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<div>October 28, 2014 - 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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK17">Free, accessible, unsegregated, and unequal</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK45">What price fundraising drives?</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK44">Toward national funding reform</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK43">The correlates of transitional success</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK42">NYC's contested small high schools</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK53">What does Deasy's departure signify?</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK55">Have schools recovered in the Recovery District?</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK54">A blueprint for continuous, informed improvement</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK46">BRIEFLY NOTED CALIFORNIA</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK56">BRIEFLY NOTED</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="https://mail.aol.com/38815-716/cs_com-6/en-us/Lite/MsgRead.aspx?folder=NewMail&uid=27703821&seq=24&searchIn=none&searchQuery=&start=0&sort=received&sortDir=descending#aolmail_LETTER.BLOCK19">GRANTS AND FUNDING OPPORTUNITIES</a></div>
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<a name="aolmail_LETTER.BLOCK17"></a><table style="display: table;" id="aolmail_content_LETTER.BLOCK17" 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 style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>Free, accessible, unsegregated, and unequal</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Free, accessible, and
unsegregated public education in the United States has only existed
since 1965 and been predicated on the ESEA's three precedents: the
promise to educate all children; the fluctuating nature of school
funding; and the mandating of standardized tests, writes Lawrence Baines
in Teachers College Record. Yet the federal government has never fully
funded public education: It has always paid for only a fraction of
special education costs -- 17 percent in 2013 -- and contributes little
toward educating English Language Learners. Funds for public schools
mostly come from state and local sources, with taxes on property the
largest single source of revenue, and these swing wildly, especially
during economic downturns. School budgeting has become short-term,
tenuous, and contingent, and is widely divergent both within and across
states: For instance, Arizona spent less per pupil ($6,683) in 2012 than
it did in 1989, adjusting for inflation; Massachusetts spent $15,746
per pupil. This has clear effect. In recent NAEP tests of reading,
Massachusetts students ranked first in the United States, Arizona
students 46th. School boundary lines may seem random, but differences in
quality-of-life variables -- property tax rate, crime rate, and average
SAT score -- are substantial. So American public education, hewing to
1965's precedents, has created a system of schooling that favors the
rich and penalizes the poor. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yRVJIiQXVygs3W4He-lcqe523BUvYeddtwjlpBqAd3jmyPzHEMH-CEaZAfbHGlVunqjHafzJ4INQwUZLSxCb7ySQpoGjwaIK-0Rg1liPlWweZAoD4IELj2oW3NzF0fm-sCuBDP4yOy2WS8COoga93Cg==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
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<a name="aolmail_LETTER.BLOCK45"></a><table id="aolmail_content_LETTER.BLOCK45" 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 style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>What price fundraising drives?</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">From bake sales to gala
auctions, private groups are raising increasing amounts of money for
public schools in wealthier communities, spurring inequities, writes
Motoko Rich in The New York Times. A new study in Education Finance and
Policy finds that nonprofits of parents and community leaders tripled in
number and quadrupled dollars generated between 1995 and 2010 -- $880
million in 2010, up from $197 million in 1995. Their expansion stems
from the fact that most states now have funding formulas capping or
redirecting local property taxes to state coffers in an effort to
equalize district funding. Communities that used to raise property taxes
have found other ways to funnel money to local schools. Money raised by
private groups is less than one percent of total spending on education
by federal, state, and local governments; spread over all students
enrolled in public schools nationally, the amount per pupil would be
$28. In actuality, some communities raise four figures per student, and
philanthropic fundraising is unregulated and tax-deductible for donors.
Some, like Rob Reich of Stanford University, worry that the energy
parents expend fundraising for individual schools "comes at the
potential expense of their political engagement on a broader basis to
actually get public dollars to be enough for all kids." <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yCjo_xdz2KqKFXSJWRcY073HzVOMm5gxetuDUnjYfvWOHMHdLc8y7O4VqK5bRGRWQiT9oMLHa4bQTQFIJMfJS4vtLgqQ6Q8sFSTnGgLm0O1Cfucipqw-jkNs-tXC-LWUOz6x7oSplCVH_Q50sa4Jly3dyANKYIu3UXUFRr_33IOPHcyvVDIBCk04lEu9Oi2Y64dDXPXAA4DjiOsnrwdY_ntkN2C3MycQBlDOcqUlbvWKfcpbbdkHPIh6Z4pBKoRyWhq0BeCnCGnNzIYPKr99MqUYu1idkKcu0&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
</td></tr></tbody></table><a name="aolmail_LETTER.BLOCK44"></a><table id="aolmail_content_LETTER.BLOCK44" 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 style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>Toward national funding reform</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Almost every education
policy debate is in part a proxy for something else, writes Conor
Williams on the New America Ed Central website. Regardless of surface
appearance, school funding arguments are often implicitly about deeper
theories of justice and core elements of our social contract (both
articulated and unarticulated). If we believe that all students should
be treated equally in a public education system, presumably we should
commit equal resources to each student, regardless of background. If we
believe that some students may, through no fault of their own, face
crippling educational challenges because of their families' limited
resources, presumably we should compensate with additional public funds
that establish a baseline of equitable educational opportunity. Many
politicians and education officials seem to accept the latter idea, yet
funding formulas don't always fulfill that promise. There are many
different ways to frame school funding and to slice up numbers, and
people can usually reformulate data to confirm whatever argument they're
making. So while states should definitely establish a just funding
baseline for students in high-poverty schools, nearly every state has
funding-formula problems that seem extraordinarily tough to reform.
Williams suggests these are educational equity problems we should look
to the federal government to address. <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y0mBRaF7Ibrsyy2ENypITtwB2WHz_t0OH05SzIEinO4EKizIQ2QFp5C8JjLJLCp1JCgLZ18JQySyX8p7uQ9mjpz45pmkAuyinVdTD0iuJPBtqBk66IyjXPx5fOXIiivoNupawNPp__WOZ9ybIuFp0yss_ak7-m_rqyoZTVJEC4oU=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></div>
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<div style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>The correlates of transitional success</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The latest report from
the National Student Clearinghouse Research Center offers high
school-to-college transition rates for public, non-charter high schools
across 12 categories, based on demographic and geographic
characteristics. It finds, unsurprisingly, that students from
higher-income, low-minority, suburban schools had the highest college
enrollment (73 percent) and highest persistence rate (remaining enrolled
for a second year) in 2013. Among school characteristics, school
poverty level was the most consistent correlate to college enrollment
rate, regardless of minority or geographic category. The highest
immediate college-going rate across all low-income groups (58 percent)
was lower by three percentage points than the lowest rate (61 percent)
among higher-income groups. Enrollment at two-year colleges was not
necessarily higher for students from low-income schools, but two-year
colleges were a larger share of total first-fall enrollments for
students from low-income high schools and from higher-income,
high-minority schools. Regardless of high school type, persistence rates
among students enrolled in private colleges and universities were
higher than for public institutions, and higher in four-year
institutions than in two-year. One interesting fact, noted by Jill
Barshay in The Hechinger Report, is that the best 25 percent of
low-income, high-minority schools sent at least 60 percent of 2013
graduates to college in fall of 2013. By contrast, the worst 25 percent
of high-income schools sent fewer than 60 percent of graduates to
college in the fall. <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yKaDrvwu9ZU_D7SOcJjXR9A3CF3_xAmlIQzCM_z9IyN5ODz726etnZ5UVEO5NOKHO0L7Wcgsu3J3Qw-g4Mt0wGVfjjUvDx5n7dN_NxmCyUfOa3KfxxuabhEzIZw2OFTX2e-_i1tvKcMOK40iz4DQzU6Gj5uL89W3A&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<span><a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yrU-g1-JpZf0mLR6XSRQZU-ikUL2GpS_wsBScDITNojgQs8lSVhZLsq8W4AnmUpIUn1b0Lm01pSFHuDyNDXWVoYHCblLgT7-8y5p5vVUJsQNvulc8sUik_aDzJkX9KspUeVxtxCso0kUPm9MBnZTWl5BMGo_yrHStwmmtmw5LtAkfRHTLg1BKX8VXVEq4VymNYzbAyKox2sXGZ6Fr1_oZTlgAjzKYNBFA&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">Related:</a></span><br>
</td></tr></tbody></table><a name="aolmail_LETTER.BLOCK42"></a><table style="display: table;" id="aolmail_content_LETTER.BLOCK42" 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 style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>NYC's contested small high schools</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">A new report from MDRC
finding New York City's small high schools are graduating and sending
more students to college than larger schools has become a proxy battle
for the future of the school system, writes Geoff Decker for Chalkbeat
New York. Current Mayor Bill de Blasio is a forceful critic of the
school closures that made small schools possible, and the small-schools
movement has lost luster nationwide. MDRC's multi-year research focused
on schools that were oversubscribed and admitted students through a
lottery, 105 schools. The lotteries let researchers compare outcomes for
admitted students versus similar students who "lost" the lottery and
attended older, larger schools -- a research structure Decker calls a
"gold standard" for the field. Former Chancellor Dennis Walcott called
the findings a "powerful validation" of former Mayor Michael Bloomberg's
district strategy, and critics of Mayor de Blasio complain his
administration has yet to offer a clear vision for struggling schools.
Yet because the research examined only small schools with more
applicants than seats -- i.e., popular ones -- the lowest-performing
small schools may not have been included, which would skew research
results. And an additional 93 small schools opened from 2002 to 2008,
but were omitted from the study because they were either academically
selective, transfer schools, or combined middle and high schools. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yvXL_-Ol5reHkjf7sUbXgehiVLGybKKmF-lDz40S8fYC5UEU9kc19nQr8PLXmkcRTyVmNJHhA0wyC79TGze8-HNOY-FbPXvNCa2pEmKvVRXDKm1PXAop1WEWecIreXO3GboHAzNfRKle4HF2ZYGpteNhLAuAYcVxeVz-OHmM0Q4gAgxjsq5kJpjZu8IADEZ-9qwNDnyxPN-QmwqjkMXEe8IcW2ZlBtJmkrDpm_S64qpE62KWSKJYoVIdhT--d1uvP&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"><span style="font-size: 10pt;"><br>
</span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"><span style="font-size: 10pt;"><a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yxcvo14vaEEgrQtxrFAV--q1AOVOw39wLQyemzo1m9KABpixK5PjW0krbSGxJexZGyudPWoGYTvqjjj-L10-mJGS5gCyUihkKMESsUI51Fc27hGgh9JSR-8k4MA5zsz57iMjQzgISy4b7wECDCYjyrFmF_PY5Q6yc2z8tLmNBZpQ=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">Study:</a> </span></div>
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<a name="aolmail_LETTER.BLOCK53"></a><table id="aolmail_content_LETTER.BLOCK53" 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 style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>What does Deasy's departure signify?</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">John Deasy's recent
departure as L.A. schools superintendent shows how difficult it has been
for big-city district leaders to push for radical change, write Teresa
Watanabe and Stephen Ceasar for The Los Angeles Times. Those who have
tried -- in Chicago, Philadelphia, New York, D.C., Texas, and elsewhere
-- have lost jobs, faced strikes, and suffered lawsuits, among other
things. They've been fought by teacher unions and community activists
opposing "corporate reform," since this often involves data-driven
performance reviews that affect high-stakes personnel decisions. Deasy's
tenure at the LAUSD lasted three and a half years, during which time he
clashed with the union and struggled to maintain solid relations with
some school board members. Union leaders, both local and national, say
Deasy's exit is a repudiation of his policies, which his supporters
sharply dispute. "The job of a good superintendent like John Deasy is to
push hard for school improvement, and too often good superintendents
get a lot of grief for trying," said Bruce Reed of the Eli and Edythe
Broad Foundation, which supports school choice. "We still have a long
way to go to give kids the equal education they deserve, and we should
all be pushing harder and faster for equal opportunity. Parents don't
want a go-slow approach." <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yjpAknhXnYexGwTckR-sXa19T-umNhVX9RU1xzHz_4jrHTcOgNmt7fHkIYfmnr700OZlMYXlUptbK3V6pNRM8f156MJ4orlssl7HC9X0TJt7pi2_Cd2edNJI3AgxPHejlktOnpvIJOBmDc-0pGcD4Ddoy-0Jj76HOkx5f7gI4TiFiOk_FMO1yNHr3aiZzNC461QPoT0L1-Q8ulI7F7aQ53VSgodgYX4B7&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<span><a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yf4IQn0Ald1xgfsr-NVxl0sDyHJtjjKTD4YP1Hl_0NAQQKSYnfZjNa-1Miu4zlP_WiAykRBTjJ3hUSX3prdZSt2iDeK0lnZaseb2AI_zGbB1MnVbUrr3JdGP10i9YbOIUYal_eSTWwXAAjZh5NL966e91_UK2_Rp-_4ztyWyZiXzgrkJl43-kpel7U5Q387Vb&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">Related:</a></span><br>
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<div style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>Have schools recovered in the Recovery District?</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The notion that New
Orleans has the country's first all-charter system is false, since the
city retains a handful of traditional schools, writes Marta Jewson for
The Hechinger Report. It is, however, the first year that all schools in
the state-run Recovery School District (RSD) are charter. The RSD
predates Katrina, formed in 2003 to help failing schools statewide
recover academically. Just five schools in New Orleans were taken over
at that time; post-Katrina, 107 of the city's schools were given to the
RSD, with Orleans Parish maintaining control of the rest, all higher
performing. Academic results in the RSD have been uneven, with some
schools closing for dismal performance, and others posting higher scores
than longtime academic leaders. If the initial goal was that the RSD
turn around failing schools and hand them back to the publicly elected
school board, this hasn't occurred. Neither the RSD nor the school board
decides when charters revert back. A 2010 state policy change allows
charters to determine whether to return to board control, and none have
done so perhaps because -- the district has lacked a superintendent for
two years, and has grueling, contentious board meetings. And though the
local board sued to regain oversight of recovery charters that were no
longer failing, it lost, and the Louisiana Supreme Court declined its
appeal. <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yegioBR-d7NzIat5a_D8-eVTwz0wrn_-x8mbUDcMswMb95KLW7_WY4h2ZFyPaVIfknJJjJ-RzUU2DdN2ugslLxTy_VXKFg5gBMTugPMZ_nTCCuNTMscTxcWz7zuTRiJ18lJn4Y2Zw9Uc59JWU8lrkWGAk3lE73yA6HkQOWkt0ZQcvDBwpf_JOZAvogFSdowLNaiqoS0AHsACOH8VDyeES4Q==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></div>
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<div style="margin-top: 0px; margin-bottom: 0px; font-size: 14pt; color: #ff6600;"><strong>A blueprint for continuous, informed improvement</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">A new report from the
Stanford Center for Opportunity Policy in Education and the National
Center for Innovation in Education at the University of Kentucky argues
for a more comprehensive and balanced system of accountability based on
three pillars -- a focus on meaningful learning, adequate resources, and
professional capacity -- and driven by processes for continuous
evaluation and improvement. The report outlines systems of multiple
indicators, School Quality Reviews, and school-improvement strategies,
and recommends certain elements be put in place. These include a
sophisticated curriculum and assessments that evaluate deep
understanding of content, critical and creative thinking,
problem-solving, multiple modes of communication, and uses of new
technologies. Resources must be equitably distributed, ensuring access
to quality teaching, materials, and technology, and must address the
needs of students who live in poverty, are new English learners, or who
have special educational needs. Capacity-building for schools and
educators must enable more challenging content, and evaluation and
improvement models must foster collaborative changes needed to transform
schools from the industrial model of the past to innovative learning
systems for the future. These models must enable thoughtful risk-taking
informed by continuous evaluation using multiple measures, and should be
transparent, reciprocal, and adapted to local conditions. <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yiblObcKs--DKUzIG0Ue9JQzJvOGwYRy6KDmvYrU0yP906Sq_zfIyCeQP7lWYlVL-kPYF4Vv527ybxUqSiAZEtXzvIuNMqyIUHkY301WO6_y15nO1iqOGUkCfSneetuRUK3RCeCrYsFrIvk6KRLz_SgjlVQu0mQ5rL0E4Uzyuq5JkXLE9EgPCK4ZiFWyOMwHOkYKxZSnHTJ1PtL9b_4bBnJrGKYdAjMKfKQKTJ95zjCIylt0UPapn1XCXipG49KSBmpauLZIC6ZE=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></div>
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<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 style="margin-top: 0px; margin-bottom: 0px; color: #ee5624;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>In with the new</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The president of the California State School Board has signaled the end of the old era of assessment, and the dawn of another. <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_ySLCkYqSuVbPDY1mWOby5KBa3MuhbZEw3MzxI5skVZthCafDT9YOM3AKrDWEPjPXGm89tAvdp-TxEPCGsz5iKGoBQ9815LFCBa-w_rnDZvMpIw33HgdsPGpi_HwlJY_NxvTrd-4K59oJXlLCDeLMBqusa6ZaRmDuWHGr3C3jxrvjRebw92OAbdoK_veo7SEpI3OBWrMtiC-jOYdY9nMNu9GworBf7ufPk_xLavBh6kUUwFhpAoggxdQ==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>No cigar</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Voter support for
Proposition 2, a new version of a state budget rainy-day fund,
has increased from a month ago, but is still shy of the majority backing
that Gov. Jerry Brown will need to pass it.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y6j3jA-XSw0PoqPB4Kl0lidtFeckh6I2hn55QYiP4DWNEmP-SrbTFLdO_13pXB4SxQGg-zJo8y2zyUbDbzcb9luCChPd-cuooDTHCbYh83BcOpptUuqxooy_uVqhel4Q--j4OXKEoTY41WWLv47J37wO8Fcdnbn-YHACKrillTlOEZ1b5JBmct6SKPGcqbF30tRcbP1xAbz4=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>In case you're wondering</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">New L.A. Unified
Superintendent Ramon Cortines said his improvement plans for the
district's most pressing problems won't involve the man who arguably
knows the district best: resigned Superintendent John Deasy.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yA_ZLfPcIrnlhVKrv3kPOygWZFuDEnrj15oHIyztfj8Xch2oNzr8MzRTjSo66wSewFz3eXX8OlENF1p91ReVSippTUi4ULPb6nqYdXsVn9ePfyf4fhuQC6B6ZZdu0lvm4Ok4NKjpjTGUtdU6h_6csvkaea7_lkX7Xz821jAUj6aOdq8vaOa7BLkA9W6mnr5L0DuZ-Nxc2Y1Lbxze4bKuOeSULtjbWDujaC-bF9l_7n90=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Everything under control, here?</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">U.S. Secretary of
Education Arne Duncan, in a brief visit to Los Angeles, met with newly
installed L.A. Unified Supt. Ramon C. Cortines to talk about local
technology problems and the state of local schools.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yOaz6AwAfsoSeDPOACo2JuUkGXbbLIltqxsyVqTxQNJ0PkLDHZgrlBIyX3esc8Gt-1_qXwslpznsoQzlHaEdsKRFM8NtWC6OZavK8Q7moYLT4Lc5T2Y5TLhd8Tr91WkzS3V2lYJWdfQz9FOpS-c3Yz_ZkHTThKknp3OMNObmaGs3AdkoruqF5H4z8lBaAN8Furxf0rEJqMGk=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==" shape="rect">More</a></span></div>
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<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: #ee5624;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Burned out</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The National School
Boards Association has ended its health-curriculum partnership with R.
J. Reynolds Tobacco Co, curtailing the longstanding efforts of tobacco
companies to influence what students are taught about cigarette
smoking. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yg2SzkEbRO3UFINY3nJM_QMGNORi0D7KZpcYghQPlffeVL4qZ2B6-g5sbFmq8HMsvoWt93Jhefmyd4Y5Xv2Xl95r7quUDVoDyjqrGDCihLlKvJ7cPSAx1nlQr7fjgjAmG8Gts79CRQ--GTzlXl0gJVY4H_m4eq-M8psIoKOcjr4Sjh9WZN5-BQ5kzAk-rxa5V3VzZL8TS-kY=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>On notice</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">In response to an
increasing number of complaints, federal officials have reminded the
nation's schools of their responsibilities to ensure that students with
disabilities are not subjected to bullying.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yJu8gU7LoI5M4liRqRt3-sYxJuSSEw219_JSypruKI-nGu4A8W-hhVqWgucW7GJ4bBlWabrpwh6UeNTk4c0MZ8Q8DinIEA2Zm2C1EY_VOSIYz_6QmXc5lcr82n4tlXAY6oYBNHK_tOXjtcgZ6bvoqbeFa2Sl1DB8yTcn0A4BRrR6xrztVTSrhMQ==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>In the short term</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Philadelphia
Federation of Teachers has succeeded in temporarily blocking the
district from mandating that union members pay toward their health-care
premiums.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_ySz8btNmP3bJz--BzBPGENkMx0FzkadnMuXBOuTYLJFp4WKe1gS08ES-iV1-TWlFLiLNSXgaLZGnmBrAeU22mvFMu_18EcY-g2ZzKpYitLx7km_Nop_yWW1wnizZ6p_eT4ALGKTKy0zVuPZzuwBKesRYggnCHG_9OdO4XQ3loBQ-kheblJulfrvwDQWSfwoWudH1MbagmGuN4fpSHy6psWg==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Yeah, that would have been terrible</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The federal grant
application that Republican Gov. Mike Pence decided not to submit would
have helped send 5,700 more Indiana children to preschool programs. <span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y_iOmzh1GWFH0n213FpIeQ5SFtXQeKBz_mzKtojSv6F-hP8pGQ38jxpnYbA8aXd7riS7FAIywop387iVWnidAescj3zc9X7Xqs27BMt0NbWSXOoTQtX18gNGiIv_kAl7y7hr-0G0blNDbuEi903mgPJ1VFB334vbat01mC3mVppM8dH78fLag79crjsIbwqHcj1qJuGbwEQNh1c7f51-rX9n8K6AKJJBfM2hOraoSgis=&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Indiana's loss</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">Montana has applied for a $40 million federal grant to increase preschool opportunities in high-needs communities.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_yDjEzEvOhpUDZV-eC1ET78eI8P18AI6Vgb9NFjNE8Ct6jSQQHHUOGJ4geI1NcTVdvkBbnIR1vwY9cO_MxY7H6RnII6RAJKnPUeEHPGh4hTIT1_ucfteDErmicN4_tlsOKzV0f2BKrCV5CAteHNlS-3MlILTzaVWVxKzGpV59K14Not4T5NbsSIf7ZuvEl10tpACbk-bg0GMGyLFRawYD-Q8Uwnz9NjWhHCmuyArG2qMp-y4q-ib7q6AfY7s6hEASVaPdX0gK2Xrw10mEqfYwai5_N1VRsZGXB&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Quid pro quo</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Oklahoma State
Department of Education's budget request for the 2016 fiscal year
includes additional funds to cover $2,500 across-the-board salary
increases for teachers in exchange for five additional instructional
days. <span><a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y8_0Y6O32r-oQA0PsR88XWo_JvQdAkysFEdTXJ6g_oeg0xB0PjqCtVdhTsRZNoJxK02CQMlKtPxtgzVzFUMflWX3WSkZ01V1YO0qE-mgUdqm7hdEqY6_LlC5dQ3XhPYW6vfkToV9wQG_tq2pHx1BXiBwUqxb3KpjUX7qfQk8fl-seALJnL3MtyYa8je--DWmKJqBVxoQyBbMfu6gFFXwJjMyveSYnt30Awn2fcT-G6lhfM9jphwYUmat9fQdHJ_fahOdehkGwwNEO3s_FHRwJMx96LDcFtwkf&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Was this the point?</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The vast majority of
students receiving a taxpayer-subsidized voucher to attend private
school this year did not go to a Wisconsin public school last year.<span> <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y_8VuSppAGjQtMhPYo_nS1UlUXf5qHHnb0IvsS0oQETcTTHZUO_VJbLoZ41AiwgjS5i8vGiW-WSOVELW6knzAMvzkimT_ug2T6cPe7S5UIyX1ta7tc0CBviW_2j_W-X7SFVhtwEUEIREm1XGgwJdZC9KtN4p4WLG_ake_bOR0reDMsjEPcPFl-YLoEC0a-xXw0tKIWgRMh9Lw95nCAyyQLo-S5t0zYbd8ssjXxjhsbHxdnsdKU9DQbxr5Sca3mSd3&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></span></div>
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<div style="color:#ee5624;font-family:Arial,Helvetica,sans-serif;font-size:14pt;"><span style="color: #ff6600;"><b>GRANTS AND FUNDING OPPORTUNITIES</b></span></div>
</div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ee5624;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Sodexo: Steven J. Brady STOP Hunger Scholarship</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Sodexo Steven J.
Brady STOP Hunger Scholarship program supports the education of young
people working to end hunger in communities across the United States,
and brings attention to the innovative and effective solutions they are
implementing toward ending hunger in their lifetime. Maximum award: a
$5,000 scholarship award and a matching $5,000 grant in their name for
the hunger-related charity of their choice. Eligibility: students
enrolled in an accredited education institution (kindergarten through
graduate school) in the United States who can demonstrate an ongoing
commitment to hunger-relief activities in their community. Deadline:
December 5, 2014. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoEbG29a-DByLY_UXENxqGb7WxKz1WUrAGwODY3oLhVk9wPwICA-v9KnTwPHgo17MsMbz5T1CLMid0FShvevStxPJRkjwOkJ2ZpiKWO9NzqNSS05h_ceucrbGOwOzCLsC5x97G4CiTa6BwHyJIyaCb4Hov9mBZn_ntgV2Jyr2tZ-pTN5sZqUu0VS7KANKHb7ydw==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Children's Tylenol: National Child Care Teacher Awards</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Terri Lynne
Lokoff/Children's Tylenol National Child Care Teacher Awards acknowledge
the critical role of child-care teachers in providing quality early
care and education. Applicants are asked to design an enhancement
project for the children in their classroom, illustrating the
educational, social, and emotional benefits from the project. Maximum
award: $5,500. Eligibility: teachers of infant, toddler, or preschool
age children employed in a home-, group-, or center-based program that
is fully compliant with local and state regulations for operating child
care programs. Deadline: December 8, 2014. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoEbG29a-DByLR0xe03y0Bd-QmSQ4lbNDFKGtvGmR6J4vRx6JaeN0w1ZnlidMSf87feHKTdsr5QFp2m70v1HD2jl_-buVq3dVPcHhh0j26BWR9CdfDS7qKeAOhqP9jRjny3qgrWiT0_lU&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600;"><strong>Captain Planet Foundation: Grants for the Environment</strong></div>
<div style="margin-top: 0px; margin-bottom: 0px;">The Captain Planet
Foundation funds hands-on environmental projects for to encourage youth
around the world to work individually and collectively to solve
environmental problems in their neighborhoods and communities. Maximum
award: $2,500. Eligibility: 501(c)(3) nonprofit organizations, including
schools an annual operating budget of less than $3 million. Deadline:
January 31, 2015. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoEbG29a-DByLIea1ijh4W6DyTnyNjcWDYwaVrRjFr8fvvvVaIt8OOBvvnVGH6sbanhlgrziFyvcumVMAYvMkOCt8eMXAlgm2MhqzBcGpxEbyldIpHtflkk2Dy3KJ8x9siSfuYsl2m_WeUHB7n-2rraUqJtEL1pIPPg==&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px; color: #ff6600; font-size: 12pt;"><span style="text-decoration: underline;"><strong>Quote of the Week:</strong></span></div>
<div style="margin-top: 0px; margin-bottom: 0px;"> </div>
<div style="margin-top: 0px; margin-bottom: 0px;">"The problem of
inner-city schools is not that the dedicated teachers who work in them
have too many rights, but that the students who go to them are
disadvantaged in many ways, the schools have inadequate resources, and
the schools are surrounded by communities that are dangerous, lack
essential services, and are largely segregated both by race and class.
Taking the modest job security accorded by tenure away from teachers
will address none of these problems." <span style="color: #ff6600;"><strong>-- Erwin Chemerinsky, dean and Raymond Pryke Professor of First Amendment Law at the University of California,</strong></span> Irvine School of Law. <a style="color: rgb(255, 102, 0); text-decoration: underline;" shape="rect" target="_blank" href="http://r20.rs6.net/tn.jsp?f=001SBUr1I3MzSz3CJ6Z2DQfYPNDvNlCcB4f5IkbAKq1-7xcHA5TQBlIoNax-eCw-h_y0aKpO8xQuxcoA4WQoQvcNhDMrjugs0DqKEinqDjYZ4X1yqDEHiqRP--iaC2iw_lE4Xatn5wnFR-I0VkZzYNnqhyw176WKAn1IFgPajX9eV4xoQVgksxeP1XA6jjYgtkfTj-DSrOTMa-2nL9idBzciclTCtApQmxakVE1V0syWdxjry3041smH1Upp4vXWs35&c=I4NFkez8Ln_JPVM0ckY6OHnuk-AirkITarvTkMc5FHIo-FcNNdljQQ==&ch=LMjxHWJemoST2hbUC17V4Zg-bzr8DT4wlJ3dt9PpIOHy10lnWm1lbA==">More</a></div>
</div>
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