Education Week - May 17, 2017 - 1

Education WEEk
VOL. 36, NO. 31 * MAY 17, 2017

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AMERICAN EDUCATION'S NEWSPAPER OF RECORD * © 2017 Editorial Projects in Education * $ 5 

BRE AKING NEWS DAILY

EDWEEK MARKET BRIEF

Tech Giants Vie for Loyalty of K-12 Educators
Original Survey
Shows Extent
Of Google's
Dominance
In Nation's
Classrooms

But within school districts, their clout is undeniable.
Among the four mammoth tech providers, Google appears to have made the most headway in K-12 districts
recently with Chromebooks and its classroom productivity
tools, as evidenced by industry data and by the results of a
new, nationally representative survey by EdWeek Market
Brief of educators and administrators, which shows that
school officials hold the company's products in high regard
and are willing to vouch for them among their peers.
The survey was produced for Market Brief, an Education Week membership service that offers reporting,

By Sean Cavanagh
If there's a common thread that unites the rival technology giants Apple, Google, and Microsoft in the education
market, it's this: They're big.
The three major tech companies-along with Amazon,
a relatively new player on the scene-go head-to-head in
vying for big chunks of school business, most notably in
sales of devices and operating systems, and they try to
forge their own paths in others. At the same time, all of
them are best known for their work outside education,
through their sales to consumers, businesses, or both.

Meetings Offer
Grassroots Look
At ESSA Details

CAREER TECHNICAL EDUCATION

SURVEY SAYS: 42 percent of K-12 officials,
asked which devices their schools used most
frequently for instruction, said Chromebooks.

PAGE 17 >

70,000 Are
Secluded,
Restrained

AT A CROSSROADS

By Daarel Burnette II
Mandan, N.D.

PAGE 20 >

Boards Pay Big Bucks
To Make Supes Leave
By Denisa R. Superville
Eye-popping parachute packages are
not uncommon in the corporate world,
where CEOs and other top executives
snag multimillion-dollar payouts as they
walk out the door.
But school districts-where officials
are charged with being responsible
stewards of public money and managing
resources within often-constrained budgets-are also turning to the practice of
doling out hefty severance packages to
superintendents to depart early.
The Howard County, Md., school board,
which had been locked in a months-long
power struggle with its superintendent,
this month agreed to a nearly $1.65 million severance package in exchange for
Renee Foose's resignation. She had three
PAGE 16 >

But Rates Can Vary Widely
From District to District
Mark Abramson for Education Week

Kay Cavanaugh, who helps run the only
schoolhouse in Trenton, a speck of a town
on North Dakota's sprawling western
plains, used to appreciate the accountability movement ushered in by the No Child
Behind Act. Just half of the one-school
district's 200 students meet the state's
academic reading and math benchmarks
and, she said, "I'm convinced we could do
better."
But, over the years, the federal law got
old. It stifled innovation and relied too
heavily on one annual exam, in Cavanaugh's view. And the state never received a
federal waiver of the law's mandates.
So Cavanaugh was cautiously optimistic
to hear at a statewide conference here that
under the Every Student Succeeds Act,
which replaced the NCLB law, the North

High school freshman Ivan Szasz pilots a boat during a field trip for marine biology students from the
Marine Academy of Science and Technology in Highlands, N.J. Seats in the academically rigorous,
career-technical-education program are highly coveted and filled mostly by white students.

CTE Revamp Squeezes Out the Disadvantaged
Elite Career-Tech-Ed. Programs
Worry About Limiting Access
By Catherine Gewertz
Highlands, N.J.

On a chilly spring morning, 18 teenagers
clamber aboard a 65-foot research vessel and
become marine scientists. In big blue nets, they
haul in an array of sparkling, spiny, wiggly sea
creatures. They identify each one, carefully
measure it, and toss it back into the water. The
data they collect will help state officials monitor ocean life and oversee commercial fishing
licenses.
It's the chance of a lifetime, but it's also a
regular part of students' experience at their
elite public high school, the Marine Academy
of Science and Technology. It's a full-time career-and-technical-education program offered
by a countywide vocational district. Acceptance rates at MAST rival those at some of the
most selective universities. Seats are coveted
for good reason: They funnel students into impressive colleges, and jobs in marine science,
engineering, and other fields.
With few exceptions, however, the only students who get to benefit from this powerhouse

program are white. Only 8 percent are Hispanic or Asian. None are black. Only 6 percent
of MAST's 290 students are from low-income
families, even though 37 percent of New Jersey's students live in poverty.
Equitable access to high-quality career-andtechnical-education programs is a thorny issue
that's getting attention as CTE experiences a
resurgence of support from policymakers who
consider it an overlooked avenue to higher
education and the job market.
For years, career-tech-ed advocates have
worked hard to shake the holdovers of previous generations' "vocational education," which
often hobbled students by tracking them into
low-paying trades. More recently, the top priority of career and technical education has
been building academic rigor into its programs, to ensure that students are prepared
for college as well as work.
But a painful byproduct of that push, in
some cases, has been to marginalize low-income and minority students.
As CTE programs get tougher, and demand
builds, schools must decide who gets in and
who doesn't. When those decisions are based
on academic skill-as they are at MAST,
where students must have good grades and
PAGE 14 >

By Christina A. Samuels
One out of every 100 special education students was restrained by school
personnel or secluded in school from
his or her peers in the 2013-14 school
year, presumably to quell behavior
that teachers considered disruptive or
dangerous.
That means nearly 70,000 special
education students were restrained or
secluded in that school year, the most
recent for which data are available. For
most students, this happened more than
once: States reported more than 200,000
such incidents, so on average, a special
education student was restrained or secluded about three times.
These statistics, based on an analysis

HIDDEN INEQUITIES

An Education Week Analysis
by the Education Week Research Center of data collected by the U.S. Department of Education's office for civil rights,
represent the best national snapshot of
these controversial practices.
The numbers are also, almost surely,
dramatically understated.
Many large districts, including New
York City and Chicago, were among
the nearly 80 percent of districts that
reported no special education students
being restrained or secluded.
Advocacy groups and news organizations have investigated restraint and
seclusion incidents in individual states
and have found large undercounts. This
is true even in states such as Indiana
and Maine that have their own reporting requirements separate from the federal collection of civil rights data.
The shaky recordkeeping has serious
consequences for students, who are trauPAGE 12 >


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - May 17, 2017

Education Week - May 17, 2017
MARKET BRIEF: Tech Giants Vie for Loyalty of K-12 Educators
70,000 Are Secluded, Restrained
Boards Pay Big Bucks to Make Supes Leave
Meetings Offer Grassroots Look at ESSA Details
CTE Revamp Squeezes Out the Disadvantaged
News in Brief
Report Roundup
In Kentucky Coal Country, New Tactics to Stem ‘Brain Drain’
Classroom Collaboration: Seeking the Secret to Success
Researchers Develop Scales To Measure Students’ Math Anxiety
Do Digital Learning Games Improve Young Students’ Mathematics Skills?
Altered Landscape for Education Advocates Under Trump
Career-Tech-Ed. Proposal Models ESSA Flexibility
Political Policy Questions Tinge Ed-Tech Conference
Michael Marder, Monica Plisch, & R Casey Brown: Let’s Send More STEM Majors Into Teaching
Dave Powell: Is Education The Civil Rights Issue of Our Time?
Letters
TopSchoolJobs Recruitment Marketplace
Deborah S. Delisle: Professional Learning Is Valued in Business. So Why Not in Education?
Education Week - May 17, 2017 - CTE Revamp Squeezes Out the Disadvantaged
Education Week - May 17, 2017 - 2
Education Week - May 17, 2017 - 3
Education Week - May 17, 2017 - Report Roundup
Education Week - May 17, 2017 - 5
Education Week - May 17, 2017 - In Kentucky Coal Country, New Tactics to Stem ‘Brain Drain’
Education Week - May 17, 2017 - 7
Education Week - May 17, 2017 - Classroom Collaboration: Seeking the Secret to Success
Education Week - May 17, 2017 - 9
Education Week - May 17, 2017 - Do Digital Learning Games Improve Young Students’ Mathematics Skills?
Education Week - May 17, 2017 - 11
Education Week - May 17, 2017 - 12
Education Week - May 17, 2017 - 13
Education Week - May 17, 2017 - 14
Education Week - May 17, 2017 - 15
Education Week - May 17, 2017 - 16
Education Week - May 17, 2017 - 17
Education Week - May 17, 2017 - Career-Tech-Ed. Proposal Models ESSA Flexibility
Education Week - May 17, 2017 - Political Policy Questions Tinge Ed-Tech Conference
Education Week - May 17, 2017 - 20
Education Week - May 17, 2017 - 21
Education Week - May 17, 2017 - Michael Marder, Monica Plisch, & R Casey Brown: Let’s Send More STEM Majors Into Teaching
Education Week - May 17, 2017 - Dave Powell: Is Education The Civil Rights Issue of Our Time?
Education Week - May 17, 2017 - Letters
Education Week - May 17, 2017 - 25
Education Week - May 17, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 17, 2017 - 27
Education Week - May 17, 2017 - Deborah S. Delisle: Professional Learning Is Valued in Business. So Why Not in Education?
Education Week - May 17, 2017 - CW1
Education Week - May 17, 2017 - CW2
Education Week - May 17, 2017 - CW3
Education Week - May 17, 2017 - CW4
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