Public Education Network Weekly NewsBlast "America’s Favorite Free Newsletter on Improving Public Education" ***************************************************************************
RECRUITING & USING VOLUNTEERS IN K-12 SCHOOLS Research and common sense both show that parent participation at school can have a significant influence on student achievement. The level of parent involvement in middle schools and high schools typically declines as students obtain greater autonomy and more responsibilities. Suggestions are offered on how middle and high school principals can recruit and actively involve parent and community volunteers at school sites to nurture the academic success of culturally and economically diverse community groups. http://www.principals.org/news/bltn_rcrt_vlntrs1001.html PUBLIC SCHOOLS WORTH THEIR WEIGHT IN GOLD Approximately $925,000 (and counting) was recently raised for the Alliance for Education, a local education fund, and the Seattle Public Schools at the A+ Evening for Education Gala Dinner & Auction. The event was held to raise funds for Alliance programs that improve student learning. "The event, one of the largest auctions in the nation to benefit a K-12 public education system, was truly incredible," said auction chair William J. Rex. "I am confident that with incoming donations and pending requests, we ultimately will reach our $1,000,000 goal." http://seattletimes.nwsource.com/html/editorialsopinion/134348542_galaed03.html THE ROLE OF CHILD ADVOCATES IN PUBLIC POLICY Who speaks for America’s children? The conflicting missions, competing strategies, and fragmentation of child advocacy groups limit their ability to influence public and legislative agendas, according to this Urban Institute Press book. In a nation where more than 12 million children in 1999 lived in households with a family income below the federal poverty level, and approximately 1 million children who have been victims of substantiated or indicated abuse and neglect, the increased effectiveness of advocacy efforts is critical. http://www.urban.org/pubs/AmericasChildren/intro.html HELPING STUDENTS COMPLETE PUBLIC SERVICE REQUIREMENTS TO GRADUATE The Pittsburgh Council on Public Education, a local education fund, recently launched a student-friendly Web site to help students with their required high school graduation projects"-a state mandate that districts may interpret differently. GraduationProjectHelp.org supports the Pittsburgh School District's requirement for students to complete a meaningful, standards-based project. Some of the information is Pittsburgh-focused, but most is helpful to high school students anywhere. Guidelines, resources and links on the site include: choosing a project, conducting research, organizing information, creating an outline of the work, and writing tips. http://www.graduationprojecthelp.org THE AMERICAN TEACHER 2001: KEY ELEMENTS OF QUALITY SCHOOLS Findings from last year’s Metropolitan Life Survey of the American Teacher revealed that feelings of alienation from school are prevalent among students, parents, and teachers at the secondary school level. The Survey also found that students hold high expectations for their futures, whereas teachers’ and parents’ views on what the future holds for today’s young people are more pessimistic. Accordingly, this year ’s survey explores this perception gap by examining components of school life through the eyes of students, teachers and principals. For complete survey findings visit: http://www.metlife.com/Companyinfo/Community/Found/Docs/2001pdf.html LOCAL EDUCATION FUNDS RECEIVE LARGE FEDERAL TEACHER QUALITY GRANTS U.S. Secretary of Education Rod Paige recently announced grant awards under the new "Transitions to Teaching Program" to help school districts recruit skilled mid-career professionals and recent college graduates into teaching careers. The program, which awards grants to local school districts, states or national organizations, will help school districts tackle teacher shortages by supporting recruitment of talented and capable individuals from other professional and academic fields, as well as recent college graduates with strong academic records and a bachelor's degree in a field other than teaching. Local education funds receiving grants include: Los Angeles Educational Partnership ($800,000), Boston Plan for Excellence ($600,000), and the Philadelphia Education Fund ($550,000). http://www.ed.gov/PressReleases/10-2001/10022001b.html FOUR THINGS CITIZENS CAN DO IN A TIME OF UNCERTAINTY What is a citizen to do? We can watch the polls as they tell us we are ready to go to war. We can display the flag to demonstrate our patriotism. We can turn to our grief, which sometimes overwhelms us. But there is more than that to be done. Now we must step back and consider our future. There are four essential steps we as citizens must take if we are to move forward as a nation at this time of upheaval. Taking these steps will require a sort of public engagement that differs from the outpourings we have seen over the past few weeks. http://www.msnbc.com/news/636338.asp?0si=- THE BASHING OF PUBLIC EDUCATION IN AMERICA The bashing of public education in the United States by organizations and individuals of many varied political and religious persuasions and educational philosophies has been going on forever. It is a paradox that the while the bashers of American public education indiscriminately label public schools as failing and teachers incompetent and poorly prepared for teaching, a majority of American parents, according to many polls, give a grade of A or B to the schools their children attend .The United States has the finest school systems in the world. When are the so-called patriotic school bashers going to support American public education instead of corporate greed and politicians feeding at the trough at the expense of the nation’s disadvantaged children? http://www.educationnews.org/center_for_the_study_of_jobs5.htm CHARTER SCHOOLS: A NEW HOPE FOR AMERICAS LATINOS? Today, the United States boasts more than 2,000 charters serving more than 500,000 students in 34 states. In a country of 91,000 public schools and 47 million elementary and high school students, charter schools represent a very small movement. Still, if the National Council of La Raza has its way, 50 new Latino charter schools will be started over the next five years. Without fanfare, NCLR--which describes itself as the country's "largest constituency-based national Hispanic organization" --is embarking this new $25 million charter school project. http://jewishworldreview.com/1001/rauch.html AFTER-SCHOOL PROGRAMS AID ACADEMIC SUCCESS, PROVIDE SAFE HAVENS Public schools are increasingly stepping in as providers of after-school programming, according to a new survey. Two-thirds (67 percent) of elementary school principals said that their schools now offer optional programs for children after regular school hours. These extended-day sessions provide additional opportunities for learning and enrichment in a safe, supervised environment to children, who might otherwise be alone. Nearly all (95 percent) of after-school programs are located on-site at the schools. Of the schools identified by their principals as having programs, 27 percent also have before-school programs. http://www.naesp.org/afterschool/asppressrelease.htm NATIONAL DAY OF ACTION FOR RACIAL JUSTICE IN SCHOOLS On October 30th, ERASE (Expose Racism and Advance School Excellence) will be coordinating a day for organizations around the country to focus public attention on racial inequality in our public education system and to call for equitable school reforms. Many school policy trends and spending priorities are failing to address widespread racial inequalities in our schools. Many ineffective and punitive policies also detract attention and resources from positive reforms that have demonstrated improvements in educational excellence and equity--such as expanding the pool of high-quality teachers and reducing the size of schools and classes. Community-based organizations, educators and their allies are invited to participate. An online Action Kit includes many suggestions for how you can participate. http://www.arc.org/erase/dayofaction/main.html TEACHERS RELUCTANTLY BEGIN ACCEPTING STANDARDIZED TESTS Conventional wisdom, national polls, and teachers' unions have cast teachers as soundly against the increasing influence of standardized tests in the classroom. Recent reports have highlighted veteran teachers leaving the public school system, or leaving the profession entirely, to avoid what National Education Association President Bob Chase called the "instructional straitjacket" imposed by testing. But some new research suggests that teachers' thoughts about the role of tests in instruction are more nuanced. Teachers who have been teaching for only a year or two seem to embrace testing, at least initially, while more experienced teachers tend to eschew it. http://www.ndol.org/ndol_ci.cfm?kaid=85&subid=65&contentid=3816 TEACHER JUDGEMENT VS. STANDARDIZED TESTS We should be very careful not trust numbers to mean anything by themselves. If the subjective evaluations of professional teachers are thought to be "unreliable," how will we find the ways and means to ensure that students are learning and that high standards are upheld? This provocative article makes the case "for the use of informed, evaluative observations by teachers." Instead of replacing teacher judgment with "the far less useful alternative of standardized tests, maybe we need to direct our energies toward making teachers' evaluations more helpful to students." http://www.pdkintl.org/kappan/k0109was.htm CHILDREN IN FLORIDA HURT BY VOUCHERS Several parents who used a state voucher to move their children from public to private school now accuse the private school they chose of abusing their children and failing to teach them. Voucher critics in the state say similar problems could arise as more students move to schools with no state oversight. http://www.sptimes.com/News/100301/TampaBay/Parents_rue_their_sch.shtml VOUCHER ADVOCATES RETHINKING POLITICAL STRATEGY In the wake of a series of political setbacks, school voucher advocates are rethinking their strategy. Eager to hitch their wagon to a new star, many voucher proponents are now embracing tax credits for private school tuition--and many are pointing to Arizona's tuition tax credit law as a model. However, a new report by People For the American Way Foundation contends that the Arizona law is seriously undermining public education, particularly the public schools that serve poor children. http://www.pfaw.org/issues/education/AZ_intro.shtml NEW AGE OF INDIVIDUALIZED EDUCATION For much of the 20th century, the U.S. depended on the Thanksgiving turkey model of education, asserts this spirited article. We place kids in the oven of formal education for 12 years, and then serve them up to employers. (A select minority get a final, four-year basting at a place called college.) This outdated model doesn't work in a free agent economy that features accelerated cycle times, shrinking company half-lives, and the rapid obsolescence of knowledge and skills. This article states that public schools have much to learn from the home-schooling movement, particularly in the areas of personalized instruction, greater curricular choices, and increasing accountability. http://reason.com/0110/fe.dp.schools.html SMALL CLASSES COME AT HIGH COST Arizona parents want smaller classes in their kids' schools, but they're in for a case of sticker-shock if policymakers get serious about trimming class sizes. A recent study estimates it would cost the state $442 million in the first year to reduce average class sizes to 17 students from 22 in kindergarten through third grade. The high cost of class-size reduction, and the long-term increases in school spending it would trigger, make the option a tough sell in Arizona, where lawmakers are wrestling with a looming budget deficit of $550 million. http://www.arizonarepublic.com/news/articles/1001classsize01.html THE MIND-BODY-BUILDING EQUATION Through partnerships with community organizations, full-service schools address the mental and physical needs of students and the community. In wealthy suburbs, mind, body, and building come together quite well on new school campuses where carefully constructed educational programs are integrated with comprehensive school health. Some schools have everything--star teachers, computer labs, trained counselors, exercise equipment, swimming pools--and that comprehensiveness shows up in high test scores and college admissions. In communities without such a tax base, in inner cities and rural areas, the picture is very different. School systems cannot afford to raise teachers' salaries, and they struggle to reduce class sizes. To bring together the three parts of the equation--mind, body, and building--they need outside help. These schools must rely on public and nonprofit agencies in the community to supplement staff materials and even space. http://www.ascd.org/readingroom/edlead/0003/dryfoos.html ELEVEN PRINCIPLES OF EFFECTIVE CHARACTER EDUCATION There is no single formula for effective character education, but there are some important basic principles. Read eleven principles that serve as criteria that schools and other groups can use to plan a character education effort and to evaluate available character education programs, books, and curriculum resources. http://www.character.org/principles/index.cgi |---------------GRANT AND FUNDING INFORMATION--------------| "First Amendment Schools Grant Award Program" The First Amendment Schools project, co-sponsored by the Association for Supervision and Curriculum Development and the First Amendment Center, will award 10 grants of $12,000 each. Project schools will use the grant funds, along with other resources the project provides, to transform how the school community models and teaches students the rights and responsibilities that flow from the First Amendment. Eligible applicants are public and independent schools in the United States, including elementary, middle and high schools. Applications are due March 15, 2002. http://webserver2.ascd.org/web/firstamendment/gettinginvolved.cfm "Parent Involvement in Education Grants" General Mills Box Tops for Education will distribute fifty $2,000 grants to school-sponsored parent groups across the country. By describing in 1000 words or less how you would use the $2,000 to establish or enhance a program that increases parental involvement in your school, you have a chance to make that dream a reality with this grant. The grant funds can be used to create new programs or expand or enhance existing programs. Grants are available to public schools as well as 501(c)(3) accredited schools. Parent group coordinators can self-nominate their group if desired. Applications must be received by December 31, 2001. http://www.ptotoday.com/piegrants/ "Tiger Woods Foundation" The Tiger Woods Foundation focuses on awarding grants that create positive environments for underprivileged youths and emphasize the importance of parental involvement and responsibility in the lives of children. 501c(3) organizations with revenues over $100,000 are more likely to receive grants. For more information visit: http://www.sportsline.com/u/fans/celebrity/tiger/course/policyprocedure.html "Federal Resources for Educational Excellence" Free teaching and learning resources for parents, teachers, school leaders, and students selected from more than 40 federal agencies. http://www.ed.gov/free/http://www.ed.gov/free/ "eSchool News School Funding Center" Information on up-to-the-minute grant programs, funding sources, and technology funding. http://www.eschoolnews.org/funding "Philanthropy News Digest-K-12 Funding Opportunities" K-12 Funding opportunities with links to grantseeking for teachers, learning technology, and more. http://fdncenter.org/pnd/20000328/funding.html "Information on U.S. Department of Education Initiatives" Among a wealth of other information, the ED site provides comprehensive information on applying for grants and listings of current funding opportunities. http://www.ed.gov/funding.html "School Grants" A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. http://www.schoolgrants.org QUOTE OF THE WEEK Some say the world will end in fire, Some say in ice. >From what I've tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To know that for destruction ice Is also great And would suffice. -Robert Frost (poet) "Fire and Ice" ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 66 local education funds working to improve public school quality in low-income communities nationwide. There are currently 32,450 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local Web site registration. If you would like an article or news about your local education fund, public school, or school reform organization featured a future issue of PEN Weekly NewsBlast, send a note to [EMAIL PROTECTED] Andrew Smith is a regular contributor to the PEN Weekly NewsBlast. ---------- Howie Schaffer Managing Editor Public Education Network 601 13th Street, NW #900N Washington, DC 20005 202-628-7460 202-628-1893 fax www.PublicEducation.org --- You are currently subscribed to newsblast as: [EMAIL PROTECTED] For subscription changes please visit: http://204.212.137.170/signup.asp -- This is the CPS Science Teacher List. To unsubscribe, send a message to <[EMAIL PROTECTED]> For more information: <http://home.sprintmail.com/~mikelach/subscribe.html>. To search the archives: <http://www.mail-archive.com/science%40lists.csi.cps.k12.il.us/>
