NY story: More money = better schools, better tests

June 24, 2008

Headlines across New York this morning shout about improved test scores, especially in reading and math, almost across the board. Scores are up in the “troubled” schools of New York City (and in the less-mentioned untroubled schools), scores are up in Buffalo. The news is so universally good that some are worried about statistical goofs, or cheating.

And while most economists with the possible exception of Milton Friedman would think it’s not news, some people point out that scores are up in poorer districts that got more money for educational programs.

At a news conference in Albany, the state education commissioner, Richard P. Mills, called the results “encouraging and exciting,” saying they were evidence that the state’s emphasis on giving more money to poorer school districts and focusing on high standards was successful. “The schools have delivered,” he said. (New York Times)

The War on Education continues unabated, however. The headline in the New York Daily News: “State math and reading exam scores released; critics question improvements.”

A beleaguered parent commented at the Daily News site:

our children are forced to do homework over weekends, Christmas vacation, winter break, spring break, etc. to prepare for these tests – their scores are up because they’ve worked hard all year!

If we’re wise, we’ll applaud the students and teachers, and we’ll wait for a lot more analysis. NYC Educator? JD2718? Is this good news for teachers in New York? Good news from teachers?

Update, June 26: NYC Educator takes note, “Test Scores Explode Statewide.”  JD2718, “Integrated Algebra Conversion Chart, Later Today.” Also:

Other notes and resources:


Pay kids to go to school

June 6, 2008

What if we gave students a paycheck just to attend school?  Some people are serious about it.  Some authorities are actually doing it.  High-level, if theoretical, discussion at the Becker-Posner Blog.

(That’s Nobel-winning economist Gary Becker, and law professor and federal Judge Richard Posner.)


Staying competitive: Do the math

May 27, 2008

Will Texas ever stack up to California? Do the math, at TexasEd.

Will Texas ever stack up to India? China?


Good teachers make the difference

May 19, 2008

A New York Times editorial last week came very close to getting it right on teachers, teacher hiring, teacher retention, and teacher pay.

To maintain its standing as an economic power, the United States must encourage programs that help students achieve the highest levels in math and science, especially in poor communities where the teacher corps is typically weak.

The National Academies, the country’s leading science advisory group, has called for an ambitious program to retrain current teachers in these disciplines and attract 10,000 new ones each year for the foreseeable future. These are worthy goals. But a new study from a federal research center based at the Urban Institute in Washington suggests that the country might raise student performance through programs like Teach for America, a nonprofit group that places high-achieving college graduates in schools that are hard to staff.

Recruiting high-achievers, across the board and not just with the help of a flagship do-gooder program, will require that starting salaries be competitive with those jobs where people of high caliber flock.  Education competes with accounting, law, medicine and other high-paying professions for the best people. 

If Milton Friedman and Adam Smith were right, that most people act rather rationally in their own interests, economically, which jobs will get the best people?

Teaching is the only profession I can think of where the administrators and other leaders threaten to fire the current teachers, work to keep working conditions low and unsatisfactory, and say that more money will come only after championship performance. 

There isn’t a person alive who hasn’t cursed George Steinbrenner and said that he or she could run the Yankees better.  Whenever he opens his checkbook, the nation howls.  And yet, year in an year out, the Yankees win. 

Is there any fool alive who thinks Steinbrenner could do what he does by cutting pay, not cleaning the locker room, and drafting the cheapest players he could find?  Were we to assume Steinbrenner the world’s most famous lousy boss, there are a million education administrators who would need to step it up to get to Steinbrenner’s level.

As Utah Phillips famously said, graduates are about to be told they are the nation’s greatest natural resource — but have you seen how this nation treats its natural resources?

Oh, I miss Molly Ivins.


Education spending, per pupil, apples to apples

May 3, 2008

Utah rejected education vouchers last November, so the release from the Census bureau at the first of April probably got overlooked as not exactly important — I saw no major story on it in any medium.

Education spending chart from U.S. Census BureauMaybe it was the April 1 release date.

Whatever the reason for the lack of recognition, the figures are out from the Census Bureau, and Utah’s at the bottom end of spending per student lists, in the U.S. I wrote earlier that Utah gets a whale of a bargain, since teachers work miracles with the money they have. But miracles can only go so far. Utah’s educational performance has been sliding for 20 years. Investment will be required to stop the slide.

Utah’s per pupil spending is closer to a third that of New York’s.

Of course, spending levels do not guarantee results. New York and New Jersey lead the pack, but the District of Columbia comes in third place. Very few people I know would swap an education in Idaho, Utah or Arizona, the bottom three in per pupil spending, for an education in D.C.

Public Schools Spent $9,138 Per Student in 2006

School districts in the United States spent an average of $9,138 per student in fiscal year 2006, an increase of $437 from 2005, according to a U.S. Census Bureau report released today.

Public Education Finances: 2006 offers a comprehensive look at the revenues and expenditures of public school districts at the national and state levels. The report includes detailed tables that allow for the calculation of per pupil expenditures. Highlights from these tables include spending on instruction, support services, construction, salaries and benefits of the more than 15,000 school districts. Public school districts include elementary and secondary school systems.

All the census statistics are on-line, for free. Policy makers can mine these data for insights — will they? You may download the data in spreadsheet or comma-delimited data form.

The rest of the press release is pure policy talking points:

  • Public school systems received $521.1 billion in funding from federal, state and local sources in 2006, a 6.7 percent increase over 2005. Total expenditures reached $526.6 billion, a 6 percent increase. (See Table 1.)
  • State governments contributed the greatest share of funding to public school systems (47 percent), followed by local sources (44 percent) and the federal government (9 percent). (See Table 5.)
  • School district spending per pupil was highest in New York ($14,884), followed by New Jersey ($14,630) and the District of Columbia ($13,446). States where school districts spent the lowest amount per pupil were Utah ($5,437), Idaho ($6,440) and Arizona ($6,472). (See Tables 8 and 11.)
  • Of the total expenditures for elementary and secondary education, current spending made up $451 billion (85.7 percent) and capital outlay $59 billion (11.2 percent). (See Table 1.)
  • From current spending, school districts allotted $271.8 billion to elementary and secondary instruction. Of that amount, $184.4 billion (68 percent) went to salaries and $58.5 billion went to employee benefits (22 percent). Another $156 billion went to support services. (See Table 6.)
  • Of the $156 billion spent on support services, 28 percent went to operations and maintenance, and 5 percent went to general administration. Of the states that used 10 percent or more of their support services on general administration expenditures, North Dakota topped the list at 14 percent. General administration includes the activities of the boards of education and the offices of the superintendent. (See Table 7.)
  • Of the $59 billion in capital outlay, $45 billion (77 percent) was spent on construction, $5 billion (8 percent) was spent on land and existing structures, and $8.7 billion (15 percent) went to equipment. (See Table 9.)
  • State government contributions per student averaged $5,018 nationally. Hawaii had the largest revenue from state sources per pupil ($13,301). South Dakota had the least state revenue per student ($2,922). (See Table 11.)
  • The percentage of state government financing for public education was highest in Hawaii (89.9 percent) and lowest in Nebraska (31.4 percent). (See Table 5.)
  • The average contribution per pupil from local sources was $4,779, with the highest amount from the District of Columbia ($16,195), which comprises a single urban district (and therefore does not receive state financing). The state with the smallest contribution from local sources was Hawaii ($265). (See Table 11).
  • The percentage of local revenue for school districts was highest in Illinois (59.1 percent) and lowest in Hawaii (1.8 percent). (See Table 5.)
  • On average, the federal government contributed $974 per student enrolled in public school systems. Federal contributions ranged from $2,181 per student in Alaska to $627 in Nevada (See Table 11).
  • The percentage of public school system revenues from the federal government was highest in Mississippi (20.1 percent) and lowest in New Jersey (4.3 percent). (See Table 5.)
  • Spending on transportation represented 12.4 percent of support services. New York and West Virginia spent the largest percent from support services on transportation (21 percent). Hawaii (5.4 percent) and California (7.2 percent) spent the least. (See Table 7.)
  • Total school district debt increased by 8.5 percent from the prior year to $322.7 billion in fiscal year 2006. (See Table 10.)
  • Send an apple to your old teacher:

    Add to FacebookAdd to NewsvineAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Furl


$1 billion boondoggle: Bush’s reading program doesn’t work

May 2, 2008

From today’s New York Times:

Published: May 2, 2008

President Bush’s $1 billion a year initiative to teach reading to low-income children has not helped improve their reading comprehension, according to a Department of Education report released on Thursday.

Read the study here:

Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program’s purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.

The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.


Boost test performance: Start school later

February 5, 2008

Students perform better when schools adjust schedules to accommodate the realities of biology: High school students don’t learn or test well in the morning. Go here for an introductory discussion of the issues.

Of course, in order to boost student performance by starting high school later, bus schedules would have to change. Change costs money. Anyone care to wager whether this quick, proven method for boosting student performance will catch on, considering it costs a little?


Teachers need to demand respect? (Strike?)

January 15, 2008

Is this a state school board member urging teacher unions and — heavens to Betsy!  — a strike?  Tim Beagley, at Educating Utah:

In very real terms, I’m afraid that the reason the teaching profession has fallen so far is that teachers have allowed it to happen.  In the face of ridiculously low wages and poor academic environments, teachers keep showing up and going through the motions of their job.  That must change if the system is going to improve.  We need (and I believe would ALL be well served) for teachers to be more forceful with their demands for respect and dignity.  The standards that our accountability plans are based upon should be high and the expectations teachers have of us need to be just as high and stringent. There was a time when the teacher was known to be one of the most respected and strongest members of society.  We need to get back to that.  Respect and dignity are likely products of strength.

His post reminds one of Bill Bennett’s old “$50,000 solution” — hire a good principal, which in 1986 and 1987, would run about $50,000 (it’s higher now).

When will legislators and school boards really get the message that to make our schools competitive, we have to hire people who can make them compete, which means we need to compete against other hiring authorities to get the best?

Beagley is a member of the Utah State Board of Education, and a biology professor at Salt Lake Community College.


School district sues parent over blog posts

November 18, 2007

You know, the obnoxious parent who stands up at every school board meeting, making the same boring point week after week, month after month, finally slipping into accusations about the ethical behavior of the board members and administrators who do not jump to the parent’s wishes — yeah, that one.

She’s a thorn in the side of any district governing board, but often enough correct about new policies, and sometimes in exposing wrongdoing, that most boards tolerate the barbs and try to fix the problems legitimately pointed out.

But what if the parent “thorn” has a blog?

The drama unfolded in Galveston; as of right now, it looks as though the district will back down from its threat after the blogger held fast; surely this will not be the last of such stories we see.

The school district in Galveston, Texas, threatened to sue a parent for views expressed on her blog. It alleged libel. Slashdot had one of the earliest rundowns, including the fatal flaw in the district’s complaint and how it tried to deal with it:

“A Texas School District is threatening to sue a parent over what it terms ‘libelous material’ or other ‘legally offensive’ postings on her web site and are demanding their removal. Web site owner Sandra Tetley says they’re just opinions. The legal firm sending the demand cited 16 items, half posted by Tetley, the rest by anonymous commentators to her blog. The alleged libelous postings ‘accuse Superintendent Lynne Cleveland, trustees and administrators of lying, manipulation, falsifying budget numbers, using their positions for “personal gain,” violating the Open Meetings Act and spying on employees, among other things.’ The problem for the district is that previous courts have ruled that governments can’t sue for libel. So now, in a follow-up story, the lawyers say the firm ‘would file a suit on behalf of administrators in their official capacities and individual board members. The suit, however, would be funded from the district’s budget.’ So far, Tetley hasn’t backed down, although she said she’ll ‘consult with her attorneys before deciding what, if anything, to delete.'”

The site is dedicated to watching the Galveston Independent School District, GISD Watch, by concerned parent Sandra Tetley.

According to the Galveston Daily News:

[David]Feldman [of the district’s law firm, Feldman and Rogers,] said Tetley’s Web site — www.gisdwatch.com — contained the most “personal, libelous invective directed toward a school administrator” he’s seen in his 31-year career.

“It is not the desire of the School District, the Board, or this Firm to stifle free expression or inhibit robust debate regarding matters pertaining to the operation of the public schools,” Feldman wrote in the demand letter. “This is solely about the publication of materials that clearly go beyond that which is legally and constitutionally encouraged and permitted, and into the realm of what is legally offensive and actionable.”

Feldman cited 16 examples of what he says are libelous postings. Half were posted by Tetley; the other half were posted by anonymous users.

The postings accuse Superintendent Lynne Cleveland, trustees and administrators of lying, manipulation, falsifying budget numbers, using their positions for “personal gain,” violating the Open Meetings Act and spying on employees, among other things.

Tetley said the postings were opinions only.

“Everyone deserves to have their opinion,” she said. “I don’t think they have a right to make me, or anyone else, take down criticisms of them off the Web site. They’re not going to force us to take off our opinions because we have no other place to go.”

The Drudge Report posted a story about the case, attracting 64,000 viewers. Tetley hired Galveston attorney Tony Buzbee, who has had great success suing institutions in Galveseton. Buzzee warned the district that his client would strongly fight against any suit filed against her.

As of November 10, district Superintendent Lynn Cleveland said the district would probably drop legal action, to focus on delivering education to students.

Quite a drama in two or three weeks. Press freedom won out.

On the one hand, no one likes to be sued for libel. On the other hand, Ms. Tetley knows the school district’s leaders are paying attention to what she says.

What’s the moral of this story?

Tip of the old scrub brush to Pamela Bumsted, who alerted me to this by e-mail.


Misplaced comments on vouchers

November 11, 2007

Crooks and Liars highlighted the sore-loser comments of the pro-voucher bunch in Utah — and a bunch of people commented there. I’m sure they were planning to leave comments here, or at UtahAmicus, or Utah Teacher, or one of the other blogs that covered the issue like a blanket, but somehow they got sidetracked to Crooks and Liars. The comments are sometimes enlightening.

Eh. We probably ought to be reading C&L more anyway.

Tip of the old scrub brush to Notes from Evil Bender.


Roundup of Utah-based comments on Utah voucher defeat

November 8, 2007

LaVarr Webb’s UtahPolicy.com features a roundup of comments from blogs on the Utah election, and the referendum defeat of vouchers:

Blog Watch

Lots of reaction to the voucher referendum outcome: See BoardBuzz, Steve Urquhart, SLCSpin, The Utah Amicus, Dynamic Range, The Senate Site, Paul Rolly, Out of Context, Reach Upward, COL Takashi, Jeremy’s Jeremiad, Davis County Watch, Salt Blog, and Millard Fillmore’s Bathtub.

Utah is a small state, blessed with television, radio and newspaper outlets that perform way beyond what the population should expect.  Webb’s site tends to summarize most of the important political stuff every day.

It is exactly that type of information that led to the defeat of the voucher plan, I think.  More later, maybe.  Go take a look at Webb’s link to a CATO Institute commentary; voucher advocates are not giving up in any way.


Utah voters spike vampire school vouchers

November 7, 2007

Vouchers are dead in Utah, for the moment.

The Salt Lake Tribune reports “Vouchers go down in flames“:

Voters decisively rejected the will of the Utah Legislature and governor Tuesday, rejecting what would have been the nation’s most comprehensive education voucher program in a referendum blowout.

“Tonight, with the eyes of the nation upon us, Utah has rejected this flawed voucher law,” said state School Board Chairman Kim Burningham. “We believe this sends a clear message. It sends a message that Utahns believe in, and support, public schools.”

More than 60 percent of voters were rejecting vouchers, with about 95 percent of the precincts reporting, according to unofficial results. The referendum failed in every county, including the conservative bastion of Utah County.

In the face of colossal failure, voucher supporters desperately searched for a scapegoat on which to hang it — anything other than the manifold problems of vouchers:

Voucher supporter Overstock.com chief executive Patrick Byrne – who bankrolled the voucher effort – called the referendum a “statewide IQ test” that Utahns failed.

“They don’t care enough about their kids. They care an awful lot about this system, this bureaucracy, but they don’t care enough about their kids to think outside the box,” Byrne said.

Funny, from my conversations with people in Utah, I got the idea they opposed vouchers specifically because the voucher plan would damage schools, and that would in turn hurt the kids.

I suppose it depends on what the definition of “care about kids” is.

Utah, the most conservative state in the nation, has strong teacher organizations, but nothing like a union that leads strikes and is not itself populated with conservative Republicans. Also favorable to vouchers, the Utah legislature is heavily Republican, with voucher supporters in most leadership positions. Millionaire Gov. Jon Huntsman, Jr., also pushed for the vouchers, stacking the state’s political powers in favor of vouchers. Such facts cannot get in the way of the desperation to deny them voucher supporters show.

Doug Holmes, a key voucher advocate and contributor, said, “We started hugely in the hole and it’s always been the case. The unions have done this in four different states, where they take the strategy of confusion to the people.”

But Holmes said, “You don’t run away from something because the odds are stacked against you.”

Odds stacked against vouchers? It’s not the voters who are confused, Mr. Holmes.

Voucher supporters blame even their friends and supporters, and offer headline writers the chance to use an avalanche of clichés with a promise that vouchers will rise again, perhaps in the old Confederacy:

Both sides, at one point, embraced the governor, who Byrne blasted Tuesday for his lukewarm backing.

“When he asked for my support [for governor] he told me he is going to be the voucher governor. Not only was it his No. 1 priority, it was what he was going to be all about,” Byrne said. “He did, I think, a very tepid job, and then when the polls came out on the referendum, he was pretty much missing in action.”

Byrne said the referendum defeat may have killed vouchers in Utah, but “There are other freedom oriented groups in other states – African-Americans in South Carolina are interested in it.”

Got that, South Carolina? Vampire vouchers are headed your way. Stock up on garlic, wooden stakes and silver bullets.

Oh, and don’t forget the Oreo cookies. Get lots of milk, too.


The whole world should be watching Utah

November 6, 2007

This is election day in much of the U.S. In Utah, voters have a referendum on vouchers to take money from public schools to give to students to attend private schools. This is the first state-wide test of vouchers anywhere.

William Hogarth's election series,

  • The Polling, from William Hogarth’s series, The Election, oil on canvas, 1754; from The Tate Gallery, on loan from Sir John Sloane’s Museum, London.

I think vouchers will be voted down, but either way, I wish there were more, serious national coverage of the story in Utah. Public education has refused to back down from scurrilous and often false claims against the schools, and parents and educators have fought a gallant, fact-filled campaign against Utah’s voucher proposal. Utah voters are traditionally among the better-educated, better-informed, and better-voting people. Known as a conservative stronghold, Utah will probably vote to put this voucher program in the trash can.

The rest of the nation could benefit from knowing more about the reasons this proposal fails, if it does — or why it succeeds, if lightning strikes the way Richard Eyre prays it will.

Marchers protesting the Vietnam War in 1968 used to chant “The whole world is watching.” If only it were true today.

Vote today!

Whatever your views, go to the polls if there is an election in your town, and vote. Your vote will count, and it angers and frustrates the big money interests who hope you won’t vote, so their campaign contributions and, perhaps, outright bribes, will have more clout. Go vote.

The County Election, George Caleb Bingham, 1851


Concise case against Utah voucher proposal

October 31, 2007

This site has about the most nearly complete, concise case against the Utah school voucher proposal I have found. Is there any chance the voters in Utah still need to be swayed to reason on this issue? Send them to this site, after you have them view the real story about Oreos.


Utah voucher referendum: Slapping the hand in the cookie jar

October 30, 2007

A Utah school teacher made his own video, in his home it appears, with a non-professional camera and crew — and it eviscerates the points Richard Eyre was trying to make in his slick, professionally-produced, commercial version.

The Truth about Cookies Utah Vouchers:

Tip of the old scrub brush to a reader and commenter named Brack.

Update, November  7, 2007:

Utah voters soundly rejected vouchers in the election November 6.  Here’s my version of the story.