NY Education

RFP Posted: Assessment of Homeless ...

RFP Posted: Assessment of Homeless Education Programming for McKinney-Vento Grantee Districts

The New York State Education Department (NYSED) is seeking proposals to design and conduct a statewide assessment of homeless education programs supported by McKinney-Vento grant funding. The study will focus on promising features of program implementation at the LEA level; outcomes for students experiencing homelessness; and academic and social-emotional program supports and resources provided by NYSEDís Homeless Education current technical assistance vendor, NYS-TEACHS.
News and Notes: New Professional De...

News and Notes: New Professional Development Materials

News and Notes: New Professional Development Materials
Funding Opportunity: 2014-15 Title ...

Funding Opportunity: 2014-15 Title I School Improvement Section 1003(a) - Basic School Improvement Grant Application

Section 1003(a) of the Elementary and Secondary Education Act (ESEA) requires that State Education Agencies allocate funds to Local Education Agencies (LEAs) for Title I Priority and Focus Schools to meet the progress goals in their District Comprehensive Improvement Plan and School Comprehensive Education Plan(s) (DCIP/SCEP) and thereby improve student performance. These funds are to be used to support implementation of school improvement activities identified through the Diagnostic Tool for School and District Effectiveness (DTSDE) reviews or a school review with district oversight and included in the DCIP/SCEP.
RFP Posted: Special Education Media...

RFP Posted: Special Education Mediation Technical Assistance Center

The New York State Education Department (NYSED) P-12 Office of Special Education is seeking proposals to provide annual training to approximately 125 individuals who serve as New York State special education mediators, promote the use of special education mediation, provide reimbursement of mediation administrative costs to the Stateís twenty one (21) Community Dispute Resolution Centers (CDRCs) and to collect and report data on the number and type of special education mediation sessions conducted throughout the State. NYSED seeks applicants for mediation training (Part I) with documented experience and expertise in alternative dispute resolution processes in special education and for data collection (Part II) with demonstrated experience in the collection and reporting of statewide data.
RFP Posted: State Performance Plan ...

RFP Posted: State Performance Plan Indicator 8; Parent Survey for Special Education Consumer Satisfaction

The New York State Education Department (NYSED) Office of Special Education is seeking proposals for the distribution, collection and analysis of a parent survey relating to special education.
RFP Posted: Evaluation of Categoric...

RFP Posted: Evaluation of Categorical Bilingual Education Programs

The New York State Education Department (NYSED) is seeking proposals to design, develop, and conduct evaluations of all Categorical Bilingual Education Programs funded by New York State and managed by the Office of Bilingual Education and Foreign Language Studies (OBE-FLS). The selected vendor will design and develop protocols to assess implementation and effectiveness of all programs. Due to the variety of goals and objectives of each program to be evaluated, in addition to protocols that can be used for all programs (demographic data, evaluation elements that are common to all programs, etc.), each program is likely to also require evaluation components that are specific to that programís evaluation (See Attachment C).

InsidehigherEd

Essay on how to deal with conflict ...

Essay on how to deal with conflict when working in academe

An important career skill is knowing when to avoid a disagreement and when to stand your ground, and the dividing line is particularly challenging for those without tenure, writes Nate Kreuter.

Essay on how academics can become e...

Essay on how academics can become entrepreneurs

Kerry Ann Rockquemore explains how academics trying to become entrepreneurs need to think about the services or goods they will deliver.

Essay by provost reflects on advice...

Essay by provost reflects on advice he gave to new provosts

Jim Hunt looks back at some advice he had for fellow provosts.

Essay on adjunct duties after a cou...

Essay on adjunct duties after a course is over

Cliffton Price considers the work adjuncts are asked to do after their courses (and compensation) are over.

Essay on difference between academi...

Essay on difference between academic and entrepreneurial mindset

Academics who want to be entrepreneurial need to think in new ways, writes Kerry Ann Rockquemore.

How much should your life path infl...

How much should your life path influence/dictate your career path? (essay)

Trenda Boyum-Breen describes how her personal needs shaped her professional choices -- and how to balance them when they compete.

BBC News Education

Priority school places plan for poo...

Priority school places plan for poor

Schools in England could be allowed to offer priority places to the poorest children in their area under proposals put forward by the government.
'Trojan Horse' probe 'needs review'

'Trojan Horse' probe 'needs review'

The council-commissioned review into the so-called Trojan Horse allegations "ought to be reviewed itself", teachers say.
'Fewer degree offers' for minoritie...

'Fewer degree offers' for minorities

Ethnic minority students are less likely to receive offers from UK universities than their white British peers, research suggests.
Selfie 'sexters' in child sex warni...

Selfie 'sexters' in child sex warning

Young couples who send explicit pictures of each other are threatened with prosecution under child sex laws.
'Disturbing' Trojan inquiry finding...

'Disturbing' Trojan inquiry findings

Nicky Morgan, the new education secretary, warns of evidence of intolerance in schools as the government's Trojan horse report is published.
Student loan system 'tipping point'

Student loan system 'tipping point'

There are so many problems and incorrect forecasts in the student loan system that there needs to be a complete review, says a report from MPs.

US Govt Dept of Education

My Brother?s Keeper D.C. Data Jam A...

My Brother?s Keeper D.C. Data Jam Announced

Cross-posted from ED’s My Brother’s Keeper website.
Statement by U.S. Secretary of Educ...

Statement by U.S. Secretary of Education Arne Duncan on President Obama Signing the Workforce Innovation and Opportunity Act of 2014

Following is a statement by U.S. Secretary of Education Arne Duncan on President Obama signing today at the White House the Workforce Innovation and Opportunity Act of 2014.
Administration Honors U.S. Departme...

Administration Honors U.S. Department of Education Green Ribbon Schools and District Sustainability Awardees; Announces Second Annual Best Practices Tour

White House Council on Environmental Quality Acting Chair Mike Boots and U.S. Assistant Secretary of Commerce Mark Schaefer joined U.S. Secretary of Education Arne Duncan today to congratulate the U.S. Department of Education Green Ribbon Schools and District Sustainability Awardees on their achievements at a ceremony in Washington, D.C.
President Obama at My Brother?s Kee...

President Obama at My Brother?s Keeper Town Hall: ?America Will Succeed If We Are Investing in Our Young People.?

Cross-posted†from the White House Blog.
Know It 2 Own It: Celebrating the A...

Know It 2 Own It: Celebrating the Americans with Disabilities Act

This week, we celebrate the 24th anniversary of the Americans with Disabilities Act (ADA). On July 26, 1990, President George H.W. Bush signed the ADA into law. This landmark legislation was the nation’s first comprehensive civil rights law addressing the needs of people with disabilities.
U.S. Department of Education Expand...

U.S. Department of Education Expands Innovation in Higher Education through the Experimental Sites Initiative

As part of the President and Vice President’s new actions to provide more Americans with the opportunity to acquire the skills they need for in-demand jobs, today, the Department is announcing a new round of “experimental sites” (ex-

Yahoo

Most victims of fiery California bu...

Most victims of fiery California bus crash died of smoke inhalation

A FedEx truck drives past a makeshift memorial beside Interstate 5 in Orland, California(Reuters) - Most of the 10 people killed in a fiery crash of a bus full of college hopefuls in Northern California survived the initial impact and died of smoke inhalation from flames that engulfed the vehicle, the county coroner said on Tuesday. Seven of those who died after a FedEx truck crashed into the bus taking high school students to a college recruitment event in April succumbed to asphyxiation due to smoke inhalation, while two died of trauma sustained in the crash, the Glenn County Coroner's Office said. The dead in the crash in the city of Orland, an agricultural community north of Sacramento, included five Los Angeles-area students on their way to tour a Northern California university campus, as well as their chaperones and both drivers. While traveling south on Interstate 5, the FedEx truck gradually veered left and crossed a 58-foot-wide median before entering oncoming lanes of traffic, the National Transportation Safety Board said in a preliminary report published in April.


There?s No Point in Releasing Priso...

There?s No Point in Releasing Prisoners, Ever?Unless We Do This

In his college-level classes in New York?s correctional institutions, Baz Dreisinger has students who come from all races and backgrounds, and they are often extremely intelligent. The academic director of the Prison-to-College Pipeline at John Jay College of Criminal Justice has seen firsthand that no matter the prisoner?s background or continued access to higher education outside confinement, even the most talented students struggle to find solid work and safe housing after release. ?I had one student who was particularly bright,? Dreisinger recalls. "I was certain he was going to be successful.? On release, however, the student had no family to take him in, leaving him with one option: living in a dangerous halfway house.
Black colleges face hard choices on...

Black colleges face hard choices on $25M Koch gift

Michael Lomax, president of the United Negro College FundAmerica's black colleges are struggling for funds. The Republican Party is struggling to attract black voters.


Research, Discuss Sexual Violence o...

Research, Discuss Sexual Violence on College Campuses as a Family

As sexual assaults on college campuses make headlines, many parents of prospective college students struggle to address the issue with their families and universities. In May, the Department of Education released the names of more than 50 institutions that are under investigation for possible Title IX violations, which concern the handling of sexual violence and harassment complaints. In early July, Sen. Claire McCaskill, D-Mo., released a report that found that many of the 440 institutions surveyed failed to comply with federal requirements for handling sexual assault cases. Sexual violence can be an uncomfortable topic to discuss, so experts provide the following advice on what prospective students and their parents should know about the issue as they research colleges.
California law limits school footba...

California law limits school football practices to cut concussions

By Sharon Bernstein SACRAMENTO Calif. (Reuters) - Football practices at which middle- and high-school students tackle each other will be restricted in California under a law signed on Monday by Democratic Governor Jerry Brown, the latest U.S. effort to minimize brain injuries from the popular sport. The measure, which limits practices with full-on tackling during the playing season and prohibits them during most of the off-season, comes amid growing concern nationwide over brain damage that can result from concussions among student as well as professional athletes. "This is a very balanced approach," said Democratic Assemblyman Ken Cooley, the law's author. It's good for kids and it's good for parents." The measure, which goes into effect in January, makes California the 20th state to restrict practices by middle school and high school football teams during which tackling and other full-contact activities are allowed.
The Scopes Monkey trial and the Con...

The Scopes Monkey trial and the Constitution

On July 21, 1925, the famous Scopes Monkey trial over teaching evolution in public schools concluded. Mostly remembered today was the clash between two legendary public figures. But the legal fight didn?t end that day in Tennessee.

Independent

Trojan Horse schools: Teachers to b...

Trojan Horse schools: Teachers to be barred for not 'protecting British values'

Teachers face being barred from the profession if they fail to protect British values in their schools, new Education Secretary Nicky Morgan declared today.








Privatisation of student loan book ...

Privatisation of student loan book to be scrapped

The £12 billion privatisation of the student loan book in England and Wales is to be scrapped, Business Secretary Vince Cable has said.








Privatisation of student loan book ...

Privatisation of student loan book to be scrapped

The £12bn privatisation of the student loan book in England and Wales is to be scrapped, Business Secretary Vince Cable has said.








Family of severely disabled boy bar...

Family of severely disabled boy barred from taking term-time holiday

The mother of a severely disabled teenager who has been given only a few years to live says she has been threatened with fines and prosecution if she takes him on a term-time holiday.








Trojan Horse report: Birmingham sch...

Trojan Horse report: Birmingham schools broke law with Islamic assemblies and banned sex education

Hardline governors in some Birmingham schools were guilty of ?serious malpractice? and headteachers were undermined in order to introduce Islamic worship and ban sex education, a damning report into the ?Trojan Horse? allegations found today.








Trojan Horse: '10 Birmingham school...

Trojan Horse: '10 Birmingham schools investigated showed elements of the conspiracy,' education expert finds

Hardline governors in some Birmingham schools were guilty of ?serious malpractice? and headteachers were undermined in order to introduce Islamic worship and ban sex education, a damning report into the ?Trojan Horse? allegations found today.








Education Week

Missouri delays vote on KC schools ...

Missouri delays vote on KC schools accreditation

State providing safety training to ...

State providing safety training to schools

Los Angeles school requires concuss...

Los Angeles school requires concussion tests

Lawsuit filed against Gov. Jindal o...

Lawsuit filed against Gov. Jindal over Common Core

ND supe wants Indian culture taught...

ND supe wants Indian culture taught in schools

Indiana chooses 5 counties for pres...

Indiana chooses 5 counties for preschool program

Educause

The Role of Campus Leadership in En...

The Role of Campus Leadership in Ensuring IT Accessibility

“Everyone should have an opportunity to participate in higher education.”

With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.

read more

The Game is Changing. What Will Be ...

The Game is Changing. What Will Be Expected of You?

“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University

read more

The Top-Ten IT Issues, 2012

The Top-Ten IT Issues, 2012

EDUCAUSE Top 10 IT Issues, 2012

The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:

  1. Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models
  2. Supporting the trends toward IT consumerization and bring-your-own device
  3. Developing an institution-wide cloud strategy

 

Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.

read more

Tune In June 5 -- Rolling Out a BYO...

Tune In June 5 -- Rolling Out a BYOD (Bring Your Own Device) Program

This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.

Those unable to attend may wish to visit the archives after the event or browse related resources.

Interact on Twitter at #EDULive.

read more

Get Involved with EDUCAUSE -- Volun...

Get Involved with EDUCAUSE -- Volunteer Submissions Are Due June 1

As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.

EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:

read more

Is Agile the Future of Project Mana...

Is Agile the Future of Project Management?

Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.

Read the latest article release on agile project management from the Project Management Institute.

To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:

read more

Huffingtonpost.com

Why Memorizing Lines From Shakespea...

Why Memorizing Lines From Shakespeare Is Worthwhile

Having thought about Shakespeare for most of my life, I have concluded that the best way to learn about his plays, his language, his themes and his stories with any real depth and integrity is to memorize a few passages from his plays so that you have them at your fingertips. Comedies, tragedies, histories, romances, it doesn't matter what kind of play you choose. From Much Ado About Nothing to King Lear, the result is the same. If you memorize some Shakespeare, it will change your life; and if you teach your children how to memorize Shakespeare, you will have given them the greatest gift a parent can bestow, the gift of learning.

Try it. Right now. Drop whatever you're doing and take just THREE MINUTES and memorize the following quip spoken by Sir John Falstaff in the play Henry the Fourth, Part 2.

I am not only witty in myself,
but the cause that wit is in other men.


Come on. How hard can it be to learn one sentence made up of sixteen words? Try it right now. The way to memorize it is to break it down into a few phrases and learn the phrases one after another, then join them up.

I am not only witty
I am not only witty
I am not only witty in myself,
I am not only witty in myself,


After saying that phrase three more times, add the next half of the sentence:

but the cause that wit is
but the cause that wit is
but the cause that wit is in other men.
in other men.
but the cause that wit is in other men.


Now put it all together: "I am not only witty in myself, but the cause that wit is in other men" -and harken to me (as Shakespeare might put it).

Shakespeare was the greatest writer that ever lived. Hands down. It's inarguable. Ask anyone who knows anything about learning and art and they'll agree. Ask Virginia Woolf, ask Robert Louis Stevenson. Ask J.K Rowling, ask Francis Ford Coppola. Shakespeare changed the entire landscape of English literature in a way that no one ever changed any art before or since.

The hard part about Shakespeare (and you're not alone, it's hard for everybody) is that trying to read his works for the first time is in many ways like encountering a foreign language. He lived 450 years ago and the language was a little different then. Not a lot different, but enough to make it challenging to read right off the bat without a little help. That help is available in the plays themselves, provided that (1) you have a good glossary by your side and (2) you take the time to learn what every word means.

Our children need some book-learning. In the age of the Internet, people believe, erroneously, that you know something because you can look it up. They're wrong. You don't know anything just because you look it up. All you know is the answer to a question or two. Education is the result of time and effort because then it sticks with you; it becomes part of you. And memorizing passages from great writers will insure that you have actually learned something that will stay with you forever. Shakespeare is a gateway to virtually all other literature in the English language, and if you know your Shakespeare, you have the springboard to learn everything else.

When Falstaff says "I am not only witty in myself, but the cause that wit is in other men," he is describing not only himself but he is mirroring the effect of great art. Shakespeare is not only witty in himself, he is also the cause of wit in all the writers and artists who followed in his wake. Who are Darcy and Elizabeth in Jane Austen's Pride and Prejudice but a later take on Beatrice and Benedick in Shakespeare's Much Ado About Nothing? Who is Vito Corleone in the film The Godfather but Macbeth in the play that bears his name? Who are the misunderstood teenagers in the film Juno but the troubled couple in the eponymous Romeo and Juliet?

If Shakespeare is the gateway to all other literature in English, memorization is the gateway to Shakespeare. The reason memorization matters is that you can't cheat when you memorize something. Either you know it or you don't. And if you can say some Shakespeare, you're well on your way to understanding some Shakespeare. Yes, you have to look up a few words. (A good edition of the plays will have definitions on the facing page or the bottom of the page.) Yes, you have to go slowly at first to make sure you know what the sentences mean. And yes, definitely, you have to be alive to the fact that Shakespeare is always writing in metaphors: he's always telling you how one thing is like another thing. ("Shall I compare thee to a summer's day?") But with a little bit of work -- just a few minutes each day -- you can easily memorize some lines of Shakespeare and then teach them to your children.

I'm going to assume that you learned the first sentence: "I am not only witty in myself, but the cause that wit is in other men." Now learn another line. It's not even a whole sentence -- just half a sentence. It's from Hamlet, and I guarantee you that if you learn it right now it will change your life: it will give you an ear for great language; it will give you an insight into the human heart.

What a piece of work is a man,
how noble in reason,
how infinite in faculties,
in form and moving how express and admirable;
in action how like an angel,
in apprehension how like a god:
the beauty of the world, the paragon of animals...


No one has ever written like this before or since, and there is no reason to wait. Just memorize it now.

Ken Ludwig is the author of How to Teach Your Children Shakespeare [Crown, $25.00].
Bobby Jindal Sued By His Allies Ove...

Bobby Jindal Sued By His Allies Over Common Core

Louisiana Gov. Bobby Jindal (R) spent Tuesday fending off a legal attack from his allies.

Two years ago, Jindal visited a charter school operated by the Choice Foundation, a nonprofit organization that manages a chain of charter schools in Louisiana. Jindal was there to announce his support for the Common Core State Standards. As Jim Swanson, chair of the Choice Foundation schools, remembers it, Jindal praised the package of learning benchmarks as state-of-the-art.

Since then, Jindal has changed his mind, demanding that Louisiana drop the Common Core and suspending the state's contracts with testing vendors who create Common Core tests.

Now, Swanson is joining a group of parents and teachers to sue Jindal for trying to reverse his state's adoption of the standards. "This action by him has had an incredible practical effect on the education at our schools," Swanson said Tuesday during a conference call with reporters. "This action of throwing the system into disarray was a very irresponsible action."

The Common Core, a set of learning benchmarks in math and English language arts adopted by over 40 states, has recently become controversial, with tea party networks railing against what they see as intrusive federal overreach, and teachers' unions decrying what they call hobbled and rushed implementation.

On Tuesday, the Choice Foundation, together with a number of teachers and parents, filed suit against Jindal, claiming his executive actions on the Common Core -- specifically, his suspension of the testing contracts -- exceed his authority.

Jindal's administration has claimed that the testing contracts are illegal, an allegation that the suit calls "a pretext to conceal their attempt ... to set their own education policy, despite the Louisiana Constitution's grant of that authority to the Legislature" and the Board of Elementary and Secondary Education (BESE).

The suit, filed in East Baton Rouge Parish, is asking for a preliminary injunction and has a hearing scheduled for August 4, which the litigants hope will allow the state to continue its plans to administer Common Core exams immediately.

"The governor and his administration have exceeded their authority and have impinged on the constitutional rights of the legislature and BESE," said attorney Stephen Kupperman of Barrasso Usdin Kupperman Freeman & Sarver, LLC, the firm acting on behalf of the litigants in the suit.

In some Louisiana parishes, school will begin as early as three weeks from now, and teachers still don't know what material their students will be tested on by the end of the year. In grades four and eight, standardized tests determine whether students will be promoted or held back. "We are now unclear on what standards our kids are supposed to be able to achieve at the end of this school year," Swanson said.

Jindal called the suit baseless. "This lawsuit has no merit. Louisiana Revised Statute La. R.S. 39:334 gives the Division of Administration the authority and responsibility to ensure that all offices of the executive branch follow proper contractual procedures," he said in a statement. "And under the Louisiana Constitution, the Governor's Office has the responsibility to ensure the laws of the state are faithfully executed. The Louisiana Department of Education needs to stop delaying [...] and follow the law."

The suit is setting Jindal against his allies. In the past, Jindal has spoken forcefully in favor of school choice, charter schools and school vouchers -- particularly in the face of the U.S. Department of Justice's suit against Jindal's expansion of vouchers, which use public money to fund private and often religious school tuition. Partially bankrolling the Common Core suit is the Black Alliance for Educational Options, a group that once stood with Jindal as he sought to fend off the federal government on the voucher issue.

"We have fought together on the same side on lawsuits and those sorts of things, but for us, the overriding interest has always been children," BAEO President Kenneth Campbell said when asked about the rift. "The same way that we stood with the governor at times [...] we think the governor is wrong on this issue." Campbell added that he hopes Jindal doesn't take the filing personally.

Jindal, who is seen as a potential 2016 presidential contender, has framed his souring on the Common Core as a consequence of what he calls the federal government's intrusion on state issues. He said in June that he would "not be bullied" by the feds, and that Secretary of Education Arne Duncan's "comments & actions" prove that the Common Core is indeed a "fed takeover."

Jindal's anti-Common Core moves have set off a chain of negotiations, during which BESE sent Jindal two testing plans they said would fit into Jindal's interpretation of contract law -- a prediction that proved incorrect. Following Jindal's July 17 meeting with state schools chief John White, neither party had come to a resolution.

"I'm not surprised," BESE President Chas Roemer told HuffPost shortly after that meeting. "The governor doesn't have any intention of coming to a solution. He continues to point to procurement policy [...] and he uses that as a way to determine education policy. That's not what the Constitution allows."

BESE is not party to the lawsuit, but White issued a statement saying that "it is critical that our state resolve as soon as possible the issue of who determines the content of state tests." On Tuesday, Roemer said that BESE is still retaining legal counsel -- meaning it could still file its own suit against Jindal.
Researchers Think They Know Why Col...

Researchers Think They Know Why College-Educated People Support The Tea Party

College-educated supporters of the tea party might change their political tune if they mingled more with those less educated than themselves.

Researchers from the University of Notre Dame said college graduates are more likely to support tea party ideas if they live in counties characterized by high levels of residential segregation based on education level. The researchers found the correlation between tea party support and educational segregation to be uniquely strong compared to factors like racial segregation and class segregation.

Rory McVeigh, a University of Notre Dame political sociologist and author of the study, told The Huffington Post that he was interested in discovering what communities might be particularly hospitable to tea party principles and why. Prior to the study, he posited that the tea party ideology, which advocates for limited government and low government spending, might resonate more among people who don't interact much with low-income individuals who may benefit from government programs. As it turns out, McVeigh was on to something.

?My thinking was that people who are likely to embrace [tea party ideology] are more likely to be people who have had some success and life and limited exposure to those who haven?t enjoyed the same advantages. ... Education is such an important predictor of how you end up in life,? said McVeigh over the phone.

The results of the study, which draws from data on the number of tea party organizations in counties across America and Census Bureau information on county-wide educational segregation, showed that the distribution of college-educated individuals play a role in tea party support. The report also notes that educated, white, middle class Republicans are more likely to support the tea party regardless of educational segregation in their county, although educational segregation exacerbates this likelihood.

McVeigh explained to HuffPost why this might occur.

?When you?ve had little exposure to people who haven?t had the same opportunities as you, you?re more likely to adopt a view that ?really anybody who wanted to could of succeeded if they only did what I did,?? said McVeigh. ?I really think the key here is education is widely understood to be a primary determinant of where you end up in life. ... But as we know, not everybody has the same access to a high-quality education.?

In the study, researchers relate this idea to the impact racial segregation has on racism.

?Similar to how racial segregation shapes perceptions of racial inequality, and occupational sex segregation shapes perceptions of gender inequality, we consider the possibility that residential segregation of the highly educated may facilitate mobilization of a social movement, such as the Tea Party, that opposes redistribution of wealth to society?s less prosperous citizens,? says the study.

A press release for the study notes that even though support for the tea party is not as strong as it once was -- especially since 2010, when grassroots support for tea party organizations was at a high -- Republican politicians still cater to tea party voters.

?The analyses help us understand,? McVeigh says in the press release, ?how a movement enabled by highly resourced conservative organizations has been able to draw the support it needed to credibly present itself as a grassroots movement representing ordinary Americans, and thus exert influence on voters and the political process.?
Sophomore Year: Time to Begin Think...

Sophomore Year: Time to Begin Thinking About College

The summer season is always an active and engaging time on college campuses, when we in the admissions field meet families who are visiting to learn more about the opportunities available at their institution. Usually this time of year, we speak mostly to rising high school upperclassmen--juniors and seniors--who have college on their minds and are closest to the application process.

Increasingly, however, we host families with students who are just entering their sophomore year. Barely finished with their first year of high school, these enterprising students are already fast-tracking the process to entering college. I am always impressed with these intrepid individuals, and think how their foresight and dedication to the cause might be an inspiration to all 15 year-olds.

With this in mind, I would like to offer some suggestions to high school sophomores who know college is in their future, but maybe have yet to give it much thought. It is not too early to think about this major life step, and one's actions sophomore year can help pave the way to success. While students have heard many of the following suggestions before, it is important to emphasize the following steps in an early college search:

1. Challenge yourself and keep the grades up. Your high school transcript is arguably the most important document in your application for college admission. The courses you take and the grades you earn are paramount to a college "accept." If you have the chance, begin taking an Advanced Placement (AP) course or two. They may be rigorous, but admission committees would rather see you earn a B+ in an honors-level course than see a straight-A transcript in less-rigorous, basic coursework. And along the way, read! There is no better way to stretch your mind and to prepare you for upcoming exams and college-level work.

2. Meet with your guidance counselor and think about careers. Some second-year high school students have yet to sit down with a member of the guidance office. The time is now to introduce yourself. Begin to map out a plan that leads to a successful college process. At this time, a broad discussion of your interests, likes, and life goals will help point you to appropriate college choices down the road. Here, your counselor may introduce you to Naviance, a popular college planning and career assessment software tool.

3. Go online to begin some researching of your own. Maybe you have a particular college in mind? Go to its website and look into majors, activities and opportunities. Beyond specific searches, log on to sites like Zinch, Cappex, and CollegeXpress to create a profile and explore several institutions at once, based your entries. Head to sites like Unigo to read college reviews directly from students attending. Explore; the web is a great place to get your proverbial feet wet!

4. Think about signing up for some of those standardized tests. You know about the SAT or ACT, and how these tests may be an important component of your college application. While these tests may be a year or so away, you can still sign up for the PSAT--sort of a practice SAT exam that gives students an idea of how they will fare on the real SAT and can qualify students for scholarship awards. This is also a good time to take any SAT 2/Subject Tests, sometimes required for college admission. Take these focused exams right after you finish the coursework and the material is still fresh in your mind. You may also want to look into the ACT's Plan test for sophomores, which is, again, a sort of practice exam (its name is changing to Aspire in the next cycle).

5. Get involved and hone your leadership skills. A resume of your meaningful extracurricular activities is another important part of your college application. Remember, though: think "quality" over "quantity." Join clubs and pursue activities that you will stick with over time, will show your dedication and perseverance, and will demonstrate your maturity and focus. Sometimes a meaningful activity is outside of school. Volunteer in the community, and cultivate meaningful relationships with people who can comment on your drive and character.

6. Okay, now go visit some actual schools! As I mentioned, many younger high schoolers are already visiting campus. Plan some trips with your family to visit a few schools on your "long list" of possible choices. Go to some larger schools and some smaller; go to some urban colleges and some more rural. At this stage, you will want to explore broadly to see what aspects of an ideal institution appeal to you. While there, speak to students (many are still studying in the summer) and get their impressions. Also, in the spring, attend any official college fairs in your area to gain an additional perspective.

Sophomores, enjoy the upcoming school year! And know that this early preparation and action will help to make some important college decisions down the road.
A Basic Flaw in the Argument Agains...

A Basic Flaw in the Argument Against Affirmative Action

This post was co-authored with Ted Dintersmith

The University of Texas (UT) at Austin got approval this week from the U.S. 5th Circuit Court of Appeals to continue using race as one of many factors in its admissions. Abigail Fisher, a white student, had sued, claiming that she was a victim of racial discrimination, because some minority students with less impressive credentials than hers had been admitted when she was not.

Texas' admissions policies include a "Top Ten Percent Plan," which guarantees the top 10 percent of graduates of every state high school a place at the UT-Austin campus or other universities in the state system. In 2008, when Fisher applied, 92 percent of UT-Austin's slots were filled this way. The remaining slots are decided based on an Academic Achievement Index (grades and test scores), plus a Personal Achievement Index (extracurricular activities, accomplishments, leadership, service, and family background, including race, poverty, language background and other factors).

Fisher, who is the child of UT alumni, may have hoped her legacy status would compensate for the fact that she did not graduate in the top 10 percent of her class, and her GPA (3.59) and test scores (SAT -- 1180 out of 1600) were not high enough to qualify her for automatic admission. Nonetheless, these numbers were higher than those of 47 students who were admitted in part based on their personal achievements.

Fisher, now graduated from Louisiana State University, vows to continue her lawsuit, keeping the affirmative action elephant smack dab in the center of the room. The question hangs in the air: Do highly qualified applicants lose out in the college admissions race because less qualified applicants got special treatment due to race?

Never mind that, in Abigail Fisher's case, only five of the 47 students admitted with lower grades and test scores than Abigail's were minority, while 42 were white. Never mind that 168 black and Latino students with grades as good as or better than Fisher's were also denied entry into the university that year.

Playing the race card is what gets America's attention.

But there is another, even more fundamental, problem with this debate: Its core premise is deeply flawed.

The debate's underlying assumption is that statistical measures -- GPAs, SATs, ACTs and AP test scores -- are the most objective, and hence useful, gauge of an applicant's merit. Clearly, or so the thinking goes, a well-off applicant with near-perfect SAT scores and a 4.3 GPA (adjusted with extra points from AP courses that are common in affluent schools and rare in low-income schools) is more qualified than an inner-city student with lower numbers. So the debate rages about whether universities should admit "less qualified" applicants on the basis of criteria designed to help offset historical inequities.

But myriad studies conclude that standardized test scores are a poor predictor of success in college and in life. More than 80 percent of the variance in college success is attributable to factors other than test scores. Over and over across our country, we find leaders of business, non-profits, or policy with checkered academic transcripts.

Laszlo Bock, senior vice president of human relations and operations at Google, told The New York Times that company officials found that GPAs and test scores are "worthless" as predictors of career performance at his company, a company widely admired for its innovative excellence. Bock notes that "learning ability" is the number one criterion for hiring -- the capacity to find, weigh, and analyze diffuse information, put the pieces together, and figure out what it means for solving real problems and developing something new.

Researchers such as Angela Duckworth have emphasized the overwhelming importance of character traits such as perseverance, grit, tenacity, and resourcefulness. At some level, we all realize that it is the kid who never gives up and always finds a way to move forward, not the kid who can define "nugatory," who will make important contributions to her employer, community, and society. Yet educational measures place outsized weight on esoteric academic pursuits -- pursuits that all too often have no meaningful connection to the skills needed in life. We gauge the worth of a child on how facile he is with the quadratic equation (when was the last time any adult used it?), not on his resourcefulness or creativity.

Even worse, we fail to consider the toll exacted by these hollow figures of merit.

In well-off communities, students often spend their formative years on a soul-crushing mission to build the perfect college application. They cram and regurgitate facts for tests, instantly forgetting them. They grind away at subjects like AP Calculus that are obsolete in today's computationally rich world. Their families spend tens of thousands of dollars on tutoring, test prep, and college counseling. They learn that life is about pleasing anonymous college admissions officers, instead of finding and pursuing passions. They become increasingly dependent on adults for structure and "motivation." And, over time, they develop into fragile micro-managed hoop-jumpers.

What about students in low-income communities? Many grow up handling responsibilities that most well-off peers can't begin to fathom. They often make their way through under-resourced schools in large classes taught by over-stretched teachers. They are reminded regularly of their academic "limitations" as they are assessed relentlessly on mind-numbing tests. And for those that do overcome enormous obstacles and claw their way into a top college? They encounter upper-crust classmates questioning whether they belong, as evidenced by the recent "Affirmative Dissatisfaction" controversy at Harvard.

Yet on the dimensions of tenacity and grit, as well as personal accomplishment, these students run circles around many "highly qualified" upper-crust applicants. And, in fact, research by former university presidents William Bowen and Derek Bok on the outcomes of affirmative action programs found that minority students admitted to selective universities did as well or better than their white counterparts on a number of outcomes -- and opened doors for generations after them.

Suppose for a moment that we lived in a world where our education system cared more about grit than GPAs. About resourcefulness than parents' resources. About ability to create rather than ability to cram. About whether a young person is passionate about making the world better, or is simply seeking to follow his parent's footsteps into the 1 percent? In that world, we might look at a prep school graduate at Harvard and say, "Gee, I wonder if he got here through the school's 'rich kid' affirmative action initiative? Does he really have the grit to belong here?"

Beyond reshaping our views on affirmative action, this different world would bring profound benefits. For starters, high school would change overnight. We would start teaching kids skills that matter (e.g., collaboration, creative problem solving, making sound decisions, learning how to learn, leveraging your passions and talents to achieve your dreams), instead of drilling kids endlessly on academic trivia they retain for a matter of days. We would prepare kids for life, instead of for standardized tests and college admissions. We would teach skills that matter enormously but are hard to measure precisely, instead of low-level skills that can be tested cost-effectively in bulk.

So the next time the subject of affirmative action comes up, think broadly about how we evaluate the merits and potential of our youth. Think of how different the school years of all kids -- rich and poor -- would be if education were aligned with life, instead of tailored to the needs of Princeton statisticians. We might begin to make progress after decades of failed education reform, and might start graduating kids able to make their way in the world as adults. Imagine.

--

Ted Dintersmith is Chairman of LearningInnovation.us, and Partner Emeritus with Charles River Ventures, a leading early-stage venture capital firm. He was chair of the National Competitiveness Committee for the National Venture Capital Association, was selected by President Obama to represent the United States at the U.N. General Assembly in 2012 focusing on global education issues, and is funding several initiatives to bring education into the 21st Century.


This blog originally appeared July 17, 2014, in Washington Post column, The Answer Sheet.
Dropping the Needle: Disruptive Inn...

Dropping the Needle: Disruptive Innovation and Higher Education

More than 30 years ago I would huddle with other music majors at our college's music library, the cords from our headphones stretching over each other's record players as we tried to cram a semester of classical music listening into a few hours at the end of the term. We know our professor would randomly "drop the needle" on records during our final exam, challenging us to identify a composition and its composer by its structure, instrumentation, motifs and harmony. The music library of our generation was a room with 12-inch records, record players, and headphones.

There was some great bonding that came from roaming the small library, stretching our headphone cords all the while, comparing notes on our strategies to recognize open fifths, plagal cadences, Mozart's use of the clarinet, or Stravinsky's "Petrushka" chord. In the end, one learned to recognize the compositional attributes that made a piece a chanson, a sonata, a recitative, through-composed, atonal, and so on. You were trying to make sense of an aural landscape having been dropped in the middle of it. It was very exciting, stressful, and chaotic.

In much the same way I am trying to make sense of our era during a sabbatical from my day-to-day responsibilities at Marymount California University. I had committed early on to trying to get up-to-date on literature regarding wellness, resilience and disruptive innovation. I started this week with a pile of New Yorker magazines, trying to ease myself back with a predictably high-quality publication that offers the occasional cartoon chuckle. I got lucky because, over the course of a couple of issues, I got a sense of how the American higher education sector feels about disruptive innovation.

Disruption theory comes from the business literature, but it has been co-opted by other sectors as it provides a framing device that helps us make sense of the fast-paced 21st century. Harvard professor Jill Lepore's article, "The Disruption Machine," along with the letters to the editor that followed, goes after the theory put forward by her Harvard colleague, Clayton M. Christensen. While some subscribe to the theory as a way to identify successful companies, Lepore plays the contrarian, sharing that theory is really about how things go wrong: "Disruption is a theory of change founded on panic, anxiety, and shaky evidence... a competitive strategy for an age seized by terror."

Lepore takes the reader through the ages (enlightenment, reason, industrial, evolution, technology) to support an argument that we see our current age as an era "founded on a profound anxiety about financial collapse... and an apocalyptic fear of global devastation." Lepore portrays the disruption ethic as applied in modern business as: "Forget rules, obligations, your conscience, loyalty, a sense of the commonweal. Don't look back. Never pause. Disrupt or be disrupted... the time has come to panic as you've never panicked before."

Many academics weighed in on Lepore's article over the last month. The University of Maryland's David B. Siclia challenged disruption theory when citing Alfred D. Chandler's research that found successful companies evolved a great deal, but "without self-cannibalizing their hard-won know-how for the sake of change." UT Arlington's Kathryn Hamilton Warren wondered why "the idea that something that works must be changed for change's sake -- and that change in and of itself is seen as progress -- is an economic driver." There are a good number of points of view about the Lepore vs. Christensen debate to be found online if you are interested.

Why is it important for us to contemplate this debate? Disruption theory is now so pervasive that it presents itself to our students in the classroom and when they enter their professions. University presidents and newspaper editors are being dislodged from their appointments for "failing to be disruptively innovative," as Lepore puts it. Politicians and influential thought leaders have predetermined that the same technologies that provided us with the "Angry Birds" app will revolutionize higher education. University graduates have ambitions of becoming entrepreneurs who will disrupt their chosen industry, create great value in a new company, and then sell it.

Disruption theory correctly observes that many businesses ultimately fail because they are not organized in a manner that easily allows for adaptation to rapidly changing environments. Quite simply, the ones that succeed do so when they provide products or services that society desires to buy or support. Successful organizations are always developing new products or services, relying on the law of averages to play out. Some things will succeed and some will fail, but organizations need to resource the development of new initiatives knowing that not all will fly.

In other words, organizations resource failure. In an "on demand" culture, it is quite understandable that most feel that "failure is not an option," but that runs counter to everything we know about human learning and development, and, of course, university research. Finding information or data no longer challenges young professionals, but are they equipped to discern what is significant in the seemingly endless supply of information pouring out of the Internet fire hydrant?

In recent years American higher education has absorbed national conversations about MOOC's, Title IX, for-profit colleges, accountability, and unacceptable graduation rates. Our society is conflicted about economic stratification, immigration, wars in the Middle East, and global warming. All of this is happening while universities are trying to preserve what they have done really well for nearly for a thousand years: putting students in classrooms with faculty who can inspire them about what it means to be human. Environments where character formation is at the heart of the enterprise.

Higher education's entire value proposition is seriously being reconsidered by modern society, often because it is not considered innovative enough. Picture the stress of the modern world relentlessly pressing in against the four walls of university classrooms, beckoning students to forego the undergraduate degree with the siren songs of venture capitalism, creating value, making one's "nut" by the age of 30, etc.

Is this an era of disruption? There can be little doubt that the constant barrage of infotainment influences how we perceive personal and societal circumstances. Do we have time to reflect on what we are learning from our families, our colleagues, our students and our research?

For some unknown reason I took breaks from my work today to learn that there are Internet followers who believe Steven Spielberg has killed dinosaurs; that snorting ground-up rhinoceros horn was trendy in Vietnam; and that the walnuts I had ordered from Amazon were on the delivery vehicle making their way to my mailbox.

Did I need to know any of this? Is this what "dropping the needle" is now for me? What is different from the records that our faculty assembled in that old music library and the infotainment that technological innovation is delivering to me all the time? Is this what disruption feels like?

Collegeadmissionspartners

Average GPA?s for Admissions to Cal...

Average GPA?s for Admissions to California Colleges

Last week I mentioned that the required GPA for the UC San Diego Medical Scholars Program was a 4.0 or higher. If you are interested in any public college in California you will note that the average accepted GPA is very high. Most of the UC’s have an average accepted GPA over 4.0. But what...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

Average GPA’s for Admissions to California Colleges

The post Average GPA’s for Admissions to California Colleges appeared first on College Admissions Counseling.

Why I Don?t Understand What Your We...

Why I Don?t Understand What Your Weighted GPA Means

One of the most common, and most important, questions I ask prospective students is “what is your GPA.” But I’ll let you in on a secret. When you tell me what your weighted GPA is, I don’t know what it means. Here’s the problem. Last time I discussed weighted vs unweighted grades and what those...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

Why I Don’t Understand What Your Weighted GPA Means

The post Why I Don’t Understand What Your Weighted GPA Means appeared first on College Admissions Counseling.

Weighted GPA?s vs. Unweighted GPA?s...

Weighted GPA?s vs. Unweighted GPA?s.

Everyone knows how important the high school grade point average, or GPA, is in determining admissions to college. The problem is that GPA’s can be calculated two different ways. The traditional way to calculate a GPA was to give 4.0 points for an A, 3.0 points for a B, 2.0 points for a C and...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

Weighted GPA’s vs. Unweighted GPA’s.

The post Weighted GPA’s vs. Unweighted GPA’s. appeared first on College Admissions Counseling.

UC San Diego?s Invitation to BS/MD ...

UC San Diego?s Invitation to BS/MD Program

I was talking the other day to one of my students from California who has an interest in the UC San Diego Medical Scholars Program. †The program says that only those students that are invited to apply may apply for the program. †The student was concerned that he might not get an invitation to apply....Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

UC San Diego’s Invitation to BS/MD Program

The post UC San Diego’s Invitation to BS/MD Program appeared first on College Admissions Counseling.

BS/MD Programs with High GPA or MCA...

BS/MD Programs with High GPA or MCAT Scores Required

In the last two posts I have mentioned that there are some BS/MD programs that have higher than typical required grades or higher than typical MCAT scores to advance to the medical school. Today I want to identify those programs. The University of Alabama has a 3.5 GPA requirement for math and sciences courses but...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

BS/MD Programs with High GPA or MCAT Scores Required

The post BS/MD Programs with High GPA or MCAT Scores Required appeared first on College Admissions Counseling.

Minimum College GPA to Advance to M...

Minimum College GPA to Advance to Medical School from BS/MD Program

Last time I talked about the minimum MCAT score required by many BS/MD programs. But you also need to be aware that many programs have a minimum college GPA that a student also must earn to advance to the medical school. Most commonly, this is a 3.5 GPA. Many programs are also specific about the...Continue Reading >

RSS Feed Content © Todd Johnson and College Admissions Partners

Minimum College GPA to Advance to Medical School from BS/MD Program

The post Minimum College GPA to Advance to Medical School from BS/MD Program appeared first on College Admissions Counseling.

Stateline

CO: ...

CO: Colorado tuition bill for illegal immigrants clears House committee but still faces death threat

A bill to create a lower college-tuition rate for illegal immigrants passed a House committee Monday evening on a 7-6 vote — a historic first for the legislation, though it still faces potential death before another committee.
DE: ...

DE: Charter schools subject of hearing

After heated debates over the future of two charter schools, Delaware legislators plan to hold a public hearing next week to get input from residents as it considers changes to the state's charter regulations.
HI: ...

HI: Two Hawaii schools lauded for environmental programs

Two Hawaii schools were among the 78 honored today as part of the U.S. Department of Education's Green Ribbon Schools program.
HI: ...

HI: Board of Education to hold community meeting in Kapolei

The Board of Education will hold a community meeting Tuesday night in Kapolei to hear from parents, teachers and others on the education issues facing their communities.
IA: ...

IA: Branstad urges tougher stance on bullying

Iowa must strengthen its efforts to combat school bullying, Gov. Terry Branstad declared Monday, as the spotlight focused on the state's troubles in grappling with the issue.
ID: ...

ID: Idaho board gathers input on Complete College plan

The state Board of Education is gathering public input on a proposed campaign aimed at doubling the number of Idahoans between the ages of 25 and 34 with a college degree or a certificate from a professional technical school.
Jul 23      Hits : 21558
place your ad here
My News Hub