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<div>July 16, 2013 - In This Issue:</div>
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<tbody><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK17">Small suit, broad implications</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK45">Philadelphia: It Could Happen to You</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK44">Forecasting state experiences with the Common Core</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK43">Engaged behaviorally -- but emotionally and cognitively?</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK42">What we know and don't know about teaching ELLs</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK53">What New Orleans has really taught us</a></div>
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<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK55">Tougher standards for teacher prep</a></div>
</td></tr><tr><td style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;border-bottom:2px dotted #8c8d8d;border-color:#8c8d8d;padding:7px 0px 7px 0px;" rowspan="1" colspan="1" align="left" valign="top">
<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK46">BRIEFLY NOTED CALIFORNIA</a></div>
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<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK56">BRIEFLY NOTED</a></div>
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<div><a style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-weight:bold;text-decoration:none;font-size:10pt;" shape="rect" href="http://mail.aol.com/37834-111/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27495007&seq=5&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK19">GRANTS AND FUNDING OPPORTUNITIES</a></div>
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<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">Small suit, broad implications</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">A California lawsuit
against teachers unions could have national import, according to Sarah
Butrymowicz in The Hechinger Report. Ten non-union teachers and the
Christian Educators Association are suing their local, state, and
national unions, alleging the organizations are forcing them to
financially support political activities with which they disagree, in
violation of their First Amendment rights. The plaintiff's lawyers are
attempting to fast-track the case by eliminating the discovery phase,
then appealing immediately to the U.S. Supreme Court. A decision in
their favor could turn every state in the country into a right-to-work
state. Unions say they are complying with existing law and with the
California Constitution. California Teachers Association (CTA) officials
see the suit as part of a broader mission to weaken public-sector
unions. Since 2010, three states -- Indiana, Michigan, and Wisconsin --
have passed and maintained laws restricting labor rights. In 24 states,
including California, teachers and other public workers are
automatically enrolled in unions. Individuals are allowed to opt out,
but few do. Those that do are still required to contribute agency fees
that go toward the union's collective bargaining efforts because they
are covered by the contract the union negotiates. The courts have held
for decades that unions can't charge these non-members for political
activity. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT67ckPleJKLDSv-1oV80_fIjSklT0I-9zlOK9reUCHe5B3xggfNMX7Fb-pKftObPYA9x5lfSPacsNfKUrxkCopnNZP7pMkUTidUhgLI7g2hkoEteCT9E7IqGAIct2R2caneYOA_6mbqjvN9zUKB5tawMNB6AxuBKUi7ywHRxnaCLpiGkqUgxbUB2" shape="rect">More</a></div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">Philadelphia: It Could Happen to You</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">Philadelphia, one of the
nation's largest districts, is also one of its most bankrupt, writes
Suzi Parker in Take Part. It currently faces a $304 million deficit,
with 20 percent its total staff laid off -- about 3,800 employees,
including assistant principals, teachers, and secretaries. Though the
district has been troubled for 10 years, its financial straits could
occur in any U.S. district as pressure from charter schools mixed with
funding cuts for traditional schools create a "perfect storm" of
financial distress, writes Parker. Jerusha Conner of Villanova
University, who has tracked Philadelphia's fate, says Pennsylvania bears
a lot of blame for the district's problems. The state ranks 8th-lowest
in per-pupil spending nationally, according to the U.S. Census Bureau.
Conner says were it not for "deliberate underinvestment and
disinvestment in Philadelphia schools by the state, and the misguided
investment in an oversized and exceptionally costly charter school
sector... the district could easily be enjoying a multibillion-dollar
surplus." Some also blame Gov. Tom Corbett, whom they feel should have
allocated more money for Philadelphia in his budget. Currently, a state
rescue package of $141 million awaits his signature. Still others point
to Philadelphia's former superintendent Paul Vallas, who also presided
over Chicago's schools, where he enacted similar reforms and ushered in
widespread privatization. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT660He62qfpxjePuIzj_4o_g8Uk4NAc91gy5V2WI0bArBA7aXbke0xyUrU1x9Rrlus6xIxu-VWq03LhgCxAi3E4s7-kKst6_PcS2Y3PZ0CfJPjHBe8k8xS3YENPWhzdy3UjWsXftuVX8d4SnEelTzboxoj0YAls41oVg7IO7AKS67LRaeeYuwkURgNw8opoDGP2misHY-oZBRg==">More</a></div>
</span></div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">Forecasting state experiences with the Common Core</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">A new report from the
Education Trust uses data from the NAEP to compare student outcomes in
particular states over the past decade to the nation as a whole. It
finds that New Jersey, Maryland, and Massachusetts fostered high
performance and strong improvement for all groups of learners in recent
years. New Jersey improved faster than the nation as a whole in most
subjects and grades, and had stronger outcomes for African-American
students. Maryland performed better and improved faster for students
overall in all subjects and grades on the NAEP, as well having a high
performance from low-income and African-American students. In
Massachusetts, overall student performance and improvement were
significantly higher than national averages on the NAEP, with the
strongest outcomes nationally for low-income students. For these states,
"the Common Core will be a stretch, but they have successfully
stretched themselves before," the report says. But other states will
begin at a disadvantage. West Virginia performed significantly worse and
improved significantly less than the nation for students overall.
Oregon also showed below-average performance and improvement for
students overall, low-income students, and Latino students. Other states
had a mixed picture, with trends good relative to other states but with
significant student groups lagging. Both Ohio and Wisconsin have
relatively strong track records overall, but have weaker showings for
one or more underserved groups. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT64PuAXTDuc4T1P8sVULNJM3bz03BJqQdlSS7ejl4rc2vy57YHdBAmk6G-Zok28NpzQwNqjuWRkEBbgIieHF78KtW8dbujrC29SeCE0Mo56w_1IDUxkP3eGPFXr2bqHIGvCz3OABr-zUjgRpcP4wbzxdc1QsyfroGVADa7TRBMWdjDWZgJzXYJfwPrJBBqrDXg0=">More</a></div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">Engaged behaviorally -- but emotionally and cognitively?</div>
</b></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">A new study in the
journal Learning and Instruction examines how subtle facets of student
engagement are critical for long-term academic success, reports Sarah
Sparks in Education Week. Researchers tracked 1,000 mostly minority
students from 23 public middle schools in a suburb of Washington, D.C.
At the beginning of 7th grade and the end of 8th grade, researchers
interviewed students about emotional support from administrators,
teachers, and other students; ability to choose projects and teammates
for class assignments; and whether they considered class material
relevant to their lives. Separately, researchers assessed students on
behavioral engagement, including how often the student completed
homework on time, followed school rules, and responded in class
discussions; emotional engagement, including whether the student felt
interested in class subjects and accepted in the school culture; and
cognitive engagement, including how well the student managed and
monitored his or her own learning. Researchers found that what improves
student behavior only sometimes engages them emotionally and
cognitively. Students who said teachers set clear expectations and
responded consistently were more likely to participate in class and feel
connected. Teacher emotional support didn't directly affect student
cognitive engagement -- rather, students were more likely to take
ownership of learning when studies were personally interesting.
Similarly, control over schoolwork did not improve student motivation or
enhance feelings of competency unless choices were aligned with
personal interests. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT65hbPtVqnRe1-O9fEdlJnMe7x1CeIEpU-vrLBreNKJ-0eGhkWSzdgQYSLJxrRLxv5UyTOHyLFHwp_nZBt7YrlFujWkmkUgq91_fub0ZY-sba-XLPawDTx9DsrqqG9Zx7bGSA3xq1v9VzbnfyVSrY17rFKtYbsXWimnjWFFFtRd7OmeGAp-ECZqaAWfT93XPAvzb9P8MGeZx7qz0AeAzSFfwn5WTNtBL-FA=">More</a></div>
</span></div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">What we know and don't know about teaching ELLs</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">Surprisingly little
research exists on common practices and recommendations for teaching the
more than five million English Language Learners (ELLs) in our nation's
schools, writes Claude Goldenberg in American Educator. This inadequacy
applies to all areas, including English language development, math, and
history. Rather than list instructional practices specifically
validated by research, Goldberg instead identifies four principles:
Generally effective practices are also effective with ELLs; ELLs require
additional instructional supports; home language can promote academic
development; and ELLs need ample opportunities to develop proficiency in
English. In general, quality of instruction and curriculum, as well as
school supports that bolster them, are more determinant of ELL
achievement than language of instruction, Goldenberg writes. Home
language instruction clearly benefits home language skills. Little is
known about effects of bilingual education in curricula beyond English
Language Arts, and to a small extent, math, and many gaps remain. The
Common Core State Standards will likely make those gaps glaring. In the
end, progress on this topic will require creating these conditions in
schools, continued research, and thoughtful practice to see what works
in classrooms. Practitioners have an extraordinary opportunity to
contribute to our knowledge base for educating ELLs.<span style="font-size: 10pt;"> </span><a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT64gNH7QRIcHrQOADUJdMsDFNEmPc_j1KoQexLkQYihDuck0yxphas6apRCaQuERBLzKePFPkrPbKKnbRAMyC20dnSmxKw_gWiE_NeZ4UJG-mS9YTHDu_ZyyTHptxVSL7v9-Rm-xdtV94oZbT3le6fScp5m6lwCY5X0xP7tmBFY-vw==">More</a></div>
</span></div>
</div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">What New Orleans has really taught us</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">In New Orleans, a
single-minded focus on school improvement through certain reform models
has given hope to many low-income families, but it has also destabilized
the broader community in unanticipated ways, writes Sarah Carr in an
opinion piece in The New York Times. Many veteran educators, who formed
the core of the city's black middle class, were dismissed after Katrina;
officials fired 7,500 school employees, and an unknown number were
ultimately rehired by reconstituted traditional and charter schools.
Test scores might have risen, but fewer educators are considered part of
the community and understand the social and cultural context in which
their students live. The most challenging students -- those with severe
special needs, a history of school expulsions, or a criminal record --
can also suffer disproportionately from a narrow focus on school
improvement and test-score gains. Schools have the least incentive to
enroll these students, yet they are the ones who must be reached to
reduce the city's high rates of gun violence and incarceration. The New
Orleans experiment has lifted the average student from a state of
academic crisis to one of academic mediocrity, Carr writes -- not
insignificant for a city where 42 percent of children live in poverty.
Yet as another summer begins, Carr says we should also reflect on a
different takeaway from the New Orleans experience: We can ask more of
our public schools without asking them to save our cities all on their
own. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT6681qV8fjxuIsJ4ENtdaED8e0rNX8YP9CB0TGp4krRB2uYSVg5xbn-oFJo1sLbJRgxIjIFw_RfsdcInNsIxfM-HSsLRX9LFQ_ybtpQcIBYWWcaXK4Ty7sShdFrMIHbx7cTWyf5syXWuql_d8U9N_1WAR0_Dg3Gs5t_AJgwKQZhk5WDVc2MmBugCCOULrarQ9myE0KJc0sTSaObueO7fxrYJ9mKJYYenA_MfYxLuQ7M7uuq9H8GmrAKVTCiHNLEV4-E=">More</a></div>
</span></div>
</div>
</td></tr></tbody></table><a name="aolmail_LETTER.BLOCK55"></a><table id="aolmail_content_LETTER.BLOCK55" border="0" cellpadding="0" cellspacing="0" width="100%"><tbody><tr><td style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:10pt;padding:8px 25px 9px 25px;" rowspan="1" colspan="1" align="left" valign="top">
<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #f14e23;"><b>
<div style="margin-top: 0px; margin-bottom: 0px;">Tougher standards for teacher prep</div>
</b></span></div>
<div style="color:#454545;font-family:Arial,Helvetica,sans-serif;font-size:12pt;"><span style="font-size: 10pt;">
<div style="margin-top: 0px; margin-bottom: 0px;">A national panel has
finalized a set of standards that for the first time establishes minimum
admissions criteria for teacher-preparation programs and requires
"value-added" measures for post-graduate evaluation, reports Stephen
Sawchuck in Education Week. Programs seeking approval from the Council
for Accreditation of Educator Preparation (CAEP) say the standards are
significantly more demanding than those from earlier accreditors. The
draft standards include performance measures and requirements for
surveying graduates and employers on program quality, concepts that many
higher-education representatives opposed during a 2012 attempt by the
U.S. Department of Education to revise federal accountability rules for
teacher preparation. The standards fall into five broad categories:
equipping candidates with content knowledge and appropriate pedagogical
tools; working in partnership with districts to provide strong
student-teaching practice and feedback; recruiting a diverse and
academically strong group of candidates; demonstrating that graduates
are successful in boosting student academic achievement; and maintaining
quality-assurance. Preparation programs would be assessed on the
evidence they produced to meet each standard. The commission also
established eight criteria that programs must report annually, such as
graduation rates and teaching effectiveness. Because accreditation
typically occurs only once every seven years, the annual report will
help gauge programs' shorter-term changes.<span style="font-size: 10pt;"> </span><a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT66IWPEQgsmXWppjcfSf6euIvN3EStoFWQubc2POLBGtn7E_Gf1p7tb1iGZ53ceFaxdV6KLKJ9y70jucRQ_jeUio8Mag5DVIRiTXCuJtApYBCYUDz3nBKj-pvxVMu9zZ7XcFmlD3iiVTymhKVJU-RLqYa4WZQwBWrjxaflpcymXoEOO1o17vshcr5i1AjSsMpSNtXnHjp7T1PBISVREzIJX9f4IHO-pMV7w-oBYY4MVhFqxZtVFWKHDr9k-Xrk1U4YelT6rqQwM1nlKO0xvA3QBG" shape="rect">More</a></div>
</span></div>
</div>
</td></tr></tbody></table><a name="aolmail_LETTER.BLOCK46"></a><table style="background-color:#ebf5f6;" id="aolmail_content_LETTER.BLOCK46" bgcolor="#ebf5f6" border="0" cellpadding="0" cellspacing="0" width="100%"><tbody><tr><td style="padding:25px 25px 0px 25px;font-size: 14pt; font-family: Arial, Helvetica, sans-serif; color: rgb(240, 79, 35);" rowspan="1" colspan="1" align="left" valign="top">
<div><b>BRIEFLY NOTED CALIFORNIA</b></div>
</td></tr><tr><td style="color:#000000;font-family:Arial,Helvetica,sans-serif;font-size:10pt;padding:8px 25px 18px 25px;" rowspan="1" colspan="1" align="left" valign="top">
<div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>At the helm</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Janet Napolitano, the
U.S. secretary of Homeland Security and former governor of Arizona, has
been named the next president of the University of California system, an
unusual choice that brings a national-level politician to a position
usually held by an academic. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT64FTBr0072rfljwKrbPB6IsIB_-dw4Yrp_Tn61gEGQ1n5JH36ncbaj8Suu2JT9OLbkwQxhZiKNcS7kLfRq3TfhTUJfjRl2leiFyXVu6lDd1822zsw-ziaMaK7CDjdO-1YFtZTH3hF283aw-X1wFWzja92v7QXFMeD3c7xbR3eSpCgLWVdaSm6dFQZt4hCyK4v0=" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>A welcome return</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">After five years of
brutal cuts in arts education, Los Angeles Unified will bring more
music, dance, theater, and visual arts into core academic classes under a
three-year, $750,000 initiative from the Los Angeles Fund for Public
Education. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT660em2LmI4taGTDh7jOgZQhxp28l16vqLeXko4uZVX5tjTxaBSAGzmXCvAxfP8tJPh6NJ8IX5GSvp66T0mDA5Pe-15GlRTAo32G6A8p1IPOsChUqCb26Uf5eDLHiGNEONaM9T-4NtOohNnuCALkh96YnM9GI9xEt6SAJtGmYUAC00pUB3qjJfY4SUc9hVjhHE0=" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>The price tag</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Buying and installing a
new system of K-12 student assessments aligned to the Common Core State
Standards will likely cost California $67 million. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT67GyRvU3I2rtnP3UBMR3OENse0cLm2kmPkhPaV7hVkLLq8tnF7zWWBjeeXiZJ-q8THJwEWt8fgug9AdJLF9bZdzmnivd3iacQ6lzgyBElcCJbyQy8PTDpLdPed2WXRGbWBAVdgzKrmbqUWgPXh-bbthuWYkC0wDSXmkjOK-BvzNsCCiUkt4iVnZ" shape="rect">More</a></div>
</div>
</td></tr></tbody></table><a name="aolmail_LETTER.BLOCK56"></a><table style="background-color:#ebf5f6;" id="aolmail_content_LETTER.BLOCK56" bgcolor="#ebf5f6" border="0" cellpadding="0" cellspacing="0" width="100%"><tbody><tr><td style="padding:25px 25px 0px 25px;font-size: 14pt; font-family: Arial, Helvetica, sans-serif; color: rgb(240, 79, 35);" rowspan="1" colspan="1" align="left" valign="top">
<div><b>BRIEFLY NOTED </b></div>
</td></tr><tr><td style="color:#000000;font-family:Arial,Helvetica,sans-serif;font-size:10pt;padding:8px 25px 18px 25px;" rowspan="1" colspan="1" align="left" valign="top">
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>Stonewalling</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Boston School Department has refused to release overall ratings of teacher performance at individual schools. <a style="font-weight: bold; color: rgb(238, 86, 36); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT64mkr-nWkhUtleMxxfmtvnE0bmLyFwodmxfbcoaE1WcRiJdIjH9GoRT9098PVt8X5ntEXQwwI7m_FQDiAC5jVOLBSLnxtLT2gRoev6t6g-9AIZm1mfFPzcfjfMDevW3zjR-ZSrFvW-XnTns6D3hD56ZUh_Vk0NxgeEUHT2MT6XUPhr-8KcCm0-nNt2Wa1sxCwldcIz1Jc1-avkujpnyWF2_YQBn-bnP61KmCLLe-x68VxJngTx0WV29yPOFcFctcv_k2pbHOFTn_1xjqNzJWit_n8xjUnvGji4cweCm-YNhcAvvTn7WK0lTusyb90E3z07cxOJNBE6vBUzQKP22roj0" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>Getting it</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Vermont has allocated
$400,000, matched by the $400,000 that foundations raised privately, to
help pay for about 400 pre-kindergarten-aged children in 12 communities
to attend child-care programs. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT649P5ys8agsWKYbgzw8zgBui4qeln4pSUvSThiQNlmK3rpQA1-qra_Nw4bj3fWs6G1GeUdTxrLFaQ-Iunt0_XXtMFBn5Zg1guJoC3Ps54tqIPJ4wZFqNCCtso2OJZdf9HL49v4B2GeSumt-zDHP2oO9uICosjEhVJO3iu4eCsJImUqkuKRi51-sDCI2b9wX4ySArYKgoIoTpR8pe8pDH8aeOWrmTtkuIuswqsV89_aNAgSEbaztD_PiG_YbM-x3nxwh6k1ywidorA==" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>Take heed</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">A technical review panel
set up by the U.S. Department of Education is urging both Common Core
assessment consortia to pay better attention to ensuring tests are
accessible to students with disabilities and to those whose native
language is not English. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT65bf3eegHb5f1xFxvmRozZmy-B2dKCUMJjixUmaS5wx8J4iWJiyBTDK3k4divBihCbaVZ3G_8jQepqX5kEVPMQjNoddmR_RQH6Vt9YYe24SIijT5uhYxUl5T6JKsj390yaqBsUGXiKC-4WaV7-FIUkZ4l2TYAJxDWDFrAHo-S21ieco3KXacaKEqgjWG40Pz8uMLSE6NQVhUA==" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>Still state-run</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Newark public schools
have been controlled by the state for nearly 20 years, and the
monitoring will continue until Trenton deems the large urban district
ready for autonomy, a panel of New Jersey appellate court judges has
ruled. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT67N6akEl235zHvqgNaW45ae49WM8gCTQT1cN1hOe-KKgNQeXAadC9ZOy0FXo1E4fKvRlmJ2Q54S7QhOO5ju6N4JFIjHl5Vv-LZM_uUtz5pJ0NR4gs16Sqm5WRe0GYEtPq4tm0xhslrlh4ykWuAYF6PvhVzeHCBdDoHWiov5K0CpLmMkBmND664D-wgLoZjkdLNiI41HA4xLqBUUhaNfdvZlfEiYAssLcKRf5Euqzff3xJligAmthtHPyKfTPD_vOQ8=" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>The cost of potential violence</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">As more schools consider
arming their employees, some districts are encountering a daunting
economic hurdle: insurance carriers threatening to raise their premiums
or revoke coverage entirely. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT657BZVWrcbYb5R7G47-b3QO_RS1oPcjycPz7XJI5PH9kN9NXlfcl8SIQr7C_77N7DKJ-FyDYXPGpIuFGxPoSVNKQx1B-P05d-kFhNiQANyW2wwzVSuCBZdz0J_93EFV-K39EzGrmZCX0WO1vs1X3CZTvQhgXQblW8p20JFDxoVK7QkBYl4da0Ead3OmUTCSxNBvN8yVj1uBawLYEcT0meE5vbsU32VSrmShXjn23vd0RopaHl7cNpGY" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>OK drops out</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Oklahoma State
Superintendent Janet Barresi has announced that she is withdrawing
Oklahoma from a consortium of 20 or so other states around the new
Common Core curriculum standards. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT66LimhCDIXHaeVmJbS2xJlApQQj7AU7fMeJTxlCi60iJ3ED21tOSTZGSrTeKnKBZtxt25NEWgnoqVhN7icKZjHqiLesEk_OsnTUxfJIlrizYDfKm0sdxHpWRjeiSM0LoFj0XP0YhXo7urNpmm9cLywujmAvrZ3xRZsv7K9Cd2ibwAXk1wgeUwiQkJMp2sr7u1wYYq0rlqOEo_2QM5cKKTmStZnFq-W95fO-27wqsLydwo9WDeTUX-Ea" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>How refreshing</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Wisconsin Gov. Scott
Walker has said that future expansion of a new statewide voucher program
should be based on whether voucher students perform as well as or
better than they did in public school. <a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT65yIgEo_QhUKcSnfS4N7DO85yOBKhTFlHLgNfGIcpF49a4oZkF4oM-W5DuFBFYup-mdu226ae14DqCvNCpF178vJ4elKElMWuSlzwnYOb2PKWex_0VExK49kA00TEB12K7I9B7w8p6yHTR9-o8MJs4yVFqn5PvT8_P9UzY-3Gw4t7ePpLcOS4s8y0DbBQzFuW3NrkUqKwnv4Xyt_chwgME2weP6qZPd5Xs=" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong>Good thing they're paid so well</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Roughly half the amount
that the nation's public school teachers are spending on educational
products is being covered with their own money, a new nationwide survey
shows. <a style="font-family: Arial, Helvetica, sans-serif; font-size: 10pt; font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT64l8AkLV6SrUdmZqMagYO9urRflVJk8F2iET71gJzmrqSIzY99ZOCFO3h18ucjVIRQ9AMcpTvnXiLeobL_Mox8VdrvNLvVDuL1tIRGH9QsNI5wG6lMKLzS5gcMfmD5AaJbPWsVXGYKTcGRtYp6JEqnCnxVssE1WE8ls7sEpAo2HSUHjoDMdcnlQtXi3MvVgoOPAk63fq2tFzyOrSUtOYT9xA5C3Y82XjtXA0WEeYlOktmxVsD4bvL4TIQXR2R5jyOo=" shape="rect">More</a></div>
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<div><br>
<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><b>GRANTS AND FUNDING OPPORTUNITIES</b></div>
<br>
<div style="margin-top: 0px; margin-bottom: 0px;"><a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT66R-CKlA7TTn3C7Iny8lxLseiJ0poW_8ZI3HCc7cOnWf5VtdB3_xA3e_qkEmRXhpcq0Oqve_mxRqh49v3Cv2Evc3EvobgUCCL9QdfcyFdSzKbb4suuOzw9RZMDyAnrEzKpE9m2hUyruRHnyK8YRj_TC--8043NSsx0=">NSTA: Awards for Excellence in Inquiry-based Science Teaching</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The
Delta Education/Frey-Neo/CPO Science Awards for Excellence in
Inquiry-based Science Teaching will recognize and honor three (3)
full-time PreK-12 teachers of science who successfully use inquiry-based
science to enhance teaching and learning in their classroom. Maximum
award: $1,500 towards expenses to attend the NSTA National Conference,
and $1,500 for the awardee. Eligibility: PreK-12 teachers of science.
Deadline: November 30, 2013.</div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px;"><a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT650U-PqsG5KxUShpXvL3nEzlsFcj2yegObh_0Ul5IC0HBgCM5VL39YXjmZkEnuERofrryW2tcvMIRWBsAuQwKo-EJ4pm3R9divlPpKR24bkbT0Mwgbwo18M">VSP: Sight for Students</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Sight
for Students is a VSP charity that provides free vision exams and
glasses to low-income, uninsured children. The program operates
nationally through a network of community partners who identify children
in need and VSP network doctors who provide the eyecare services.
Parents and guardians interested in seeking assistance through the Sight
for Students program must work through VSP's established network of
community partners. VSP does not issue gift certificates directly to the
public. Eligibility: There are five basic qualifications a child must
meet in order to receive a Sight for Students gift certificate: family
income is no more than 200% of federal poverty level (see website for
chart); child is not enrolled in Medicaid or other vision insurance;
child is 18 years old or younger and has not graduated from high school;
child or parent is a U.S. citizen or legal immigrant with a social
security number; and child has not used the Sight for Students program
during the past 12 months. Deadline: N/A.</div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #f04f23;"><strong><span style="text-decoration: underline;">QUOTE OF THE WEEK</span></strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">"I
hope [the Race to the Top is] part of a bigger story, that the
department can help be a force for reform... That it advanced the idea
that smart government can do politically smart things. The waivers are a
50-state play, and are also transformative. Government is designed for
one-size-fits-all, but that's not right. It's about how can we, in a way
that's fair, enable and empower? How can we be not one-size-fits-all?" -
<a style="font-weight: bold; color: rgb(240, 79, 35); text-decoration: none;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?e=001cOOSxf8dT67TIBWx-d9-Ygc7qJIbcIMr1mq4FdLGhzyp7krNC2FkWiSg1e3qmpUFvUQwZPl_yOD4g-e6xMAItC5laEu5S2Y0sX4Bw13rdxeayBBCWg9d1xIJSehXUwXvwEam8GOMchZxIF3EDqTW72ahZu7V_gpjox9QqrDsp6EoDOASHWzpoBFSu24Fkagq9uGEdAe0D4jGB8mGQLO9N2yDQIpOsF89cGTjPDnZl4AJrWwTNJjEocQPcla_FlcoXEPEagn7-gufZ1H4vmogbQTf0mCYsxRwRB_QPScVN5BIwYWr7NqZ-20g4lP6kpwFWb-vZYa3wEF0qKjeUodCWiG39ssUEYYjJQ0N25fw_AlGpSwR6NtQWTojiblOaRofSMXHrGqhm4wEqRFoCR0CQfgKVqBfR-Mt">Joanne Weiss</a>, exiting chief of staff for Arne Duncan, in an interview with Education Week.</div>
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