Quick Hits:

I'm way behind on my usual news coverage due to the big stuff going on this week. Here's an effort to catch up a little.

"Race to the Top" funds spark growth in charter schools: States and school districts across the country are planning to allow charter-school operations to expand in an effort to qualify for $5 billion in "Race to the Top" federal stimulus money. Teachers unions are opposed to some of the conditions for the grants -- such as allowing alternative schools and basing educator pay on performance -- but financially constrained districts need the funds. (The Wall Street Journal)

Poor test results push Mass. governor to support charter schools: Massachusetts Gov. Deval Patrick resisted expanding charter schools for years, but now says poor student performance on assessment tests inspired his decision to back a proposal to lift limits on the number of such schools. Some supporters of charter schools say the chance to tap federal stimulus funds linked to education innovation is what changed his mind. (The Boston Globe)

Targeted strategy helps D.C. school district raise test scores: A strategy to raise standardized-test scores in Washington, D.C., targets marginal students for intensive test preparation and removes ineligible students from the test roster. While test scores did go up, some question whether severely struggling students are being left behind. (The Washington Post)

No conclusion in test score probe - Charleston elementary school’s tallies skyrocketed during former principal’s tenure: A state probe into alleged tampering on a standardized test at a struggling, inner-city Charleston school has ended without conclusions or arrests, leaving lingering questions over how test scores shot up so dramatically. Before the investigation, Sanders-Clyde Elementary — a predominantly black school with a poverty index of more than 99 percent — was held up as a model of how students at high poverty schools could overcome the odds. The school and its principal, MiShawna Moore, even drew praise and won a $25,000 award in 2007 from the federal government for its progress. And talk of demolishing the building and sending students elsewhere ended. But praise was quickly replaced by questions as the South Carolina Law Enforcement Division began an inquiry into how scores at Sanders-Clyde sharply rose under Moore’s tenure. She served from 2003 to 2008. Officials said a higher-than-average number of wrong answers on tests in 2007 were erased and corrected. (The State)

Group emphasizes the value of college to Hispanic students: The Hispanic College Fund is using summer symposiums across the nation to reach Hispanic youths with the message that college degrees are attainable. In 2005-06, 7.2% of Hispanics received bachelor's degrees, compared with 72% of white students, according to the Department of Education. "Ultimately what we're trying to do here is to change the culture about going to college," says George Cushman, vice president of programs for the Hispanic College Fund. (Houston Chronicle)

Charter groups call for more accountability: Two charter-school groups are offering different accountability plans for monitoring such schools. One group drafted a model state law that would include performance contracts and give charter schools access to more resources with stricter accountability. Under the other proposal, from a California group, an accountability plan would be used by school boards in determining charter renewal. (Education Week)

Wash. governor says state is unlikely to qualify for "Race to the Top: "Washington state may miss out on federal stimulus money for education this year because it likely will not meet the standards to receive the funds, Gov. Chris Gregoire said. The "Race to the Top" funds are designated for states that show efforts to improve education and meet school-performance goals. Gregoire said the state would have to make significant legislative changes in order to meet the federal criteria for the following year. (The News Tribune)

Study shows achievement gap is closing slowly nationwide: A study by the National Center for Education Statistics found that the achievement gap between black and white students has narrowed in the past three decades, but the rate of closure varies greatly by region, grade level and subject. The study, an analysis of National Assessment of Educational Progress test results, looks at scores over time and on a state-by-state basis. (Education Week)

Test results show black students in the South are making gains: Results from the National Assessment of Education Progress exam show significant improvement in black students' reading and math scores in Southern states. The Department of Education reports that fourth- through eighth-grade black students in almost all Southern states made gains in test scores from the 1990s through 2007, with particular improvement in math, although further progress remains to be made. (The News & Observer),(The New York Times)

Study finds that preschool boosts performance of N.J. children: Only 5.3% of New Jersey students from low-income areas who attended state-funded preschool for two years had to repeat kindergarten or first grade, according to a study. Among students who did not attend preschool, 10.7% repeated the grades. School officials say offering preschool and preventing grade repeats could save districts $15,000 per child. (The Star-Ledger)

Study: Summer program prepares children for kindergarten: Some 4- and 5-year-olds in California who haven't attended preschool are getting ready for kindergarten with the help of a seven-week summer program. A private foundation is paying for the program, which teaches listening and social skills alongside basic academics. (San Jose Mercury News)


Simulation program trains educators in classroom management: A computer program could help combat the high attrition rate among first-year teachers by giving them an idea of what to expect in the classroom. The simSchool program allows educators to put together lessons and see how students with varied academic ability, willingness to learn and behavioral attributes respond. (Fort Worth Star-Telegram)