Sound bite style reports: More confusion with multiple measures.

This from Edspresso.

Exposing an Ugly Paradox

Question: How can 6 Nevada high schools in one district get NCLB "F"s and make the "Top 5% of Public Schools" in Newsweek?

The Nevada District's Answer: NCLB including special education programs equally

Edspresso's Answer: The achievement gap

First, consider what Newsweek really means by Top 5%. Newsweek awards this title by taking IB/AP/Cambridge test scores, and dividing by the number of graduating seniors, so the "Top 5% of Public Schools" is really just the "Top 5% of Public Schools' Smartest Kids Who Are Graduating" in the nation.

What's really ugly is that this Nevada district administration blames it on the special education students' scores (13.2% of the district's student body). "More than half of the Washoe County schools getting a failing grade under No Child Left Behind standards did so because of special-education programs, school trustees were told by staff Tuesday."The article uses the Top 5% title to suggest that NCLB isn't grading them properly.

But the whole point is that this paradox is a perfect example of the achievement gap.

Aren't special education students the ones that commonly get left behind? This district's schools are top performing on AP and other college prep courses across the nation; at the same time they're failing the students at the bottom.

The point of NCLB is to expose any problems with even the smallest of groups - problems that used to be completely masked among standardized tests that simply "melted" everyone's scores together.

Superintendant Paul Dugan said, "If we don't make it in one category the whole school is categorized as not making adequate yearly progress."And conversely, if you do make it in one category (IB/AP exams), the whole school is categorized as a Top 5% school nationwide.

Good job, smart students' teachers and smart students' curriculum and smart students' administrators... now what are you going to do about those you left behind?

The Principal Principle

Many things go into making a high school great,

but a strong, effective principal is always at the top of the list.

...So much goes into making a high school great: excellent teaching, vibrant student populations, creative classes, strong extracurriculars. The NEWSWEEK Challenge Index measures one: the number of IB and AP tests students take.

But just as important is the person who leads the school.

Good principals may seem unlikely superheroes—unless you're a student, teacher or parent. They set the tone for what happens from the moment the opening bell rings and can turn a troubled school around with a combination of vision, drive and very hard work. It's a 24/7 job. "Schools aren't just about just reading, writing and arithmetic anymore," says Penna. "School faculties now have the additional roles of mentor, adviser and quasi parent."

Principals also have to be politicians, crisis managers, cheerleaders, legal experts, disciplinarians, entertainers, coaches and persuasive evangelists for their school's educational mission. Add to that already daunting list the task of statistician, thanks to reams of data required by the federal No Child Left Behind law and local testing. "Sometimes I feel like I'm drowning in data," says Jill Martin, the principal of Doherty High School in Colorado Springs, Colo., who won the 2007 Principal of the Year title from the National Association of Secondary School Principals.

Who can fill that intimidating job description?

"It certainly helps to be somebody who doesn't need a lot of sleep," jokes Martin, 61, who, like Penna, routinely works 12- and 14-hour days and makes sure to show up at school plays and games on weekends. Endless energy does seem to be a requirement, as does a talent for getting the best out of a large team. "It no longer works to be the dictator or the sage on the stage," says Martin.

"You have to be a leader of instructional leaders. You have to be someone who can really motivate people to go the extra mile because the job of a teacher is far more difficult and complex than when I started teaching."

A good principal has to be up to speed on constantly expanding education research and know how to apply the latest data. Above all, says Martin, you have to be someone who understands teenagers' needs.

Although the demands of the school have changed in her 38 years as an educator, Martin says kids are the same: "They still want someone to care about them. The principal has to be someone who really loves kids and understands what it takes to motivate teachers to change every child's life." ...

This from Newsweek on MSNBC.

America's Top Public High Schools, KY puts ten on the list.

The Courier-Journal reports:

Three Jefferson County high schools are once again among the best in the nation, according to the latest edition of Newsweek.

Eastern, Ballard and duPont Manual high schools are included in the magazine's newest list of America's Best High Schools. Out of 1,258 schools, Manual ranks 112th, Eastern 629th and Ballard 655th.

Newsweek evaluates the schools by dividing the number of students who took the Advanced Placement or International Baccalaureate test by the number of graduating seniors.
In all, 10 schools from Kentucky made it onto Newsweek's list..

112 DuPont Manual - Louisville
629 Eastern - Louisville
655 Ballard -Louisville
691 Paul Lawrence Dunbar - Lexington
778 Highlands - Fort Thomas
898 Henry Clay - Lexington
934 Larry A Ryle (Boone County) - Union
1076 Woodford County -Versailles
1131 South Oldham - Crestwood
1175 Oldham County - Buckner

And this from the Fayette County Public Schools.
And this on Ryle HS from the Community Press.

Is Title IX Sidelining the Boys?

While federal law made sports more accessible to women, critics charge it works against male athletes.

In 1972, Title IX of the Education Amendments was made law. It requires that "no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance,” giving equal opportunity to women in school activities for the first time.

But while Title IX opened doors for women in all arenas of the educational system, it was taken most literally when applied to athletics programs. Requiring that schools have an equal number of male and female players, whatever the proportion of interest, forced some schools to cut back on male athletics programs, like at James Madison University in Harrisonburg, Va., which is being added to a suit against the U.S. Department of Education by Equity in Athletics Inc., after the university announced it will permanently cut 10 men's teams to comply with anti-sex-discrimination laws.

This from Newsweek.