Friday, March 16, 2012

How the housing bubble increased segregation

This from The Washington Post:
Black and Hispanic homebuyers received a disproportionate number of subprime mortgages during the housing boom, leading some to theorize that easy credit may have helped desegregate low-income neighborhoods as minorities became more upwardly mobile. But two economists have discovered that the opposite actually happened: between 1995 and 2006, the country’s top metropolitan areas became more segregated, not less so.
How did this happen? In a VoxEU paper, Amine Ouazad and Romain Ranciere found that while black families tended to move to more integrated neighborhoods, upwardly mobile Hispanics were more likely to self-segregate. They tended to use easy credit “to buy houses in predominantly Hispanic neighbourhoods with the consequence of enrolling their children in schools with fewer black peers, and more Hispanic and white peers,” the authors write. By 2006, black students had 2 percent fewer Hispanic peers as a result. By contrast, Hispanic students moved to school districts “with about 1,600 fewer black students.”

Secondly, while blacks and Hispanics received more subprime mortgages, richer home buyers — who are more often white — received even more leverage, prompting them to move as well and reducing potential residential integration. So the racial segregation that’s linked to the wealth gap also continued.

The overall impact was dramatic: Researchers conclude that the segregation that resulted from the credit boom overshadowed what court-ordered desegregation plans had achieved from 1971 to 1986. “The net effect is that credit markets increased racial segregation,” they conclude, effectively wiping out the gains in integration made in recent history. The researchers don’t address whether these changes have continued during the housing bust and the current recession. But as black families and homeowners have been one of the hardest-hit groups, it seems plausible that residential segregation would continue.

Scientists Disagree on Need for Rewrite of Autism Definition

This from On Special Education: 
The author of a study that could result in a change to the definition of autism, one that could exclude many people from being diagnosed as autistic, now says more study is needed before the definition is adjusted.
In a recent piece for New Scientist magazine, Dr. Fred Volkmar of Yale University explains that the current definition of autism was based on a study he did in 1994.
"Controversially, it also included several newly identified disorders such as Asperger's and ... 'pervasive developmental disorder-not otherwise specified' (PDD-NOS), for those who did not quite meet criteria for a full autism diagnosis but needed similar support," Dr. Volkmar wrote.
Those are the very diagnoses that would evaporate if the Diagnostic and Statistical Manual of Mental Disorders is rewritten—which is scheduled for later this year—based on a newer study by Dr. Volkmar.
"It is possible that support for those in need will be hit, particularly in the U.S., where a diagnosis can trigger health insurance. Secondly, such a radical change would make it difficult to interpret the vast body of work done using [the current version of the [Diagnostic and Statistical Manual of Mental Disorders]," he wrote. "In 1993 there were about 390 peer-reviewed publications on autism. Last year over 2,100 were produced."
But Professor Francesca Happé of King's College London writes in the same article that there's good reason for the autism diagnosis criteria to change.
"Anomalies in [Diagnostic and Statistical Manual of Mental Disorders] criteria for autism and other pervasive developmental disorders (PDDs), which includes the subgroups of autistic disorder, Asperger's and PDD-NOS, have led to clinical inconsistency, leading to wide variations in how diagnoses of these are made. One study found it was the clinic attended that best predicted which label was given," she wrote.
Professor Happé went on to say that the goal of the reworked definition isn't to cut people out of an autism spectrum disorder diagnosis.
"We have proposed a new category of 'social communication disorder' for those with some of the difficulties of autism but without rigid and repetitive behaviour—currently poorly described by the very diverse ... category of PDD-NOS," she wrote. "Our aim is to clean up a hard-to-implement and contradictory system. ... We hope the result will be a clearer and simpler diagnostic system, and better recognition and diagnosis for those with autism spectrum disorders across all ages and ability levels."

Stumbo Rips UPIKE Report

This from WFPL:
House Speaker Greg Stumbo is blasting a report that recommends the University of Pikeville not be moved into the state university system.
Stumbo is a chief supporter of making UPIKE Kentucky’s ninth public university.
But a report by an outside agency commissioned by Governor Steve Beshear says the measure wouldn’t do enough to help raise education levels in far eastern Kentucky.
Stumbo rejected the report’s findings, saying the increased collaboration and creation of scholarships the report calls for isn’t enough.

“If the press accounts are correct it’s just another study. I told you, I don’t need a study, I live up there. I didn’t commission it and I don’t put much faith in it. But according to press reports, if they are correct, all they’re saying is, they are recommending the same old things that led to the failures they recognize,” he says.
The report said Stumbo’s UPIKE plan would increase the education levels in the region, which is necessary. But it argues moving the school into the state system won’t be enough, because it will only raise education levels for three counties, not the twelve counties UPIKE supporters cite.
Instead, the report suggests increased collaboration between private universities—including UPIKE—public universities and community colleges in the area.

Event horizon: Smartphones will be in all classrooms.

This from Adam Renfro at Getting Smart:

Celling a Great Idea
Celling a Great Idea
When that event horizon comes to pass, the switch to smartphone access in class will be so utterly quick and complete that the time before smartphones will seem like a distant memory, a work of fiction, something from an Edgar Rice Burroughs’ novel.  Anthropologists will call it the “Before Smartphones Era” or possibly the “BS Period.”

Why will the event happen so quickly? Quite simply because of the ubiquity of cell phones. The penetration of cell phones and smartphones (soon there will only be smartphones) in society is much deeper that most people can imagine. Would you believe that more communities on this planet have access to cell phones than they do to electricity?

That’s worth repeating: Cell phones have deeper penetration on this planet than ELECTRICITY! (See the Next Billion blog here and the Italian study here.) People in developing nations trek to village electricity hubs to recharge their phones. The United States has 322.8 million cell phone subscribers. That’s 102.4 percent  of our population.

Even though we have more cell phone plans than people, we obviously have students who do not have cell phones. For those students, we will need to fill the gap with inexpensive smartphones for students to borrow or lease. As long as the school has WiFi, no actual cell phone subscription is needed. That could be a cost picked up by the parent or student if they decide they want it on their loner phone.

Currently about 75 percent of high school students in the U.S. have cell phones. When schools actually have the expectations for smartphone use, the number of students with their own phones will increase...

Guy S. Potts, Fayette schools superintendent from 1961-1984, dies at age 87

This from the Herald-leader:
Guy S. Potts, who served as superintendent of the Fayette County Schools from 1961 to 1984 and guided the district through periods of growth and controversy, died Wednesday. He was 87.

Mr. Potts died at Mayfair Manor in Lexington, where he had been living since developing health problems, his family said.

Mr. Potts was 36 when he came to the Fayette County Schools from Chattanooga, where he had been assistant superintendent of the city schools.

An Ohio native, he arrived in Lexington at a time when some Fayette schools were running double sessions to cope with overcrowding. He spent the next several years campaigning for higher taxes to improve the system.

In the late 1960s, Mr. Potts coordinated the merger of the county and city school districts, essentially doubling the size of the system overnight. He was credited with keeping the new system in the black, upgrading old schools, building new ones and introducing innovations.

For example, Fayette County schools were the first in Kentucky to develop procedures to identify students with learning disabilities. Mr. Potts promoted other ideas such as offering honors programs at junior high schools.

But some critics saw the superintendent as a stern, sometimes blustering leader who was quick to tell opponents just what he thought.

"I'm very outspoken," Mr. Potts said when he retired in 1984. "I say whatever I have to say to whomever it needs to be said. ... If I offended anyone, I'm sorry."

But associates said Thursday that there was another side to Mr. Potts.

"He came across publicly so many times as being gruff, but what many people missed was that he was so compassionate," said Joe David Martin, former assistant personnel director for the county district. Martin said Mr. Potts frequently told Martin to do things "on the QT" to help people, and often they were individuals with whom the superintendent had clashed.

"I guess he felt like he had to have that exterior if he was going to enforce policies consistently," Martin said. "It was rather like Harry Truman. The buck stopped on his desk, and he wanted it to stop exactly the same way for every situation." ...

Read more here: http://www.kentucky.com/2012/03/15/2112101/guy-s-potts-fayette-schools-superintendent.html#storylink=cpy

Thursday, March 15, 2012

Kentucky to Apply for more NCLB Waivers

The U.S. Department of Education is now offering selected states the opportunity to request two additional waivers from the Elementary and Secondary Education Act/No Child Left Behind Act (ESEA/NCLB).
This opportunity is now being provided to states that already have received waivers from ESEA/NCLB. In February, Kentucky was granted a waiver that provided flexibility in many areas related to public school assessment and accountability.
These additional waivers were not included in the original waiver package, but were recognized by the U.S. Department of Education (USED) as necessary to complete the flexibility package. Two additional waivers are offered, and Kentucky will apply for both.

*         Waiver of the requirements that state education agencies (SEAs) and local education agencies (LEAs, or school districts) make AYP determinations -- Performance toward annual measureable objectives (AMOs, or goals) for all student subgroups must still be reported, and that performance must support continuous improvement in Title I schools that are not Reward Schools, Priority Schools or Focus Schools. This waiver will reinforce Kentucky’s use of the Unbridled Learning: College/Career Readiness for All accountability system to measure progress, rather than the NCLB model.

  • Waiver of ESEA sections 1113(a)(3)-(4) and 1113(c)(1), which require an LEA to select its Title I schools, and allocate Title I, Part A funds to those schools, in rank-order of poverty – This waiver would permit an LEA to serve a Title I-eligible high school with a graduation rate below 60 percent and identified as a Priority School even if that school has a lower poverty rate than other Title I-participating schools in the LEA. This offers more flexibility to school districts in use of Title I, Part A funds as they serve schools designated as Priority Schools to address issues causing low academic performance.
The draft letter from Kentucky Education Commissioner Terry Holliday to the U.S. Department of Education that will serve as the official request for the waivers is posted here

SOURCE: KDE Press release

5 Tell-Tale Signs You're Becoming a Teacher Leader

This from Teacher Magazine:
How do you know you're ready to become a teacher leader? Will a trusted colleague tap you on the shoulder and say, "It's time!"? Do you have to get so frustrated by something that you simply must speak up and work toward a solution? Maybe—but sometimes the signs are subtler. Here are a few things that may signal that you're on the road to becoming a teacher leader:

Sign #1: You wish you had an impact beyond your classroom.

If you find yourself yearning to take an idea beyond your classroom, you're probably ready to become a leader.

The first step might be as small as sharing a lesson plan with a colleague down the hall. Then you might spread your expertise further. Perhaps you will blog about how your students are using iPads to work on letter recognition, submit an article to your favorite professional journal, or share your knowledge in topic-focused Twitter chats. Or maybe your next step will be to help "unpack Common Core standards" for your department, or to offer to lead a workshop on bullying.

Whatever path you take, don't wait to be invited. Act on your interests—you'll be glad you did.

Sign #2: Colleagues often ask you for advice.

Are you a go-to teacher? You aren't sure quite why, but your colleagues are beginning to turn to you (yes, YOU!) for advice on how to handle difficult situations. Guess what? You probably have what it takes to lead.

See Sign #1 for some ways to proceed. It's great that your colleagues come to you for advice, but are there ways to share your expertise with even more educators?

Sign #3: You "think big" about problems.

When others are complaining, you're imagining solutions. You can see ways that the system can change to help you and your colleagues to better serve students—whether at the school, district, state, or national level.

Maybe your next step is to have frank, open conversations with your principal about solving problems at your school. Maybe you will serve on a district leadership committee, acting as a spokesperson for your grade level at a school board meeting. Or perhaps you'll become involved with teacher advocacy through your union.

Whatever the case, other teachers are beginning to look to you as someone who can help them move beyond frustration to positive action. You have the potential to extend the impact of your leadership by getting involved in district, state, and even national initiatives to improve teaching and learning.

Sign #4: You want to take new teachers under your wing.

You watch new teachers at your school and think, "Wow, I've been there and wished someone would help me out." You have a keen sense of what kind of preparation teachers need to be successful in the classroom. You've probably offered advice and informal support to at least one new teacher.

Your next step might be to volunteer as a cooperating teacher for a preservice college student, or an official mentor to a new teacher in your building. Maybe you will agree to serve on a "walk-through" team, observing teachers and offering helpful feedback. You might even become an instructional coach or take on a hybrid role in which you are adjunct faculty at a local teacher- preparation program.

Whatever the case, you care about the future of the profession. When you begin to invest time and energy in new teachers or preservice teachers, it's a sure sign that you're becoming a leader.

Sign #5: You always want to know more!

You are afflicted with lifelong learning. What you know about the profession isn't enough—you are eager to dig deeper into pedagogical strategies and/or your content area. You read. A lot.

Perhaps you've already taken one next step: enrolling in a master's program. Or maybe you've already developed a Personal Learning Network of teachers across the country who regularly exchange ideas and help each other improve. And you might also be pursuing the rewarding but challenging experience of seeking National Board Certification. So many avenues for learning!

So …

When you find yourself writing, advising, listening, collaborating, networking, seeking knowledge, reflecting, be aware. These are traits of leadership. Know, too, that there is no one "correct" path to becoming a teacher leader. I encourage you to check out the Teacher Leader Model Standards, which highlight a range of ways for teacher leaders to improve schools.

The right next step for you will depend on your own strengths, ambitions, and circumstances. But I can promise you this: When you go beyond what is expected, when you act on your desire to develop and learn, you won't regret it.
This from some frustrated teachers dealing with the 
Tennessee Comprehensive Assessment Program (TCAP) 
and the Tennessee Value-Added Assessment System (TVAAS).
  
 Hat tip to Krista.

Wednesday, March 14, 2012

Cats Fall to Lehigh in the Elite 8

On EPSN's Bracketology show this weekend Jay Bilas expressed concern that, despite a strong finish to the season, Vanderbilt got a tough draw against Harvard and would likely not make it out of the first rounds due to the strength of Harvard's verbal scores.

This from Schooled in Sports:
This past Sunday night kicked off the most wonderful time of the year: The NCAA basketball tournament, aka "March Madness." ...

68 teams will take to the court to decide a national champion in the most unpredictable sporting event of the year.

Not to be upstaged, the University of Central Florida's Institute for Diversity and Ethics in Sports released on Monday its annual report analyzing NCAA men's basketball tournament teams based on their academic performance.

Key to the report is the NCAA's academic progress rate. Long story short, the APR is a four-year metric that takes into account each athlete's academic standing and retention on a given team.
So how do the Cats fare?  Not too bad, but an Elite 8 finish is still a little disappointing.

As for the basketball tourney I made up two brackets at the NCAA's Final Four website and I'm off to a pretty good start.

NCAA Final Four Brackets

My Entries so far


Entry     Overall Points    Overall Rank     Overall Percentile

reday00               1               92,179                       78

reday000             2                    1                          100 !!!




Not to be defeatist, but I thought I ought to celebrate now
'cause there's no way a bracket of mine will ever look this good again.

Friday, March 09, 2012

Fayette superintendent launches transportation department review

at the Herald-Leader:
Fayette County Public Schools Superintendent Tom Shelton says he's working on a wide-ranging plan to address continuing employee complaints and concerns in the district's transportation department.

"We are looking at everything, including the organizational structure within transportation," Shelton said. "Does it fit, is it working, is it part of the issue?"

Shelton said the plan would be part of a broad overview of policies and procedures across the district, but he gave no time line for completing it. He said he "couldn't elaborate" on personnel matters.

Shelton said he received an email from unnamed transportation department employees last month, raising personnel issues and complaining about the work environment in the department.

The anonymous message, which came soon after Shelton visited transportation department offices and talked with some workers there, used the email address of someone who does not work for the school system, according to the superintendent.

Shelton sent an email reply, telling the workers "you can be assured I am developing a plan to deal with these issues." He also said school board members "are aware" of the concerns.

Transportation employees have been making similar anonymous complaints about working conditions in the department for more than a year. Shelton said he began hearing them shortly after being named superintendent in June.

News of the latest, emailed complaints surfaced last week on Kentucky School News and Commentary, a Lexington-based education blog.

Late last year, Shelton planned to conduct an investigation into issues at the transportation department. But that plan was suspended on the advice of attorneys after Sherry King, a former Fayette County school bus driver, sued the school system alleging she had been sexually harassed. King also alleged that she was bullied and intimidated by transportation officials after filing a grievance.

The suit, which names transportation director John Kiser, other department officials and members of the school board, is pending in Fayette Circuit Court.

Shelton said this week that with the planned transportation department inquiry suspended, he intends to look at the department as part of a broad overview.

"It's (an) overview of the entire district, and specifically about transportation. Are we meeting our objective, which is to provide safe rides to and from school for our students," he said.

"We're looking at policies and procedures, particularly ones that deal with employee discipline. We are looking at committee structures, such as committees that could maybe help us develop or revise policies for incentives, discipline and safety procedures."

In their email, the anonymous employees cited some instances of transportation employees who, they alleged, do little or no work.

Shelton said he already was aware of those situations, "but, obviously, I couldn't elaborate."
"When you hear enough concerns and complaints, it justifies an investigation," Shelton said.
He said that while the pending lawsuit precluded the possibility of such an inquiry now, "that can't stop us from making sure we have an efficient and effective department with the best policies and procedures."

Read more here: http://www.kentucky.com/2012/03/09/2102797/fayette-superintendent-launches.html#storylink=rss?utm_source=twitterfeed&utm_medium=twitter#storylink=cpy