The Education Blog

USA Today reports:

U.S. Education Secretary Arne Duncan plans to challenge educators, civil rights groups and others to put aside “tired arguments” about education reform to help him craft a sweeping reauthorization of federal education legislation by early 2010.

Education Week has published a couple of articles that examine the future of teacher professional development.

In “The Changing Landscape of Teacher Learning,” reporter Anthony Rebora interviews Harvard professor Chris Dede, an expert on online PD. In “Online Professional Development Weighed as Cost-Saving Tactic,” Michelle R. Davis examines some schools’ efforts to streamline their teacher development efforts by offering online PD.

CNN reports:

“I have a crazy idea”: Those five words changed a simple meeting of school officials into the realization of Kim Ursetta’s dream.

Ursetta, then president of a local teachers’ union, blurted out those words 18 months ago during a meeting in the office of Denver, Colorado’s, schools superintendent…

“I want to start a new kind of school,” she said, a union-sponsored public school led by teachers, not a principal.

“I started talking about 21st century skills and wanting to prepare our kids in math and science, especially our low-income and ethnic minority students,” Ursetta said. “We’ve been doing schools the same way in this nation for 150 years, so if we don’t step up, then nothing is going to change.”

Superintendent Michael Bennet — now the state’s freshman U.S. senator — did not say no to the idea, and Ursetta walked out the door “excited” and “shocked.”

She immediately started “pulling together a group of teachers to sit down with a blank sheet of paper and ask how you would do a school differently.”

Three weeks ago, Ursetta’s dream became a reality, as Mathematics and Science Leadership Academy opened its doors to 142 kindergartners and first- and second-grade students in Denver’s mostly low-income, largely Hispanic Athmar Park neighborhood.

USA Today reports:

Researchers studying how to improve graduation rates at public colleges and universities have come up with a surprising and counter-intuitive finding: Many students may fail to complete a bachelor’s degree not because the work is too hard — but because they’re not challenged enough.

It’s well known that colleges with the most selective admissions criteria tend to have the highest graduation rates. But even when researchers compared groups of students who had similar academic qualifications, they consistently found that those attending schools with the more demanding academic requirements were more likely to graduate.

I’ve purposely titled this post “When colleges fail to graduate students…” to prompt you to think about the notions underlying this wording, which we hear and read in the media often… Do colleges MAKE students graduate (or not graduate)? What role do students play in their own collegiate success or failure? There’s not easy answer to this question, but this article in the NY Times argues that colleges, like all organizations, have unique cultures, and sometimes, these cultures are more or less supportive of graduation:

[Under-matching] refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive.

About half of low-income students with a high school grade-point average of at least 3.5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. “I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,” Mr. Bowen told me.

They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not…

In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts.

Educational Week reports:

Teachers raise their games when the quality of their colleagues improves, according to a new studyRequires Adobe Acrobat Reader offering some of the first evidence to document a “spillover effect” in teaching.

Authors C. Kirabo Jackson and Elias Bruegmann based their findings on an analysis of 11 years of data on North Carolina schoolchildren. The study is due to be published in October in American Economics Journal: Applied Economics, a peer-reviewed journal.

“If it’s true that teachers are learning from their peers, and the effects are not small, then we want to make sure that any incentive system we put in place is going to be fostering that and not preventing it,” said Mr. Jackson, an assistant professor of labor economics at Cornell University in Ithaca, N.Y. “If you give the reward at the individual level, all of a sudden my peers are no longer my colleagues—they’re my competitors. If you give it at the school level, then you’re going to foster feelings of team membership, and that increases the incentive to work together and help each other out.”

The Jackson and Bruegmann paper is available from the National Bureau of Economic Statistics (subscription required).