmL2FH1heBP3cY67QDTKORyp5-Fg6lkCXIwKOKvavjO7SnaShl9jv1EC07LM9cy">Nice try, though</a></strong><br>
A review by the National Education Policy Center of a new report from
the Center on Reinventing Public Education finds the report -- which
asserts that charters' special-education enrollment is closer to
traditional public schools' than is generally held -- in fact confirms
that charters are systematically under-enrolling students with special
needs. The reviewer praises some parts of the study, but points out that
its skewed selection of schools stacks the deck toward finding less
imbalance. Even with its skewed sample, the report still found
traditional schools enroll proportionally more disabled children than
charters in a given district. The reviewer also rejects an attempt to
explain away charters' special-education under-enrollment at the
elementary level by arguing that conventional elementary schools
over-identify children as having special needs, and are less skilled in
early interventions that avert identifications; the report produces no
evidence of this. The reviewer then uses data from New Jersey and
Philadelphia to demonstrate that special-needs students served by
charters are disproportionately in the low-needs, "marginal categories
-- the category that early intervention and discretionary
under-identification would be expected to remove.<br>
See the report: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyET-GAKYHFuVDxSiLPbvE6A5S--QnGFvvc6Jp17koi7qF9-VYWMeyfMn0Cq5ZUmZsERUXg3knLvV0_9NUmy-j6fClmL2FH1heBP3cY67QDTKORyp5-Fg6lkCXIwKOKvavjO7SnaShl9jv1EC07LM9cy">http://nepc.colorado.edu/thinktank/review-ny-special-ed</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFIZ6QG2GjFgHAFQkIo22Y1xEkwrYzG-wwq-Qpz9gLZoUmi-2iiS2KXDQiUrW2e2eihWXpjDwyy67P4DNvmT6aJ-KxY5BKakID1fmrAejSLgw==">Finer grain yields new gaps</a></strong><br>
In the wake of new NAEP data that give a deeper and more systematic look
into student understanding of word meaning in context, stark
achievement gaps across racial and ethnic groups and income levels have
emerged, Erik Robelen reports in Education Week. The first-of-its-kind
NAEP Progress Report for 2011 reveals large gaps in achievement on the
vocabulary assessment between students eligible for a free or
reduced-price lunch and those not: In 4th grade, the gap was 31 points
on a 0-500 scale; in 8th grade, 28 points. The analysis also found that
black students trailed white students by 29 points in both the 4th and
8th grades, and Hispanic students trailed their white peers by 28 points
in 8th grade and 29 in 4th grade. While previous NAEP reading
assessments included some vocabulary questions, the revised framework
set new criteria and increased their number. All vocabulary questions
were multiple-choice and appeared in two different sections of the
reading exam, comprehension and vocabulary. Several criteria were used
to select words for inclusion in the vocabulary questions: words had to
be characteristic of written language, as opposed to everyday speech;
used across a variety of content areas, rather than being technical or
specialized; be generally familiar concepts, feelings, or actions; and
be necessary for understanding part or all of a passage.<br>
Read more: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFIZ6QG2GjFgHAFQkIo22Y1xEkwrYzG-wwq-Qpz9gLZoUmi-2iiS2KXDQiUrW2e2eihWXpjDwyy67P4DNvmT6aJ-KxY5BKakID1fmrAejSLgw==">http://tinyurl.com/c24j9ye</a><br>
Related: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyE9grXBceBp5puk5oVG4JizE0B_EmOLhTl79mRYlvZb1LuA-JmwGT2o4N_TqYUbZhAwfMvxS8XGizxIjWAgK13VOIvlCxss33gEaxrH7JkkeE893FQDYChFNQMlj-7xRP8OPUMIEGMQqJs-zvZqYIxR">http://nationsreportcard.gov/reading_2011/voc_summary.asp</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyG4nucOL7l4dcqIYkDHzLaO4KukIGxtuXadMz8JqNOR8lkQIM2v581WZuCxMOe6z9Rywy30HS3gJb_fSkSHo2i70NkqxeKANJZ0GThJEP0FnLqWf2xFDT877bE_6EpOZSkLKCPKPGwXl3PHlySebT6j8OIpczdmXy-0T1jgrY2YUQJBNQS-EEBhy4DEwOjnr17B2JIFflNonQ==">Choice on steroids</a></strong><br>
A new education model now in practice or under consideration in
Louisiana, Michigan, Arizona, and Utah allows students to customize a
curriculum from hundreds of classes offered by public institutions and
private vendors, Stephanie Simon reports for Reuters. Students in many
states have an array of school choices that include charter and online
options, but once they select a school, they're restricted to classes
within its walls or on its website. The new model requires a "home base"
school where students can play sports and consult with guidance
counselors, yet allows them to reach outside for some or all academic
classes and electives. This concept alarms some, who fear public schools
will lose funding to private vendors and end up with budgets so
constrained they can't provide a full range of academic classes and/or
sports, clubs, and arts. Teachers, superintendents, and school board
members also warn that an a la carte system could exclude children from
poor or unstable homes who lack computers to take online classes,
transportation to reach faraway vendors, or adult guidance to help them
sort through diverse options. The system would also potentially leave
students unsupervised for large chunks of the day, raising safety and
discipline concerns. Backers of the concept acknowledge challenges but
say the one-size-fits-all "factory model" of public school is outdated.<br>
Read more: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyG4nucOL7l4dcqIYkDHzLaO4KukIGxtuXadMz8JqNOR8lkQIM2v581WZuCxMOe6z9Rywy30HS3gJb_fSkSHo2i70NkqxeKANJZ0GThJEP0FnLqWf2xFDT877bE_6EpOZSkLKCPKPGwXl3PHlySebT6j8OIpczdmXy-0T1jgrY2YUQJBNQS-EEBhy4DEwOjnr17B2JIFflNonQ==">http://www.reuters.com/article/2012/12/06/us-education-customize-idUSBRE8B50LE20121206</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyGuQGJ2_vhCWmtG-ovhyxesnPgTxMJTDhJkvaqRgK9opeRNFGj2fld5r_oObyUnhYxgTProurJJC3aSNF1W55SnojlTJL9OgCgOuIl0aPaFvw==">Churn at the top</a></strong><br>
A new study in the American Educational Research Journal finds that in
90 of 100 California districts, 43 percent of superintendents left
within three years, but in districts with 29,000 students or more, 71
percent left, Sarah Sparks reports in Education Week. Superintendent
turnover has gotten less attention than teacher or principal turnover,
but stability at the central office is linked to greater success for
education initiatives, which typically take five to seven years to
mature. The study analyzes administrative data and surveys of
superintendents and school board members, and distinguishes between
leaders who retired and those who were fired or left for other reasons,
interviewing superintendents and board members about the climate of
districts and reasons for departures. The authors found superintendents
typically traded up from smaller to larger districts: At the start of
the study, 57 percent of superintendents who moved led rural districts,
39 percent led suburban districts, and 4 percent led urban districts.
Three years later, 78 percent of leaders who moved ended up in suburban
districts, 13 percent in urban, and only 9 percent in rural. The
receiving districts had on average 2,300 more students, and
superintendent salaries rose on average from $109,761 to $131,110 a
year. Co-author Jason Grissom is now conducting a longer longitudinal
study of Missouri superintendents to determine how career trajectory
weighs into a leader's decision to move to a larger district.<br>
Read more: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyGuQGJ2_vhCWmtG-ovhyxesnPgTxMJTDhJkvaqRgK9opeRNFGj2fld5r_oObyUnhYxgTProurJJC3aSNF1W55SnojlTJL9OgCgOuIl0aPaFvw==">http://tinyurl.com/crbcl46</a><br>
Related: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHJ3xeU_ysDUFliN4gvWAVhob0d8N_WmKIq1BgK78E8NhVKp6tMyhii_uRdjpd5tgW5YgoPum37Hiqt2bg8yTlxNNx2mbyjuZvm7EyjwGh1sA==">http://tinyurl.com/burx9mq</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHKwmtJ749l02ccTHcCSpDlkR1c_XuM3gJrX2qmJKm_OX8pCWungfnZ9CLcGzB3cA3J6inpmpI3xmEcOMlYwPpzl_qONyIZfvLQHhP_nvO5C48ZiJpO7HmY6Iiy81X6mZq-x0yKMkN9euc4PiRRmvjy">Where's this Race headed?</a></strong><br>
A new report from the Center for Research, Regional Education and
Outreach at SUNY New Paltz argues that New York State's inclusion in the
Race to the Top (RTTT) has dramatically changed how children are
educated in the state and how public K12 is funded. The study finds
that costs to implement RTTT mandates well exceed funding. For example,
in six Rockland County districts, leaders projected a total four-year
cost of almost $11 million. This compares with an aggregate revenue of
about $400K in RTTT funding -- a $10 million deficit, representing an
increase in per-pupil spending of nearly $400. The study also finds much
being sacrificed to meet the mandate in the context of the state's
newly enacted tax cap, including teacher and staff cuts resulting in
increased class sizes; redirected priorities and unmet facilities'
needs; diminishing professional development; a narrowing of curriculum;
and sacrificed leadership in curriculum development and non-traditional
approaches. The report therefore recommends a mid-course assessment to
determine progress for achieving real return on this costly investment;
greater local flexibility in evaluation processes; more careful
consideration of the technology infrastructure and testing costs
implications; and better planning, especially concerning teachers and
principals who receive poor evaluations.<br>
See the report: <a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHKwmtJ749l02ccTHcCSpDlkR1c_XuM3gJrX2qmJKm_OX8pCWungfnZ9CLcGzB3cA3J6inpmpI3xmEcOMlYwPpzl_qONyIZfvLQHhP_nvO5C48ZiJpO7HmY6Iiy81X6mZq-x0yKMkN9euc4PiRRmvjy">http://www.newpaltz.edu/crreo/discussion_briefs.html</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>BRIEFLY NOTED</strong><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Christmas comes early</strong><br>
The U.S. Department of Education has announced $133 million in
early-childhood education grants to be split among Colorado, Illinois,
New Mexico, Oregon, and Wisconsin in its second round of the Race to the
Top Early Learning Challenge competition.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEOLG1IbAl-mrqfnYwMkT5mzLYZSo4QitVsc253KFW_c2-gJ6mnfj0ptksXbLxDfIJ8y1jX76dJefhTabIo7ggI5RS19xlZ9K4SWjwo02H_EA==">http://tinyurl.com/bslcseb</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Here, too</strong><br>
Sixteen winners -- including three charter school organizations -- will
share $400 million in the Race to the Top district competition, the U.S.
Department of Education has announced.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFwwPHbnOQmcqL8HZh3IwPEJYTFpV9NJ8RNcO58RP9xFqZ-vCJqUFkFwIztOUWpNfMbqjKD7SlRx2WEywxIK0-NK_uuJkK2MxlI412ggsPfyIiYa-ARU7aTODFzt6T3u60sXdbQiF4GlOBE0PCKFTl9dsEG-8ndurjPW803VPHnHbO2zad341aFsvMuC743fV7Cb9Qo4uXJNQ==">http://blogs.edweek.org/edweek/campaign-k-12/2012/12/arne_duncan_picks_16_race_to_t.html</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Wise</strong><br>
Despite concerns about adequate funding, a committee of Louisiana's top
school board has approved plans to overhaul the state's often-criticized
pre-kindergarten system.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyGV6QN6EugN5O6j8PF5awQo6pPyBkLVvsM_f3NgSPLn8vb7idk2OInHMhucpDUWuy8gjBxWc_rry791f8lPwszgKlGcIYl_c5GNY-kKynph5UQZrHXxGz1M-lijVdKkWtmj7guTGW9VwJLY6FiCtcCiIFqme-qw_AkcrqOlTswuBQ==">http://theadvocate.com/news/4599940-123/panel-favors-pre-k-overhaul</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Take that, Finland! Oh wait.</strong><br>
The United States has gained ground against countries that are top
performers in 4th grade reading, outscoring all but four in a widely
watched international assessment.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyE3YXFe0Mt-DFtEdnw7xTcJBSSFklu9wUcEazbbrLu0UdKpU--fOlDRzjA5GaZ4OMv4NSuq_-fi8kFKgGCGUcWSMS_ByBvvfvEISDMoj4N11w==">http://tinyurl.com/d2bou58</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>East Asia trounces us</strong><br>
The math and science achievement of U.S. students continues to surpass
the global average for nations taking part in a prominent assessment,
results show, but several East Asian countries and jurisdictions far
outpace the United States, especially in mathematics.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyGN4cfY7666J1o-jI5Wcpkw8gbdT6AdMxLdtSz77FLKFCqOgZ5_Wga2B9sYp3iOV3bPjPLCBN1zLw1oRB7VscAYHBmZ5pytEb2WTMoQTI-OiQ==">http://tinyurl.com/cxvf4kb</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Make his day</strong><br>
In unusually forceful remarks, New York City's schools chancellor warned
that principals across the city would be forced to make painful cuts in
areas such as staff size, libraries, and after-school programs if a
deal on teacher evaluations isn't reached soon.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHGDKPalzyo7os1rJaWVuFE7XFrjtN1Tcs_RcxLFfODk62cDIf8xxm5_NenYlj0xF_XyHpOb0P_yiToZQ-z3jWgc_q4cgVQdlxvJ841gmvaLmlAJsRjlSMDTwQcEBeEw25IIMU_83Xz_1n8brny1_ByIPaZu84zspvQJDHdnwwBan6AzaRPQPX4gcSpKJGa0B_0hZ1BCRJX3_uwsYEm0zl9">http://online.wsj.com/article/SB10001424127887324640104578161722131784516.html?mod=dist_smartbrief</a><br>
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<font face="Times New Roman, Times, serif" size="4"><strong>Choice gets an assist</strong><br>
Seven school districts committed to working with charter schools to
improve student achievement will split about $25 million in grants from
the Bill & Melinda Gates Foundation.<br>
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<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyG771R5JEYWW0yftGge6ykJr9HKBtBJ-_CwpvV6YnGDHEeJOv_YpiO9CwDdyAS6G2WpG0mScOgOKYxt02LpGdAxKkLAaEn2av3_yZ-nNDVwRqnBgeSLsLUGTMHPSuNI1yWGSU-V7ANi9tzu3IA4r5lLhdsvCMcB99BhlOa70jxGz93BEGnOHxzCl4xfqUuq5ImQwdVis7mclGr_0ZJSPwIH6F6QfJj7VYI=">http://www.huffingtonpost.com/2012/12/06/gates-education-grants-7-_n_2249457.html?utm_hp_ref=education</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong>As does diversity in STEM</strong><br>
Fueled by a $5 million grant from Google, more than 800 public high
schools will be invited to start up Advanced Placement STEM courses with
a focus on attracting more female and minority students with strong
potential to succeed.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFDu-Zia-Zyj04QTrZQP3jxVaCmr7SGJbE4HMtcBmxAr_TOboqhPnfWytKi4r1r5cqWoa4U7gv_XN3cTIIS9oJ9PvG-KfzzC1i7aXN_FO-avUcXPwCLYAqkjqTaztCX635kKkjwmKZdXJ28LpEjiQ3lnuxfzwVnZslG5wcvxzUFr5m61ccYSToLWn6ean--Y6Xw3ByttEILSQ==">http://blogs.edweek.org/edweek/curriculum/2012/12/access_to_ap_courses_in_stem_t.html</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong>Bringing up the rear</strong><br>
The Alaska State Board of Education has approved a rule change that
advances a plan to base 20 percent of a teacher's assessment on his or
her students' growth and performance using criteria that include at
least one standardized test, starting in the 2015-2016 school year.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyHKmoalB0Xp0g34GcykZENArnD4SIbOlKrAO8fSFBbwcIFu4Rj3jr_xgNB-1CGnHDT6ibd6Dezpkoa_15b37CVSGsxQR9pb4em1HUnf68j_ADy2Nb03F1poDMiaT9-8v4nosL8Fcj7YD6kqLYNdPf5wd9a14p4rUCkx-FvVzFSHGcm8j86i_LLrcCQwcRUQmAiDwX42dd6xBg==">http://www.adn.com/2012/12/07/2717199/alaska-teachers-to-be-evaluated.html#storylink=cpy</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong>That would be a problem</strong><br>
The state-led Smarter Balanced Assessment Consortium has released
guidelines with specific requirements so that districts can assess
whether the computers they have on hand will have the power to run the
new online tests two years from now.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyH-yq8dz4eFnOPVkc_5GqNSLaPERlGy_Qr8Fjaq8MWRpry-zs5kpX2JauQjBBW19YLXJcMDU6XTsULL_HPw-Ti3ANIxwIXg0F3KDCH2I2AjXw==">http://tinyurl.com/be4dw2h</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong>GRANTS AND FUNDING OPPORTUNITIES</strong><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEJblRi6rWymv46BFrIA9xVzyMRy4TonDolaZNWbOZLGLpYFBcLQfwH_l_Vc-cZJ1DjPIibjoT7E--ZRj3FQuI-J2TUGuebCRtjkxdohDNkB7mNMs2apnQAWDpgXGPcciw="><strong>Vernier: Engineering Contest</strong></a><br>
To recognize creative teaching, Vernier Software & Technology is
sponsoring a contest for high school and college teachers. Interested
educators must submit a written project summary and a video showing
creative ways to use Vernier sensors with NI LabVIEW software. Maximum
award: $1,000 in cash, $3,000 in Vernier technology, and $1,500 toward
expenses to attend the 2013 ASEE conference in Atlanta, Georgia.
Eligibility: teachers in schools serving grades K12, as well as post-
secondary undergraduate college departments. Deadline: January 15, 2013.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEJblRi6rWymv46BFrIA9xVzyMRy4TonDolaZNWbOZLGLpYFBcLQfwH_l_Vc-cZJ1DjPIibjoT7E--ZRj3FQuI-J2TUGuebCRtjkxdohDNkB7mNMs2apnQAWDpgXGPcciw=">http://www.vernier.com/grants/labview/</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFnImyw_S-85ddag7Yx849wMLlbpl6Olla46yxduL2eW1VC5fxJ4uoC_XES3lj2inY2MP5_9v5qubFfVy7Pv9zD2bq3i1ySurOIqt4TG1FqH-BhuBJptLDHPr3CPUBiuVMBij87KmI2zjKBpWaTVqprbydSETZqKuCAPWBBfzOTcQ=="><strong>NEA Foundation: Learning & Leadership Grants</strong></a><br>
NEA Learning & Leadership Grants support public school teachers,
public education support professionals, and/or faculty and staff in
public institutions of higher education for one of two purposes. Grants
to individuals fund participation in high-quality professional
development experiences such as summer institutes or action research;
grants to groups fund collegial study, including study groups, action
research, lesson study, or mentoring experiences for faculty or staff
new to an assignment. Maximum award: $5,000. Eligibility: public school
teachers grades K12; public school education support professionals; or
faculty and staff at public higher education institutions. Deadline:
February 1, 2013.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyFnImyw_S-85ddag7Yx849wMLlbpl6Olla46yxduL2eW1VC5fxJ4uoC_XES3lj2inY2MP5_9v5qubFfVy7Pv9zD2bq3i1ySurOIqt4TG1FqH-BhuBJptLDHPr3CPUBiuVMBij87KmI2zjKBpWaTVqprbydSETZqKuCAPWBBfzOTcQ==">http://www.neafoundation.org/programs/Learning&Leadership_Guidelines.htm</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEXVM0yircMKj9nT2rIXL0L3cF4X5oquhw27r0VIHG0rUZIFgH8w-qXJz4rR93Q-gw-IzzHcuk69dSnmGbpDo-oUhoEuDF95h8arpVJcuG5em-a-rWUVVYLa6_O5ZxgdtZS3V2w3sLnIsS1DITH4eixp-VGPu-fZLCwilv86xEQmA=="><strong>NEA: Student Achievement Grants</strong></a><br>
The NEA Foundation Student Achievement Grants provide funds to improve
the academic achievement of students by engaging in critical thinking
and problem solving that deepen knowledge of standards-based subject
matter. The work should also improve students' habits of inquiry,
self-directed learning, and critical reflection. Maximum award: $5,000.
Eligibility: practicing U.S. public school teachers, public school
education support professionals, or faculty or staff at public higher
education institutions. Deadline: February 1, 2013.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyEXVM0yircMKj9nT2rIXL0L3cF4X5oquhw27r0VIHG0rUZIFgH8w-qXJz4rR93Q-gw-IzzHcuk69dSnmGbpDo-oUhoEuDF95h8arpVJcuG5em-a-rWUVVYLa6_O5ZxgdtZS3V2w3sLnIsS1DITH4eixp-VGPu-fZLCwilv86xEQmA==">http://www.neafoundation.org/programs/StudentAchievement_Guidelines.htm</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyE-h_KWLgWHnKIezx8dy6hKGrQ3xetKGJgmvtDYmuwPpqtOnP5QRmb13Nli3wakcevz6UVk1J0jBAFfLPJM-Rss5ndKLEJOqp1nIuGTI4TsacB2oVgvsOGW0XvkilAAvTSKcIdbrvyy5g==">Pathways Within Roads to Reading</a></strong><br>
The Pathways Within Roads to Reading Initiative donates books to
literacy programs in small and rural low-income communities. Maximum
award: 200 books appropriate for readers age 0 to young adult; English
only. Eligibility: 501(c)(3) organizations that run school,
after-school, summer, community, day-care, and library reading and
literacy programs; must have an annual operating budget of less than
$95,000 (schools and libraries are exempt from this budget requirement)
and be located in an underserved community with a population of less
than 50,000. Deadline: March 30, 2013.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyE-h_KWLgWHnKIezx8dy6hKGrQ3xetKGJgmvtDYmuwPpqtOnP5QRmb13Nli3wakcevz6UVk1J0jBAFfLPJM-Rss5ndKLEJOqp1nIuGTI4TsacB2oVgvsOGW0XvkilAAvTSKcIdbrvyy5g==">http://www.pwirtr.org/annual_donation_prog.html</a><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><strong>QOUTE OF THE WEEK</strong><br>
</font>
<font face="Times New Roman, Times, serif" size="4"><br>
"[There is] one entity that is working hard every day, to make sure that
you do not ever get the opportunity to get your child out of that
failing school and into a different school. That entity is the teachers
union." Louisiana Gov. Bobby Jindal.<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a target="_blank" href="http://r20.rs6.net/tn.jsp?e=001J5DDN1CmjyE6NaBGgFMe44wAy8uEbOSmf2hnGL2x5CjYemK-SIjeElv5k2hzFjpnKCquOEaPSxVPEqwgfI1_OhJVqD4ZvbgKAij2hZsc3baJj5Bu545X1nZ7DhjaO5BoRa9jsWVv-tlWv2oWV_z6okujYQZlsyTtGWkdTRvDhJKPFLbjZRicyDLQz0goXhZMr9MvO7jtS-E=">http://www.nola.com/politics/index.ssf/2012/12/jindal_calls_teacher_unions_sh.html</a></font></div>
<font face="Times New Roman, Times, serif" size="4">
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<div align="center"><font face="Times New Roman, Times, serif" size="4">Kate Guiney<br>
Editor<br>
PEN Weekly NewsBlast<br>
</font>
<font face="Times New Roman, Times, serif" size="4"><a href="mailto:NewsBlast@PublicEducation.org" title="mailto:NewsBlast@PublicEducation.org">NewsBlast@PublicEducation.org</a><br>
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Public Education Network <br>
P.O. Box 166<br>
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