Sunday, March 22, 2009
Saturday, March 14, 2009
REFORM tied to the DOLLARS! (MAKES CENTS)
By Scott Wilson
Washington Post Staff Writer
Wednesday, March 11, 2009; A01
President Obama sharply criticized the nation's public schools yesterday, calling for changes that would reward good teachers and replace bad ones, increase spending, and establish uniform academic achievement standards in American education.
In a speech to the U.S. Hispanic Chamber of Commerce, Obama called on teachers unions, state officials and parents to end the "relative decline of American education," which he said "is untenable for our economy, unsustainable for our democracy and unacceptable for our children." The speech, delivered in a venue meant to underscore the changing demographics of the nation's public education system and its long-term priorities, sought to bring a bipartisan approach to education reform by spreading blame across party lines for recent failures.
"For decades, Washington has been trapped in the same stale debates that have paralyzed progress and perpetuated our educational decline," Obama said. "Too many supporters of my party have resisted the idea of rewarding excellence in teaching with extra pay, even though it can make a difference in the classroom. Too many in the Republican Party have opposed new investments in early education, despite compelling evidence of its importance."
Obama's speech, his first as president devoted to education, struck a tone of urgency at a time when public education is slated to receive about $100 billion in new federal money under the recently passed economic stimulus package. The money may give Obama and his education secretary, Arne Duncan, more influence in reshaping a public education system traditionally guided by state governments and local school districts.
"The resources come with a bow tied around them that says 'Reform,' " Rahm Emanuel, Obama's chief of staff, said in a telephone interview. "Our basic premise is that the status quo and political constituencies can no longer determine how we proceed on public education reform in this country."
Although Obama proposed many of the ideas on the campaign trail, he used the speech to link those prescriptions to the future success of the ailing U.S. economy. He encouraged experimentation in the public school system, including proposals to extend the school day -- to bring the United States in line with some Asian countries whose students are scoring higher on tests -- and to eliminate limits on the number of charter schools.
"A number of these things are simply encouragements to the states on matters that the federal government has little authority over," said Jack Jennings, president of the nonpartisan Center on Education Policy. "But with this stimulus money comes the ability to talk more about these issues. And that is very powerful in itself."
The president signaled a willingness to take on influential Democratic constituencies, including teachers unions, which have been skeptical of merit-pay proposals. He said he intends to treat teachers "like the professionals they are while also holding them more accountable."
Good teachers will receive pay raises if students succeed, Obama said, and will "be asked to accept more responsibility for lifting up their schools." But, he said, states and school districts must be "taking steps to move bad teachers out of the classroom."
"If a teacher is given a chance but still does not improve, there is no excuse for that person to continue teaching," he said. "I reject a system that rewards failure and protects a person from its consequences."
Obama's support for ideas such as merit pay and toughened accountability for teachers is similar in tone to proposals placed on the table by D.C. Schools Chancellor Michelle A. Rhee in contract negotiations with the Washington Teachers' Union.
Rhee, a Democrat, said last year that voting for Obama was "a very hard decision" because of the party's traditional reluctance to take on influential teachers unions. A spokeswoman said last night that Rhee had no immediate comment on the president's speech.
Randi Weingarten, president of the American Federation of Teachers, a union with more than 1 million members, said in a statement that "as with any public policy, the devil is in the details. And it is important that teachers' voices are heard as we implement the president's vision."
Obama's call for states to adopt uniform academic achievement standards is likely to anger conservatives, who generally favor giving local school districts the authority to design curriculum and grading criteria. To make his point, the president said: "Today's system of 50 different sets of benchmarks for academic success means fourth-grade readers in Mississippi are scoring nearly 70 points lower than students in Wyoming -- and getting the same grade."
To encourage classroom innovation, Obama said, he wants the District and the 26 states that now limit the number of permitted charter schools to lift those caps. Such schools, founded by parents, teachers and civic groups, receive public money but are allowed to experiment broadly with curriculum. The National Alliance for Public Charter Schools says 365,000 students are on waiting lists for charter schools.
Obama chose to deliver his remarks at the U.S. Hispanic Chamber of Commerce, senior administration officials said, to emphasize the growing proportion of Latinos entering the public school system. He said a quarter of kindergartners in public schools are Latino, adding that they "are less likely to be enrolled in early education programs than anyone else." He said the stimulus plan includes $5 billion to expand the Early Head Start and Head Start programs.
The president also noted that Latino students are "dropping out faster than just about anyone else," a national problem that cuts across ethnic lines. He noted that "just 2,000 high schools in cities like Detroit, Los Angeles and Philadelphia produce over 50 percent of America's dropouts."
Regarding higher education, Obama said he plans to expand several federal grant programs, including increasing the maximum amount of a Pell grant and allowing it to rise with inflation, and ending "wasteful student loan subsidies." The goal, he said, is to make college "affordable for 7 million more students."
"So, yes, we need more money. Yes, we need more reform. Yes, we need to hold ourselves accountable for every dollar we spend," Obama said. "But there is one more ingredient I want to talk about. The bottom line is that no government policies will make any difference unless we also hold ourselves more accountable as parents."
Wednesday, March 11, 2009
Tuesday, March 10, 2009
BIG PICTURE! (Unfolding)
President Obama says the decline of education is "unacceptable for our children."
WASHINGTON (CNN) -- President Obama began to flesh out the details of one of his signature campaign promises Tuesday, outlining his plan for a major overhaul of the country's education system "from the cradle up through a career."
President Obama says the decline of education is "unacceptable for our children."
"We have let our grades slip, our schools crumble, our teacher quality fall short and other nations outpace us," Obama said in an address to the U.S. Hispanic Chamber of Commerce. "The time for finger-pointing is over. The time for holding ourselves accountable is here."
"The relative decline of American education is untenable for our economy, unsustainable for our democracy and unacceptable for our children, and we cannot afford to let it continue," he said.
The president outlined a five-tier reform plan, starting with increased investments in early childhood initiatives.
Obama noted that the recently passed $787 billion stimulus plan includes an additional $5 billion for Head Start, a program to help low-income families.
He highlighted a proposal to offer 55,000 first-time parents "regular visits from trained nurses to help make sure their children are healthy and prepare them for school and life."
He also pledged to boost federal support in the form of "Early Learning Challenge" grants to states that develop plans to strengthen early education programs.
Second, Obama called for an end to "what has become a race to the bottom in our schools" through lower testing standards. Echoing former President Bush's call to end "the soft bigotry of low expectations," Obama said states needed to stop "low-balling expectations" for students.
"The solution to low test scores is not lower standards; it's tougher, clearer standards," he argued.
At the same time, however, he urged states to develop standards "that don't simply measure whether students can fill in a bubble on a test but whether they possess 21st century skills like problem-solving and critical thinking, entrepreneurship and creativity."
To help promote this goal, Obama said he would push for funding in the No Child Left Behind law to be more effectively tied to results. The Education Department, he said, would "back up this commitment to higher standards with a fund to invest in innovation in our school districts."
Obama's third tier focused on teacher training and recruitment. He noted that federal dollars had been set aside in the stimulus plan to help prevent teacher layoffs. He also reiterated a promise to support merit pay, as well as extra pay for math and science teachers with the goal of ending a shortage in both of those subjects.
At the same time, however, the president warned that ineffective teachers should not be allowed to remain on the job.
"If a teacher is given a chance but still does not improve, there is no excuse for that person to continue teaching," he said. "I reject a system that rewards failure and protects a person from its consequences."
Teachers' unions have opposed merit-based pay, arguing that it is unfair because it leads to competition among teachers and because teachers face different challenges depending on where they are located.
Fourth, Obama called for the promotion of educational "innovation and excellence" by renewing his campaign pledge to support charter schools. He called on states to lift caps on the number of allowable charter schools.
He also urged a longer school calendar.
"I know longer school days and school years are not wildly popular ideas," Obama said. "But the challenges of a new century demand more time in the classroom."
Obama's final reform initiative focused on higher education. Among other things, the president promised to boost college access by raising the maximum Pell Grant award to $5,550 a year and indexing it above inflation. He also promised to push for a $2,500 a year tuition tax credit for students from working families.
The American Federation of Teachers, a union with 1.4 million members, said Tuesday that it embraces Obama's goals to provide "all Americans with a comprehensive, competitive education that begins in early childhood and extends through their careers."
"We also fully support the president's call for shared responsibility for education -- among public officials, school administrators, parents, students and teachers," the group said in a statement.
"As with any public policy, the devil is in the details, and it is important that teachers' voices are heard as we implement the president's vision."
In promoting his program, the president called for an end to the "partisanship and petty bickering" that many observers believe has typically defined education policy debates in the past.
"We need to move beyond the worn fights of the 20th century if we are going to succeed in the 21st century," he said.
Obama also offered a rebuttal to critics who have accused him of diverting attention to issues such as education and energy at the expense of the deteriorating economy.
"I know there are some who believe we can only handle one challenge at a time," he said. But "we don't have the luxury of choosing between getting our economy moving now and rebuilding it over the long term."
Saturday, March 7, 2009
MODEL the PROMISE!
VIDEO: Cradle-to-College Education
An organization targets children in a 24-block area of Harlem, assisting more than 7,400 children and 4,100 adults.
Geoffrey Canada is the man behind what The New York Times Magazine calls "one of the most ambitious social experiments of our time." He is the president and CEO of Harlem's Children Zone (HCZ), a project that targets children in Central Harlem and follows them from birth to college.According to its Web site, HCZ operates pre-school programs, after-school programs and the Promise Academy high "to ensure that Harlem students are prepared to enter and excel in college."
WASHINGTON POST / Secretary of Education Arne Duncan
Fixing Our Schools
Having uniform standards and rejecting old excuses would help, the new education secretary believes.
Thursday, March 5, 2009; A18
COUNT US as among those who worried that the economic stimulus plan's huge infusion of new money for education would produce only more of the same failed programs. So it was heartening to hear Education Secretary Arne Duncan describe an unacceptable status quo of broken schools in this country. Not only does he aim to use stimulus dollars to drive reform, but Mr. Duncan envisions this moment as the start of a historic opportunity to dramatically improve the education of children.
"Our job, my job is to fight for kids," Mr. Duncan told Post editors and reporters yesterday as he sketched his plans for the more than $100 billion in new stimulus spending and his ambitions for U.S. education. He made clear that school systems in search of the new federal dollars must be willing to pursue his agenda for change and that his reforms will be built around programs with proven records of success. Refreshingly blunt in describing a "crisis" in education, Mr. Duncan lambasted the system of 50 different states setting 50 different standards for student achievement. He is right to call it a "race to the bottom" in which neither parents nor students know where they stand in relation to the rest of the country, much less the world. Mr. Duncan is not prepared yet to require national standards, but he made clear that a single set of standards, aligned for college readiness and benchmarked to international standards, is where the country needs to be headed.
Equally exciting is his push for improved student assessments as well as sophisticated data systems to track the effectiveness of teachers and the education schools that produce them. Mr. Duncan, former head of Chicago's public schools, has firsthand knowledge of the challenges faced by schools and of what works. For example, he knows that students need more time in schools -- and that "talent matters," so schools have to reward excellence, put the best teachers where they are most needed and get rid of bad teachers. He realizes that it's important to reward everyone who is involved in helping a school succeed. But he's learned that there are bigger differences in teacher performance within schools than between schools.
We admire the fact that Mr. Duncan has absolutely no use for those who would use the social ills of poor children as an excuse for not educating them. "They are part of the problem," he said with disdain, arguing that education is the best way to end poverty. No doubt there will be opposition to his ideas from those traditionalists accustomed to the status quo. But Mr. Duncan made clear that his only interest is in what works.
Our President
Geoffrey Canada and Steven Colbert
Geoffrey Canada at Harvard University
The Pontiac Promise
Please join
STATE REPRESENTATIVE TIM MELTON
& THE PONTIAC SCHOOL BOARD
For a town hall meeting to discuss the
"Promise Zone"
and find out how you can get involved.
Monday, March 16
6 p.m.
Pontiac City Hall
(Council Chambers)
47450 Woodward Ave., Pontiac
"Promise Zone" legislation was recently enacted that gives
our community the opportunity to provide FREE college
education to ALL students that live and attend school in
the Pontiac School District.
"The Oakland Ministerial Fellowship, as a faith-based group,
support the Pontiac Promise Zone district."
- Bishop Robert Simmons of Living Word Ministries
The MONEY to STIMULATE!
Granholm, lawmakers still debating final choices; utilities, cities want help too
BY CHRIS CHRISTOFF • FREE PRESS LANSING BUREAU CHIEF • March 6, 2009
LANSING — Detroit Public Schools stands to reap $530 million — $355 million with no strings attached — from the federal stimulus package that will hand Michigan nearly $7 billion over two or three years.
That appears to make the district, which has an estimated $150-million deficit and finances so tangled the state recently appointed a manager to take the financial reins, the biggest Michigan winner in the stimulus sweepstakes.
In all, the state and local school districts could have at least $2.5 billion to spend as they see fit, based on an analysis by the Senate Fiscal Agency.
How that money is doled out will test the political and fiscal convictions of the governor, state lawmakers, school officials and hundreds of communities and others with their hands out for a piece of the biggest federal giveaway.
Cities, townships, counties, schools, state government and electric utilities have given Gov. Jennifer Granholm their $50-billion wish list for stimulus money.
At most, there's two cents available for every dollar requested.
In addition, Michigan will get nearly $850 million for road and transportation projects to be decided by the state and regional agencies such as SEMCOG.
Liz Boyd, spokeswoman for Granholm, said no decisions have been made about the discretionary stimulus money. She said Granholm insists it be used to create jobs, improve education and promote “the new energy economy.”
Boyd acknowledged heavy demands for the money, given the state's 11.6% unemployment rate and growing need for government assistance, adding, “We are approaching this in a very prudent fashion.”
Lawmakers' ideas
Two key lawmakers represent different views of how the state should spend its stimulus money.
Rep. George Cushingberry, D-Detroit, is chairman of the House Appropriations Committee, which oversees all state spending. Sen. Ron Jelinek, R-Three Oaks, chairs the Senate Appropriations Committee.
Cushingberry said discretionary federal money should be used for public schools, expanded government-paid health care for uninsured people and an early retirement plan for state employees, although he offered no details.
In contrast, Jelinek said the money should be spent on projects that create jobs and save taxpayers money in the long run, such as roads, water lines and sewers, or repairs to schools.
“We want to jump-start the economy, put people to work or keep them at work,” Jelinek said. “Increasing someone's retirement doesn't do that.”
House freshman Rep. Bill Rogers, R-Brighton, suggests using $200 million from the stimulus money to cover the up-front costs of converting the pension program for teachers and other public school employees from a traditional, defined-benefit pension to a 401(k)-style savings plan.
Such a change would ignite a firestorm of opposition from teachers and their unions, which hold their traditional defined-benefit pension as untouchable.
Granholm wants to use $1 billion from Medicaid and education stimulus funds to help balance the state budget and to prevent cuts in state aid to public schools and universities.
That would leave $1.3 billion at the state's discretion to spend, and $1.2 billion for school districts and charter schools, according to the Senate Fiscal Agency — $2.5 billion total.
Help for low-income students
Schools also will get $888 million earmarked for special education and to help low-income students.
School districts with proportionately large numbers of low-income students will get more money.
The northern Michigan district Mio-Au Sable, with 770 students, is to receive $1.3 million because it has lots of students from low-income families. That's more than will go to the 3,000-student Riverview Community Schools in Wayne County.
For a complete list of what school districts are estimated to get, go to www.senate.michigan.gov/sfa/main/K12Grants.pdf.
Cushingberry advocates using stimulus money to reduce the gap between what the top-spending and the lowest-spending districts pay to educate each child.
He said money could be used to purchase technology to create virtual universities. He also said stimulus money should be used to provide more health insurance to laid-off workers and other uninsured people.
“As a Democratic leader, that's the most important issue to me, to make sure everybody that we can gets some kind of health coverage,” Cushingberry said.
Asked what happens to schools when the extra federal money runs out, Cushingberry said, “If this economy in Michigan doesn't turn around in the next year or two, there won't be anything we can do anyway.”
Possible trouble ahead
Jelinek said he favors more state budget cuts, not fewer, to prevent chronic budget problems in the future.
He said the potential state deficit — pegged in January at more than $1.5 billion in 2010 — is likely to grow larger as the economy continues to falter.
Gary Olson, director of the Senate Fiscal Agency, said although Michigan will receive large amounts of federal money, it could be eaten up by ordinary demands for state spending. The state spends nearly $22 billion between its general and school aid funds.
The stimulus money for schools is a blessing and a concern, said Donald Wotruba, deputy director of the Michigan Association of School Boards.
The money will help avoid some layoffs, he said. But it could give a false impression that schools are flush.
“The public will be shocked because some people will still be laid off,” he said. “That will be hard to explain.”
Contact CHRIS CHRISTOFF at 517-372-8660 or christoff@freepress.com.
Friday, March 6, 2009
Student scientists create biodiesel from soybean oil
A group of students from a charity science program is developing its own biodiesel fuel from soybean oil.
Biodiesel consists of mono alkyl esters produced from vegetable oils, animal or old cooking fats.
Soy biodiesel is made through a chemical process called transesterification whereby the glycerin is separated from the soybean oil. The process gives two products: methyl esters (the chemical name for biodiesel) and glycerin (used to make soap). The use of biodiesel in a conventional diesel engine results in substantial reduction of unburned hydrocarbons, carbon monoxide, and soot.
A group of Ecotek student scientists -- Chris Anderson, Keith Young, Jr. and Emmanuel Thomas Jefferson -- were so interested in the topic that they decided to make their own biodiesel from soybean oil.
They followed a stringent manufacturing and quality control process, such as breaking down the triglycerides in the oil and running combustion, chromatography, and viscosity tests on the methyl ester.
The knowledge that the team gathered from their work in the lab will help them when they travel to the United Nations in New York City to meet with world leaders to discuss the viability of biofuel on behalf of Chad. It will also help them when they share their research with attendees at the Michigan AgriEnergy Conference.
Officials say the team is also working on plans to convert switchgrass, algae and other cellulose based material to biofuel.
Ecotek is a program within the Motor City Model UN Club, a 501c3 organization. It is provides students ages 10 to 17 with the opportunity to work on science projects to help them better understand the role that science plays in policy making within international organizations such as the United Nations.
The students work on a diverse set of projects ranging from combating AIDS to protecting the environment. Once they have reviewed the UN treaties and have completed their lab research, the students meet with world leaders at the UN to share what they have learned.
To learn more about the program and the students highlighted in this press release, contact Keith Young at (313) 399-7893 or email him at keiyoung@ecotek-us.com
The students will show off their work to the public on Friday, March 6 from 4 to 7 p.m. at Ecotek Laboratories, located inside TechTown at 440 Burroughs St., Suite 511 in Detroit.
Note: For information on how you can sponsor content in the Blue Box, contact Jeff Lasser at (248) 455-7319 or jeff.lasser@cbsradio.com