Education Week - July 20, 2016 - 5

REPORT ROUNDUP | OBITUARY | Jerome Seymour Bruner, one of the primary drivers of the "cognitive revolution" in psychology in the 1960s and an active scholar, died June 5. He was 100. Through his groundbreaking 1959 book, The Process of Education, and others, Bruner led a new focus on education through social interactions and the need to understand how both culture and content affect learning. He found much of his own public schooling "boring" and passionately argued against viewing children as "blank slates" to be filled with facts, as many behaviorist theories of learning held at the time. Bruner co-founded and served as the director of the Center for Cognitive Studies at Harvard and also was on the faculty of Oxford University in England. He served as a president of the American Psychological Association, which gave him a Distinguished Scientific Award. As an outgrowth of his belief that children can learn at any age, he became a key architect of the federal Head Start program. -SARAH D. SPARKS | TRANSITIONS | Martin Blank, the president of the Institute for Educational Leadership, will step down in early 2017. Since 2009, he has led the IEL, where he worked for 25 years. Mimi Clarke Corcoran became the president of the National Center for Learning Disabilities on July 11. Corcoran was the vice president of talent development at New Visions for Public Schools. Prior to that role, she was the president and chief executive officer of ANDRUS, a nonprofit focused on helping individuals and families overcome extreme childhood adversity. Sydnee Dickson, the interim schools superintendent in Utah, has been selected to stay in that position. She has worked for the state board of education since 2007. Before that, she worked in Utah's Granite, Davis, and Murray districts as an administrator and in other school leadership positions. Mark Edwards, the 2013 National Superintendent of the Year who taught thousands of educators how technology can play a pivotal role in improving academic results, will join Discovery Education in August. Edwards, who has been the superintendent of the Mooresville, N.C., district since 2007, will be the senior vice president of digital learning for the company. Before joining Mooresville, he served as a school of education dean and a school superintendent. Kaya Henderson is stepping down after more than five years as the chancellor of the District of Columbia's public schools. She succeeded the polarizing Michelle Rhee in the position after serving as Rhee's top deputy. Michael Johnson, the superintendent of the Copper River district in Alaska, has been named the state's new education commissioner. He comes to the role after serving as president of the statewide school superintendents' association. Valeria Silva, the superintendent of the St. Paul, Minn., schools, has been fired but will stay on board for 15 months as a consultant. She has led the district since 2009. Silva had been praised for focusing efforts on English-language learners and racial equity, but in recent months, she has had to face questions about school safety and the district's declining enrollment as more students moved to charter schools and suburban districts. Silva started in St. Paul in 1987 as a Spanish-immersion teacher. Carole Smith, the superintendent of the Portland, Ore., public schools, plans to retire at the end of the coming school year after 10 years of leading Oregon's largest district. She became the superintendent in 2007. Lynne Mooney Teta, the headmaster of a prestigious high school that's been plagued by allegations of civil rights violations, has resigned from Boston Latin School. The local U.S. attorney's office announced in March that it was launching an investigation into allegations of racial harassment and discrimination after community members and civil rights organizations submitted a written complaint. Teta's replacement is Michael Contompasis. Boston Latin is the nation's oldest public school. It was founded April 23, 1635. www.edweek.org/go/rr EDUCATION SPENDING "State and Local Expenditures on Corrections And Education" From 1979 to 2013, the growth in corrections spending by states and localities rose by 324 percent, compared with the 107 percent growth rate in money for education over that period. That's according to a brief released this month by the U.S. Department of Education. Overall spending on preK-12, however, still far outpaces that spent on correctional facilities. The department reports that across roughly 25 years, spending on corrections rose from $17 billion to $71 billion, while education spending rose from $258 billion to $534 billion, after adjusting for inflation. The growth gap between corrections and school spending was the largest in seven states-Idaho, Michigan, Montana, North Dakota, South Carolina, South Dakota, and West Virginia-where money spent on corrections grew at five times the rate for education.  -ANDREW UJIFUSA CURRICULUM "Simplifying Teaching: A Field Experiment With Online 'Off the Shelf' Products" A study has found that giving middle school math teachers access to inquiry-based lesson plans and online support significantly improved student achievement-and benefited weaker teachers the most. The effect on student learning was about the same as moving from an average-performing teacher to one at the 80th percentile. Northwestern University researchers conducted the study with about 360 teachers in three Virginia districts. Teachers were randomly assigned to one of three groups: a control group that maintained business as usual, a group that received a login for the online curriculum, and the group that saw the most success, which received both a login and online supports for using the lesson plans. -LIANA HEITIN TEACHER PIPELINE "The Condition of Future Educators 2015" High school students are getting less and less interested in becoming teachers, a trend that's picking up speed at an "alarming" rate, ACT Inc. said this month. An ACT survey of 1.9 million high school graduates who took its college-entrance exam shows that in the class of 2015, only 4 percent said they planned to become teachers, counselors, or administrators. In 2014, 5 percent said they had such plans, and in 2010, 7 percent did. Twenty years ago, that figure was 9 percent. ACT also found a continuation of another disturbing trend: The students who plan to become educators are lower-than-average achievers as measured by their scores on its college-readiness benchmarks.-  -CATHERINE GEWERTZ EARLY-CHILDHOOD "Primary Early-Care and -Education Efforts and Achievement at Kindergarten Entry" New data show that a growing percentage of children, especially those from well-off households, attend center-based care in the year before they attend kindergarten. In fact, only 21 percent of children now spend the year before kindergarten in parent-only care, though that percentage jumps to 35 percent among children from lower-income families. The report, produced by the American Institutes for Research for the U.S. Department of Education, is based on a broad sample of children entering kindergarten. It also links center-based care to a boost in children's math and reading skills. -LILLIAN MONGEAU Shortcut Paths to Teaching Linked to Higher Turnover "Easy In, Easy Out: Are Alternatively Certified Teachers Turning Over at Increased Rates?" Alternative-certification programs are bringing in scores more teachers of color, male teachers, and teachers who attended selective colleges than traditional programs. But teachers who enter the profession through such programs also appear to leave it at higher rates-a gap that has grown since 1999, a study concludes. By 2007-08, teachers who entered the profession through alternative-certification programs were 2½ times more likely to leave it altogether than those who came in the traditional way, says the study by researchers from Vanderbilt University and the University of California, Riverside. It was published online last month in the American Educational Research Journal. Alternative-path programs allow individuals to teach right away or after minimal training, while traditional certification programs usually require students to do some pedagogy coursework and student-teaching first. The study draws on four waves of data, starting in 1999-2000, from a federal, nationally representative study of teachers. Because alternative-route graduates tend to work in hard-to-staff schools, the researchers accounted for working conditions via teachers' reports of principal effectiveness, availability of materials, and class size, and measured teachers' access to mentors. There weren't big differences in turnover rates at the study's start, but by 2007-08, alternative-route teachers were 83 percent more likely to turn over than traditionally trained teachers. And the turnover was driven largely by teachers leaving teaching altogether, rather than just changing schools. -STEPHEN SAWCHUK DIGITAL EDUCATION "Online Credit Recovery: Enrollment and Passing Patterns in Montana Digital Academy Courses" Of the thousands of Montana students who turned to a state-run virtual program to make up courses they previously failed, 57 percent passed, according to a study commissioned by the U.S. Department of Education's Institute of Education Sciences. The study is the latest to look into the controversial world of online credit recovery, which has exploded in popularity despite scant evidence of its effectiveness. It looked at enrollment and course-passage patterns at the Montana Digital Academy during the 2013-14 school year. Course-passage rates were higher for girls (60 percent), 12th graders (63 percent), and students in social studies courses (71 percent), but lower for students in math (49 percent) and English/language arts courses (52 percent).- -BENJAMIN HEROLD SECONDARY SCHOOL "Addressing Early-Warning Indicators" In efforts to keep high school students on track to graduate, an evaluation of the Diplomas Now intervention suggests an ounce of prevention is better than a pound of cure. After a year, MDRC researchers found Diplomas Now significantly boosted the number of 6th graders who had none of the "red flags" for dropping out of high school: shaky attendance, poor grades, or behavior problems. The program also supported students who entered 9th grade vulnerable but on track-but had less success with the freshmen who had had years of problems in middle school. The intervention stresses tracking students' grades, attendance, and discipline rates, and getting help- early-to high-risk students. The study continues through 2017-18. -SARAH D. SPARKS EDUCATION WEEK | July 20, 2016 | www.edweek.org | 5 E 2 m W o 2 X E S D C http://www.edweek.org/go/rr http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - July 20, 2016

Education Week - July 20, 2016
First-Generation College-Goers Try Campus Life
Dose of Empathy Found To Cut Suspension Rates
Vouchers Put Some Parents in Squeeze on Spec. Ed. Rights
Data Loom Large in Quest for New School-Quality Indicator
Detroit District Splits To Shore Up Schools
News in Brief
Report Roundup
Common Core Poses Logistical Challenges In Writing Instruction
Longtime Leader in Education Journalism Passes the Baton
Schools Prepare to Confront Questions on Race, Policing
Blogs of the Week
Landmark Equity Study Turns 50
A Persistent Divide
Digital Device Choice Has Noticeable Impact On Test Performance
Will FAFSA Changes Speed Up Aid Awards?
U.S. Supreme Court’s 2015-16 Term
States, Districts Eyeing Chance to Craft Innovative Tests
K-12 Issues: Where the Candidates Stand
Setting the Education Department’s Direction
Blogs of the Week
ALICE JOHNSON CAIN: ESSA Could Leave Vulnerable Students in Limbo
ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
SAUL DREVITCH: The Wisdom of an 8th Grader
Letters
TopSchoolJobs Recruitment Marketplace
ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - Detroit District Splits To Shore Up Schools
Education Week - July 20, 2016 - 2
Education Week - July 20, 2016 - 3
Education Week - July 20, 2016 - News in Brief
Education Week - July 20, 2016 - Report Roundup
Education Week - July 20, 2016 - Common Core Poses Logistical Challenges In Writing Instruction
Education Week - July 20, 2016 - Longtime Leader in Education Journalism Passes the Baton
Education Week - July 20, 2016 - Schools Prepare to Confront Questions on Race, Policing
Education Week - July 20, 2016 - 9
Education Week - July 20, 2016 - Landmark Equity Study Turns 50
Education Week - July 20, 2016 - 11
Education Week - July 20, 2016 - A Persistent Divide
Education Week - July 20, 2016 - Digital Device Choice Has Noticeable Impact On Test Performance
Education Week - July 20, 2016 - Will FAFSA Changes Speed Up Aid Awards?
Education Week - July 20, 2016 - 15
Education Week - July 20, 2016 - 16
Education Week - July 20, 2016 - 17
Education Week - July 20, 2016 - 18
Education Week - July 20, 2016 - 19
Education Week - July 20, 2016 - 20
Education Week - July 20, 2016 - States, Districts Eyeing Chance to Craft Innovative Tests
Education Week - July 20, 2016 - K-12 Issues: Where the Candidates Stand
Education Week - July 20, 2016 - 23
Education Week - July 20, 2016 - Setting the Education Department’s Direction
Education Week - July 20, 2016 - Blogs of the Week
Education Week - July 20, 2016 - 26
Education Week - July 20, 2016 - 27
Education Week - July 20, 2016 - ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
Education Week - July 20, 2016 - SAUL DREVITCH: The Wisdom of an 8th Grader
Education Week - July 20, 2016 - Letters
Education Week - July 20, 2016 - 31
Education Week - July 20, 2016 - 32
Education Week - July 20, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - July 20, 2016 - 34
Education Week - July 20, 2016 - 35
Education Week - July 20, 2016 - ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - CT1
Education Week - July 20, 2016 - CT2
Education Week - July 20, 2016 - CT3
Education Week - July 20, 2016 - CT4
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