DC schools with more low-income, academically troubled students should get more money, panel recommends (DC Schools Insider): “The 15-member [Public Education Finance Reform Commission] panel concluded its work last week with a series of recommendations to the Gray administration [including]: add an additional “weight” to the Uniform Per Student Funding Formula so that schools receive more money for serving larger numbers of students who are both from low-income households.” The panel also recommended a year-long study on the real costs of “adequate” public education in DC to inform further funding revisions. The commission did not study the “appropriate role for the District in funding and/or finding buildings for charter schools,” although that was a key topic of conversation.

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From “Schools We Can Envy” in the New York Review of Books:

Faced with the relentless campaign against teachers and public education, educators have sought a different narrative, one free of the stigmatization by test scores and punishment favored by the corporate reformers. They have found it in Finland. [...]

Finland has spent the past forty years developing a different education system, one that is focused on improving the teaching force, limiting student testing to a necessary minimum, placing responsibility and trust before accountability, and handing over school- and district-level leadership to education professionals.

To an American observer, the most remarkable fact about Finnish education is that students do not take any standardized tests until the end of high school. They do take tests, but the tests are drawn up by their own teachers, not by a multinational testing corporation. The Finnish nine-year comprehensive school is a “standardized testing-free zone,” where children are encouraged ?to know, to create, and to sustain natural curiosity.”

The entire article is certainly worth a read, but I was particularly struck by the emphasis on “the development of each child as a thinking, active, creative person” — all qualities that are not only outside the realm of standardized test-taking, but that are arguably more essential to long-term development than the material on a standardized test. So what do you think? Do the words that we use to discuss public education reform themselves need reforming?

Regarding “Report: Fixing Education Disparities Is a Public Safety Strategy” from the Justice Policy Institute, DCentric writes:

Researchers found the same stark disparities we’ve examined when it comes to education levels in DC’s wards; for instance, one-fifth of Ward 8 adults haven’t completed high school. But the report also breaks down formal education levels of DC’s adults by race. Nearly all white adults in DC — 99 percent of them — have a high school diploma or higher. For African Americans, 80 percent of adults have completed high school, while 57 percent of Hispanic adults have high school diplomas. [...]

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Objections to Reauthorizing the Violence Against Women Act (WAMU: Diane Rehm Show): “The widely praised Violence Against Women Act faces a tough reauthorization battle. Though introduced in a bipartisan way, it passed the Senate Judiciary Committee on a party-line vote with all the Democrats voting to move it to the full Senate and all the Republicans voting against.” Terry O’Neill, president of the National Organization for Women, explains that the bill “as passed out of the Senate committee, recognizes the LGBT community [and] immigrant women who are particularly vulnerable to exploitation and abuse;” but the bill does not include a “mandate for holding batterers accountable” or a reparations provision. 17 CFP nonprofits, including the DC Coalition Against Domestic Violence, focus particularly on girls and women and women; learn more right here.

President Obama’s Budget Request for the NEA: The Fine Print (Americans for the Arts blog): “We learned early that morning that President Obama is proposing an increase of $8 million (from $146M to $154M) for the NEA, which was a very positive start. In the past two years, NEA funding has dropped almost $22M and has yet to recover from the enormous cuts from its high of $176M in 1992. In particular, the budget of the Our Town program, which rewarded over half of its grants to communities of less than 200,000 in 2011, would increase from $5 million to $10 million. Two months ago, the NEA also announced Operation Homecoming, a partnership with the Department of Defense that will host “a new series of writing workshops for returning troops at Walter Reed National Military Medical Center.”

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Why Kids Drop Out: Identifying The Early Warning Signs (WAMU): “New graduation numbers to be released this month are expected to show that just more than half of public school students in the District actually graduate high school in four years. Students don’t drop out of school for any one reason. It’s usually a complicated mix, including individual traits, home life as well as school and neighborhood characteristics. But many researchers believe children exhibit clear warning signs early on that can help identify those at risk of dropping out. This report focuses on Turner Elementary School in Southeast, whose graduates attend a middle and high school “where approximately 20 percent of students can read and do math at grade level.” Attendance is the most critical challenge, as nearly 20 percent of DCPS students “had more than two weeks of unexcused absences last year.” To learn more about CFP education enrichment nonprofits, head this way.

Study: Child Abuse Affects More US Kids than SIDS (TIME): “When it comes to child abuse, the first year of life is the most dangerous for children. Although SIDS, or sudden infant death syndrome, attracts far more attention, the rate of hospital admissions related to SIDS is actually lower than the rate of child abuse — 50 per 100,000 children under age 1 for SIDS, compared with 58.2 per 100,000 births. [...] Researchers at Yale University found that abuse landed 4,569 children under 18 in the hospital in 2006; 300 of them died.” Locally, SCAN (Stop Child Abuse Now) of Northern Virginia and Alternative House are working for safe, permanent homes for children in need.

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From “New focus on DC public-charter collaboration” (02/02/2012) in the DC Schools Insider:

DCPS maintains a system of neighborhood schools with seats guaranteed to anyone within prescribed boundaries. The [Public Charter School Board] oversees schools open to all comers citywide. Decisions about openings, closings, program offerings and facilities have, more often than not, been made in isolation. Last week’s IFF report on school capacity is the latest sign that the silos are about to come down. [...]

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How Many Students Really Graduate From High School? (WAMU): “Now, for the first time, the federal government is requiring states to follow a standardized method. As a result, DC’s public school graduation rate could drop by about 20 percent under the new calculation, according to the office of the state superintendent [...] The new method, called the adjusted graduation cohort rate, requires states to follow every individual child from the ninth grade on until he or she walks across the stage to receive that diploma. It takes into account students who change schools and get held back.” A new State Longitudinal Education Database will track each DCPS student from kindergarten through 12th grade through a special identification number. Could a more accurate picture of graduation rates be a critical step towards improving them?

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Maryland’s ‘achievement gap’ highlighted by new advocacy group (Washington Post): “Maryland has the second largest disparity in the country between low-income students and their wealthier classmates on the 8th grade math test [and] the fourth largest socio-economic disparity in the country on the corresponding 8th grade English test,” MarylandCAN reports in their “State of Maryland Public Education.” Says MarylandCAN executive director Curtis Valentine, “We have a lot to be proud of in Maryland when it comes to educating our kids … but we struggle to serve all Maryland students.”
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State of the Union 2012 from President Barack Obama:

Think about the America within our reach: A country that leads the world in educating its people. An America that attracts a new generation of high-tech manufacturing and high-paying jobs. A future where we’re in control of our own energy, and our security and prosperity aren’t so tied to unstable parts of the world. An economy built to last, where hard work pays off, and responsibility is rewarded.

We can do this. I know we can, because we’ve done it before. At the end of World War II, when another generation of heroes returned home from combat, they built the strongest economy and middle class the world has ever known. My grandfather, a veteran of Patton’s Army, got the chance to go to college on the GI Bill. My grandmother, who worked on a bomber assembly line, was part of a workforce that turned out the best products on Earth.

The two of them shared the optimism of a Nation that had triumphed over a depression and fascism. They understood they were part of something larger; that they were contributing to a story of success that every American had a chance to share — the basic American promise that if you worked hard, you could do well enough to raise a family, own a home, send your kids to college, and put a little away for retirement.

Tackling Alzheimer’s Disease (WAMU: The Diane Rehm Show): “We all understand that Alzheimer’s disease is a major challenge for the country and for patients and their families, and, until now, we have not had a unified national effort to address this challenge. So a year ago, the president signed the National Alzheimer’s Project Act into law, and through his commitment, this law requires our Department of Health and Human Services to establish the first-ever national Alzheimer’s plan,” said Howard Koh, assistant secretary for health at the Department of Health and Human Services. The IONA Senior Services (a CFP nonprofit) Director of Consultation, Care Management, and Counseling Deborah Rubenstein was a guest on the show, which you can listen to right here.
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