Education Week - January 16, 2013 - (Page 5)
EDUCATION WEEK
REPORTto these reports, go to
For links
ROUNDUP
www.edweek.org/go/rr.
VACCINATIONS
Social Workers Can Access
Foster Children’s Records
Child-welfare agencies will now have direct access to the
school records of children under their care, thanks to a bill
passed in the waning days of the 113th Congress.
The Uninterrupted Scholars Act amends the Family Educational Rights and Privacy Act of 1974, which gives parents
control over their child’s educational records, by allowing an
exception for social workers, who cannot otherwise access such
records without parental permission. For foster children, social
workers often serve in a parental role, though they are not
legally that child’s parents. Ferpa left schools confused about
what records they could share without violating its provisions.
Foster children who move from school to school often cannot
prove what classes they have taken, or if they are eligible for
certain accommodations, said Teri Kook, the director of child
welfare for the San Francisco-based Stuart Foundation, which
advocates on behalf of foster children in California and Washington state. Social workers could seek a court order to get
those records, but by the time the order was received, the child
may have moved on to another school, Ms. Kook said.
“The young person in foster care needs all of the adults in
their life to link forces,” she said.
The National Working Group on Foster Care and Education,
in an October 2011 report, noted that of the approximately
465,000 children in foster care, 65 percent of them had at least
one change in school placement. Nearly 16 percent of the foster youths examined had six or more placements.
A 2008 law, the Fostering Connections to Success and Increasing Adoptions Act, requires that child-welfare agencies
attempt to keep students in their home schools unless it is not
in their best interest.
—CHRISTINA A. SAMUELS
last week. However, federally
mandated tests like those in
English/language arts and math
for students in grades 3-8 would
remain to satisfy nclb requirements. (The U. S. Department of
Education recently denied California’s request for a waiver from
the nclb law.)
In September, Gov. Jerry Brown,
a Democrat, signed a bill requiring
the state to change its school rating formula so that it relies less
on standardized tests and more on
measures like graduation rates and
college readiness. —ANDREW UJIFUSA
N.Y.C. to Shut Down
Struggling Schools
New York City’s department of
education announced last week
that 26 schools will be closed,
phased out, or “truncated,” primarily because of low student
achievement. The nation’s largest district, with 1.1 million
students, is one of a number of
urban systems that are planning
to close large numbers of schools
by next school year.
District officials said that
after getting community input
and providing support services
to the schools, they determined
students would be better served
elsewhere.
The district will draft action
plans and consider additional
supports, including school improvement grants, for 32 other
schools that it considered closing.
—JACLYN ZUBRZYCKI
College Enrollment
To Grow, But Slowly
The latest projections from the
U.S. Department of Education
show postsecondary enrollment
in the next decade will grow by
15 percent, a much slower rate
than from 1996 to 2010 when
there was a 46 percent increase
in students going to college.
The National Center for Education Statistics released the projections last week.
The new report anticipates a 21
percent boost in the number of
associate degrees awarded and a
21 percent increase in bachelor’s
degrees by 2021-22.
A similar drop-off is projected
at the high school level, according to the report. While the
number of high school graduates increased nationally by 28
percent between 1996-97 and
2008-09, total graduates are expected to climb by just 2 percent
by 2021-22.
—CARALEE ADAMS
“The Impact of Childhood Health
on Adult Educational Attainment”
Ensuring students get their
booster shots can help protect not
just later health, but their educational achievement, too, according
to a University of Missouri study
released at the American Economic Association’s annual conference in San Diego this month.
The study tracks the effects of
state vaccination requirements
for common childhood diseases,
including measles, pertussis (also
known as whooping cough), and
diptheria, through the federal
Centers for Disease Control and
Prevention’s national diseasesurveillance system.
Dara N. Lee, an assistant economics professor at the university,
analyzed both child-mortality and
health rates and years of schooling for students from the 1960s
through the early 1980s, before
and after states began to require
proof of immunization before children could start school.
“It seems like these mandatoryvaccination laws were very effective in lowering morbidity for
these childhood diseases,” she
said. By contrast, diseases not
included in those initial vaccination laws, such as hepatitis and
chicken pox, saw no significant
decrease during the same time.
Ms. Lee found that mandatoryvaccination laws increased students’ likelihood of graduating
from high school by 1.9 percentage points and increased the average educational attainment by
1.2 years.
—SARAH D. SPARKS
JANUARY 16, 2013
lines more than a dozen federal
policy recommendations for improving the financial-aid system
to increase college enrollment and
completion.
The nonprofit Washington-based
group recommends:
• Using Internal Revenue Service information to communicate
potential financial-aid awards so
families can plan ahead, similar
to a Social Security statement of
benefits;
• Creating a system of early financial-aid “accounts” to leverage
family savings and public and private resources;
• Matching family college savings
for low-income households through
public or employer dollars; and
• Making the American Opportunity Tax Credit fully refundable
so it can be used by low-income
households.
—CARALEE ADAMS
“Improving Students’ Learning
With Effective Learning
Techniques”
In a review published in the Association for Psychological Science’s Psychological Science in
the Public Interest journal, psychologists at Kent State University, Duke University, the University of Wisconsin-Madison, and
the University of Virginia describe
and rate 10 study techniques,
based on learning research.
Five common strategies, including highlighting, summarizing, and rereading, are ranked
as having low utility for students
and teachers. Practice testing
and elaborative interrogation—
which is generating an explanation for why a fact or concept is
true—were the only two strategies described as highly useful.
www.edweek.org
n
5
one-month period, and one in five
reported binge drinking, according
to a survey published this month
by the U.S. Centers for Disease
Control and Prevention.
The survey found that binge
drinking is a problem for roughly
one of every five women between
11th grade and age 35.
While women ages 18 to 24
were most likely to binge-drink
among females (24.2 percent),
they were closely followed by
women ages 25 to 34 and highschool-age girls.
The study, based on more
than 15,500 responses from all
50 states and the District of
Columbia, defines binge drinking as consumption of four or
more drinks per occasion for
women, or five or more for men.
—ROSS BRENNEMAN
STUDENT HEALTH
STUDY METHODS
—JACLYN ZUBRZYCKI
AFFORDING COLLEGE
UNDERAGE DRINKING
“Making Sense of the System:
Financial Aid for the 21st-Century
Student”
“Binge Drinking Among Women
and High School Girls: United
States, 2011”
A new paper from the Institute
for Higher Education Policy out-
Roughly two of every five high
school girls drank alcohol within a
“Physical Activity and ScreenTime Viewing Among Elementary
School Aged Children in the
United States From 2009-2011”
Fewer than four in 10 children
of elementary school age met
recommended guidelines for
both daily physical activity and
screen-time viewing, according
to an online study published last
week in jama Pediatrics.
Federal guidelines recommend
that children engage in at least
60 minutes of moderate to vigorous physical activity each day
and that a child be limited to two
hours per day of viewing a computer, television, or video-game
screen for entertainment.
Researchers examined data on
1,218 children ages 6 to 11 to determine how many met both recommendations simultaneously.
More than 70 percent of the
children in the study were reported to be getting the recommended 60 minutes or more of
physical activity per day, and
53.5 percent were exposed to two
hours or less a day of screen-time
viewing.
But only 38.3 percent of
the children met both recommendations at the same time.
—BRYAN TOPOREK
Fewer College Students Taking Remedial Classes
“First-Year Undergraduate Remedial Coursetaking”
New research from the National Center for Education Statistics points to a drop over nine years
in the percentage of college freshmen who had to
take remedial classes.
According to the report, the rate of students
taking remedial, or developmental, classes in
their first year of postsecondary study decreased
from 26.3 percent in 1999-2000 to 20.4 percent in
2007-08. But the trend wasn’t uphill all the way.
Remedial coursetaking dipped to 19.3 percent in
2003-04 before ticking up again the next year.
Looking more closely, the federal study found
that the lowest remedial-coursetaking rates were
among white students. In 2007-08, the most recent academic year reviewed, 19.9 percent of
white students reported enrolling in remedial
classes while 30.2 percent of African-American
CORRECTIONS:
• A piece in the Commentary
section in this issue of Education Week about the importance
of summer learning incorrectly
states the timing of the Summer
Changes Everything conference.
It was in October.
• A letter to the editor, by
Mary Bruce, in this issue gives
an incorrect statistic. It should
say one in four students fail to
graduate with their peers.
n
>>
For links to these reports, go to
students and 29 percent of Hispanics did.
The analysis also shows that students attending public four-year colleges were more likely to
need remediation than those at private, not-forprofit schools. In 2007-08, the freshman remediation rate was 21 percent for public schools versus
15 percent at those kinds of private institutions.
More often, students at two-year public schools
were required to take noncredit-bearing classes
to get up to speed compared with those at fouryear public schools—24 percent compared with
21 percent.
The report notes some limitations of the analysis and cautions that the findings might not represent the full extent of the need for remediation.
The numbers are based on self-reported data from
students, because transcripts don’t always indicate
whether a course was remedial, the study says.
www.edweek.org/go/rr
—CARALEE ADAMS
http://www.edweek.org
http://www.edweek.org/go/rr
Table of Contents for the Digital Edition of Education Week - January 16, 2013
Education Week - January 16, 2013
Is Education Facing a ‘Tech Bubble’?
Multiple Gauges Best for Teachers
Model Common-Core Unit Piloted for ELL Teachers
Gun Concerns Personal for Duncan
Contents
News in Brief
Report Roundup
Fla. Data Link Suspension To Lower Graduation Rates
Anti-Poverty Program Found To Fall Short In Studies
New Science-Standards Draft Incorporates Feedback
With Common Core in Mind, Schools Turn to E-Rate
Survey Tool Aims for Fresh Eye On Parents
Study Dissects Gender Effects In Math Teaching
Funders and N.C. District Team Up To Run Schools
Blogs of the Week
State of the States
N.Y.’s Cuomo Moves Ahead On K-12 Ideas
Crush of Ed. Laws Awaiting Renewal In Congress
Fiscal Realities Dog States
Policy Brief
R. BARKER BAUSELL: Putting Value-Added Evaluation To the (Scientific) Test
GARY HUGGINS: It’s Time for Summer Learning
JEFF CAMP: Let’s Remove Self-Righteousness From the K-12 Debate
Letters
TopSchoolJobs Recruitment Marketplace
MIKE ROSE: Giving Cognition a Bad Name
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