Education Week - June 12, 2013 - (Page 5)

EDUCATION WEEK n JUNE 12, 2013 n 5 REPORT ROUNDUP cide what to do with the school. Efforts are also being made to secure federal money. —AP W.Va. School Authority OKs Safety Measures New schools built in West Virginia will be required to have shatterproof glass and exterior door alarms. The requirements are among several safety measures approved last week by the West Virginia School Building Authority. Other changes require new schools to have separate visitorentrance and waiting areas. Administrative offices must have a direct view of the parking lot. Common areas, like the cafeteria, will be separated from the main entrance and office by doors that can be closed and mechanically locked from the office area.The policy also requires installation of video monitoring software. –AP Judge Wants Closure In 1964 Race Case A desegregation lawsuit involving the Richmond County, Ga., school system might soon be over, after nearly 49 years. In an uncommon judicial move, Senior U.S. District Court Judge Dudley H. Bowen Jr. has ordered the lawyers and parties involved to attend a hearing June 17, the anniversary of the filing of Robert L. Acree v. the Richmond County Board of Education. Each side will present reasons to convince the judge that the desegregation case should remain open—or else it will be closed. “It would hardly be a stretch to say that the current level of integration within the facilities, staffing, elected school board, and student population of the Richmond County school system vastly exceeds any likely expectation of the original plaintiffs and their attorneys at the time of the filing,” Judge Bowen wrote. The case has outlived many of the original lawyers and plaintiffs. —McCLATCHY-TRIBUNE CORRECTIONS: In the Diplomas Count 2013 special report accompanying this edition of Education Week, the executive summary and an article about challenges faced by dropouts returning to school contain incorrect statistics. The share of students in San Bernardino, Calif., who dropped out between 2001 and 2006 and later attained a high school diploma was fewer than one in five. A photo caption for an article on tornado safety in the June 5, 2013, issue of Education Week contained incorrect information about the number of Oklahoma schools with safe rooms built with federal funds. The state education department knows of 85 such schools. For links to these reports, go to ADVANCED COURSES “Finding America’s Missing AP and IB Students” Students of color and those from low-income families lag behind their peers in enrolling in Advanced Placement and International Baccalaureate courses, even if they show the academic promise to succeed, according to a new report from the Education Trust. The study by the Washingtonbased group finds that middleand high-income students at schools with AP classes are three times as likely to enroll in such courses as low-income students. Black and American Indian students participate at about half the rate of the national average, while about 9 percent of Hispanic students sign up. The percentage of white students who enroll in IB programs, at 6.7 percent, is more than three times that of black students (2.1 percent). The authors say such gaps translate to more than 640,000 low-income students and students of color “missing” each year from AP and IB participation. —CARALEE ADAMS ACHIEVEMENT GAPS “The Road to Equity” OBITUARY U.S. Senator Pushed for Sex Ed. And Higher Drinking Age U.S. Sen. Frank R. Lautenberg, D-N.J., who spearheaded federal legislation to raise the drinking age to 21 and pushed for comprehensive sex education in the nation’s schools, died June 3 of complications from viral pneumonia. He was 89. In 1987, the de facto national drinking age became 21, under legislation stipulating that states that refused to raise the minimum age for drinking alcohol would lose part of their federal transportation aid. Sen. Lautenberg won over President Ronald Reagan in the fight to pass the measure, which has been credited with saving thousands of lives that would have been lost in alcohol-related crashes. Sen. Lautenberg’s proposed Real Education for Healthy Youth Act, reintroduced in February with U.S. Rep. Barbara Lee, D-Calif., seeks to expand age-appropriate comprehensive sex education programs, train teachers to talk to teenagers about unintended pregnancy and the transmission of sexu- ally transmitted diseases, and expand sex education programs at colleges. The bill would also prevent federal funds from being spent on what a press release called “ineffective, medically inaccurate sex education.” Mr. Lautenberg announced earlier this year that he would not seek reelection after his fifth term in office, which would have ex- pired in January 2015. His interest in education in- cluded anti-bullying efforts. In 2011, he and others from the New Jersey congressional delegation recorded a message for the “It Gets Better” Project, which aims to give students who are lesbian, gay, bisexual, or transgender hope they will move beyond any harassment they experience as teenagers. Mr. Lautenberg was the oldest member of the U.S. Senate and its last World War II veteran. —NIRVI SHAH Of the 75 districts whose demographics qualify them for the Broad Prize for Urban Education, only six were found to increase African-American students’ college readiness by improving their passing rates on Advanced Placement tests while keeping their participation rates steady, finds a new Broad Foundation analysis. To help address that challenge for schools, the foundation identified the strategies being used by the six districts that succeeded in narrowing those AP-participation gaps. They include offering a rigorous curriculum in the elementary grades, identifying potential AP students early, providing extra academic and social support, boosting AP course offerings, and trying to instill confidence in students about their college-going potential. —ALYSSA MORONES TEACHER COLLABORATION “Collective Pedagogical Teacher Culture and Mathematics Achievement” Students whose teachers regularly collaborate and participate in professional communities show more growth in mathematics achievement than those whose teachers are more isolated professionally, says a study in the April issue of the journal Sociology of Education. Report: For Many Students, ‘College-Ready’ Isn’t Enough “The Reality of College Readiness 2013” While academic readiness is important, it is not the sole factor at play in college success, suggests a report from ACT Inc. The study finds that about 19 percent of 2011 high school graduates who took the ACT and were considered college-ready in at least three of the four subject areas tested never enrolled or didn’t return for a second year of college. “We need to pay attention to multiple dimensions of readiness in helping students achieve their educational goals,” Steve Kappler, who heads postsecondary strategy for ACT, said in a statement from the Iowa City, Iowa-based testing organization. Of the wider pool of all 2011 graduates who took the ACT, 43 percent were not enrolled in college or their status was not known by last fall. The report also highlights the diverse choices being made by all students in pursuing pursue higher education. Statistics show that nearly 30 percent of college undergraduates delayed enrollment for a year, 38 percent attend part time, and 30 percent are taking courses online. Plus, many are moving from one institution to another. Twenty-nine percent of community college students, for instance, transferred to four-year colleges. Just over 40 percent of college graduates received credits from more than one institution. ACT reports that despite significant efforts to increase student success, college-retention rates in recent years have remained virtually unchanged. Re-enrollment rates of 2011 ACT-tested high school graduates at private four-year colleges are higher than rates for those students at two-year colleges and public four-year colleges. The report makes several recommendations on how policymakers can improve college-retention rates, including promoting P-20 collaborations to develop integrated education systems, measuring and rewarding individual student success, and revising policies that keep the movement of students from one educational experience to another from being visible. —CARALEE ADAMS The study also links teachers’ participation in such communities to smaller learning gaps between diverse racial and socioeconomic student groups. For their study, researchers from the University of North Carolina at Charlotte drew on data from nearly 5,000 students who took part in a federal longitudinal study from 1998 to 2003. —SARAH D. SPARKS STAFFING SCHOOLS “New York City Public School Indicators” While declining teacher satisfaction nationwide has been an area of concern, New York City seems to be keeping teachers and school leaders around longer, suggests data from a new report. According to the analysis from the New York City Independent Budget Office, both teacher and principal retention in the district has improved dramatically in the past decade: Of teachers who came on the job in 2000-01, 32 percent left after one year, compared with 20 percent in 2010-11. Twenty-seven percent of principals new to their jobs in 2000-01 had left the school system within three years, while only 8 percent of those who began in 2008-09 were gone three years later. The budget office was required to start collecting information on > > For links to these reports, go to the schools after the renewal of mayoral control in the district in 2009. The report looks at demographics, student outcomes, budget, principals and teachers, school buildings, and class size in city schools. —JACLYN ZUBRZYCKI BUYING TECHNOLOGY “Evolving Ed-Tech Procurement in School Districts” Two organizations, in a new report, are urging districts and private-sector entrepreneurs to work more closely together to streamline and improve the process through which school systems choose and buy educational technology. In their report, Digital Prom- ise, a nonprofit authorized by Congress to support education innovation, and IDEO, a design firm, offer suggestions on how districts can use procurement to bring more innovative and more useful technology products to schools. One recommendation is to make the process more transparent, and simplify it: Explaining the process to school officials, vendors, and the public through maps, case studies, and other means would increase their understanding of how products enter K-12 systems. The authors also suggest that schools become more involved in working with education-technology entrepreneurs. —SEAN CAVANAGH J. Scott Applewhite/AP

Table of Contents for the Digital Edition of Education Week - June 12, 2013

Education Week - June 12, 2013
DIGITAL DIRECTIONS: Obama Plan Champions E-Rate Fixes
States Seek Flexibility on Testing
FOCUS ON: SCHOOL LEADERS: Chicago Initiative Aims to Upgrade Principal Pipeline
Questions Arise About Algebra 2 For All Students
Year-End Exams Add Urgency to Teaching
News in Brief
Report Roundup
Race on to Ready N.Y.C. Teacher Reviews
Districts Turning Summer School Into Learning Labs
Preschools Aim to Better Equip Low-Income Parents
After Early Progress, SIG School Struggles To Improve
Progress, Persistence Seen in Latest Data on Bullying
INDUSTRY & INNOVATION: ‘MOOC’ Plan Could Spawn Dual-Enrollment Courses
Virginia Joins Ranks of States Creating State-Run Districts
Blogs of the Week
NCLB Bills Split Over Federal Role in K-12
Policy Brief
States Fold Teaching Into Preschool Rating Factors
Peer Review Quietly Put On Hold For State Assessment Systems
State Opposition Jeopardizes Common-Core Future
OP EDUCATION: Are New Teachers Ready to Teach?
EDWARD CROWE, MICHAEL ALLEN, & CHARLES COBLE: A Good Time for Progress in Teacher Prep
JULIE GORLEWSKI: Teaching Toward Utopia
TopSchoolJobs Recruitment Marketplace
OTIS KRIEGEL: ‘You’ll Get the Hang of It’

Education Week - June 12, 2013