I have not been able to respond to all that is happening on the list as my time has been so limited. Much happening, so little time to deal with the weighty issues facing MPS.
On Vouchers: We are all awaiting the decision by the US Supreme Court in the Cleveland voucher case that was heard this past winter. Recent decisions have been moving toward vouchers and there are programs that now have Supreme Court decisions that allow public monies to go to private institutions. Note: currently, Title I money is flowing to some religious schools in our state and in other states. Minneapolis will be affected by the Supreme Court Ruling which is expected by this summer. I am sure there will be lively discussion no matter what the ruling! There is no hard core data that supports the vouchers concept as making much difference in educational achievement of poor students. However, the Federal Dept of Education adheres to the belief, as does the state, that based on lots of hard core research from many different research groups that parental involvement in a kid's life is the single most important indicator of success. I would refer those on the list who are interested in such detail to the 4th printing: A new Generation of Evidence, The Family is Critical to Student Achievement, published by the National Committee for Citizens in Education, edited by Henderson and Berla. It's a good compilation. As for Minneapolis, I would add that if the private schools who would accept public money be held to the same accountability and mandates in all areas as the Minneapolis public schools, could not hand pick their students as they do now, and once having excepted a student along with that funding, stick with that student until year's end, and can't turn kids away because of capacity, then the voucher debate could truly be focused on who is better equipped to do the best job for the greatest number of kids. If it's OK for the private sector to discriminate and be selective, and to operate outside of the massive number of underfunded and unfunded mandates imposed by the state and federal level, then it should also be so for all public school systems. If, on the other hand, one agrees to the accountability measures and the open door policy on public education mandated by the state and federal government, then it should be so for every school that accepts public monies. Can't really have different rules for different schools, because that, list members, is classist. Education is very complex. There is not one single problem that is responsible for the many challenges and "failing schools". Everybody is right; poor attendance, lack of parental involvement, poor teacher quality, low expectations, underfunding, little accommodation for staff support, lack of adequate housing, mental health issues, school readiness, etc. all add into this equation. If there where an easy answer, it would have been found by now. The tricky part is trying to bring the pieces that make up this equation into a whole that adds up to educational success for kids. Mistakes are made, success for many is achieved, failure to thrive is a reality for many others; education is a labor intensive and messy process, as is democracy. There is no easy answer. Vouchers are a simplistic solution for those who think there are simple answers. I am anxiously awaiting the Supreme Court Decision. The reauthorized ESEA Bill (elementary and Secondary Education Act, Leave No Child Behind) in it's literal interpretation will have a huge, negative impact on Minneapolis and most all public schools across the state and nation. The accountability measures, which are all about testing, do not look at academic growth, they look only at proficiency, and a line drawn in the sand by legislslators who are far removed from the actual classroom experiences, by which they will determine winners and losers. All information is to be disaggregated into 12 subgroups and then if any one subgroup fails to make "adequate yearly growth" on even just one sub group, that school will be labeled by the State and Federal Govt. as a "failing school". All sorts of things kick in that there is NO funding for, so it takes classroom money and puts it into transportation and other things. It does not address mobility beyond one year, school readiness, ELL populations, special education, nothing that the educational experts state and nationwide say are key indicators of success that must be taken into account to get an accurate report of growth and accountability. There's still negotiated rule making happening on this bill, so implementation will be tweaked. But in literal interpretation of ESEA, every school in Minneapolis, and indeed, 75% to 90% of all public schools schools nationwide will fail in the next 2-3 years by these standards, state departments, educational researchers and educators are estimating. What is the real agenda behind such legislation? Is it about helping kids, undermining public education, getting to vouchers, making lawyers rich, making testing companies rich?--You make the call. Just be reminded that the entire Minnesota Federal Delegation, both House and Senate voted against this bill with the weird exception of Oberstar. (What was he thinking?) The reason for such a unified voting rarity? It is totally underfunded and bad policy for public education in Minneapolis and Minnesota. Audrey Johnson, MPD BOE candidate and resident LHE _______________________________________ Minneapolis Issues Forum - A Civil City Civic Discussion - Mn E-Democracy Post messages to: [EMAIL PROTECTED] Subscribe, Unsubscribe, Digest option, and more: http://e-democracy.org/mpls
