Category Archives: AMPS

Education Reporting: A Suicide Watch?

Declining-Newspaper-Readership

It is not a news flash to say that the decline in the health of American journalism is currently close to a death spiral. In a wonderfully succinct review of the current state of play for the industry in Frank Rich’s column today, he noted the many challenges that have been faced by the varied mediums throughout the 20th century, right up to the present. It’s well worth a read. But unlike the entertainment media who have had their successes at reviving their fortunes with the introduction of new technologies – and failures, he noted, “with all due respect to show business, it’s only journalism that’s essential to a functioning democracy. And it’s not just because — as we keep being tediously reminded — Thomas Jefferson said so.”

Rich goes on to write:

Yes, journalists have made tons of mistakes and always will. But without their enterprise, to take a few representative recent examples, we would not have known about the wretched conditions for our veterans at Walter Reed, the government’s warrantless wiretapping, the scams at Enron or steroids in baseball.

Such news gathering is not to be confused with opinion writing or bloviating — including that practiced here. Opinions can be stimulating and, for the audiences at Fox News and MSNBC, cathartic. We can spend hours surfing the posts of bloggers we like or despise, some of them gems, even as we might be moved to write our own blogs about local restaurants or the government documents we obsessively study online.

But opinions, however insightful or provocative and whether expressed online or in print or in prime time, are cheap. Reporting the news can be expensive. Some of it — monitoring the local school board, say — can and is being done by voluntary “citizen journalists” with time on their hands, integrity and a Web site.

I guess he would be referring to me, but not sure about the time issue.

He goes on to say that opinion is still no substitute for reporting, such as what is happening in Pakistan, Washington or Wall Street — and our local school board. I noted earlier that there was no reporting on the school finance hearing that recently took place at the capital. Nor was there any local newspaper reporting on our recent school budget decisions for next year. I’ve been told that a short TV piece aired on a 10 o’clock broadcast (update: WKOW, includes video, h/t JW) — hardly a sufficient exercise in enfranchising our community with the knowledge of how one of the largest portions of their tax money is being spent. In fact, at the moment, the Board of Education web site is even down, ironically. The latest lack of coverage by our local media about the budget deliberations, especially print, with it’s ability to dig a little deeper on issues, is a sad development. With newspaper management fixated on moving around reporters to new beats on a regular basis (from a long out-of-date model), just has they have gotten up to speed on a complex subject such as education, is indeed beyond stupid. Just because conflict has been and remains a driver of much American journalism, it does not mean that there isn’t some important education reporting that needs to be done at the moment.

Blogs, such as this one, are a woefully inadequate substitute to good reporting, one in which telephone calls to sources are made, meetings attended and then a report distributed in a medium large enough to reach a mass audience. Count me as another person who is concerned about these latest developments. What is the current thinking of the editors at the WSJ and the Cap Times?

Robert Godfrey

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Filed under Accountability, AMPS, Best Practices, Budget, education, Gimme Some Truth, Local News, Quote of the Day, School Finance, Take Action

A Slice of Two-Thirds

Credit: TeckPoh

Credit: TeckPoh

Following several hours of impassioned testimony from administrators, parents, and staff from school districts throughout the state, both large and small, at this week’s School Finance Network Assembly Hearing, it ended, unfortunately, on what could be charitably characterized as a flat note. Despite the hard work of disparate leaders of education groups meeting constantly for the past couple of years to come up with a thoroughly conceptualized school finance reform plan to present to the legislature, a committee composed of organizations in the School Finance Network who have often been traditionally at odds with each other in the past (for example WEAC and WASB ), came to the hearing armed with numbers vetted by both economists at the UW-Madison and the state Legislative Fiscal Bureau, including a number of suggestions for how to pay for this reform. However, the Committee on Education made it clear they were not going to take any action on this plan for the upcoming budget legislation hearings for the 2009-2011 budget. And most discouragingly there was, as far as I’m aware, no newspaper coverage of this event. I saw only one Madison tv crew present. They covered some of the personal testimony at the beginning but were not around to hear the actual presentation of the plan itself, which came late in the proceedings, too late to make it into the evening broadcast.

There are several political issues at play here, and with the funding reform process seemingly ended as soon as it was given its first oxygen to breathe, I think we may be headed towards even more dangerous waters. We will try and cover what rocky shores we may be encountering in future posts (such as the Governor’s push to repeal the QEO without other fundamental reforms). I want to draw your attention to one of them that, frankly, I missed in some of our earlier discussion on AMPS here about the use of federal stimulus money for school budgeting. In the Summary of Governor’s Budget Recommendations, Thomas Mertz pointed out his confusion with the school district’s use of their increase in their federal Title I and Individuals with Disabilities Education Act (IDEA) funding to reduce their levies and the potential bad effects this may have on district’s budgets in subsequent years. I, along with Mr. Mertz, remain quite confused about the Governor’s and the Legislative Fiscal Bureau’s thinking on the added stimulus money to IDEA and Title I as a way to keep within the Fed guidlines of “supplement not supplant.” It would appear that the Governor is planning to scale back his professed desire for the state to provide 2/3’s funding for education and instead reduce it to a level between 62.0% and 63.2% in 2010-11 and the shortfall made up with increased short-term Fed dollars. As an editorial in the New York Times noted the other day:

The education portion of the federal stimulus package gives a $13 billion boost to Title I, the federal program that is meant to provide extra help to disadvantaged schoolchildren. And the Department of Education has issued new guidelines, requiring states to give a clearer accounting of how education dollars are spent. But the federal money won’t get to the students for whom it is intended unless the department bird dogs this issue.

As envisioned by Congress, Title I is supposed to serve as an additional layer of financing for high-poverty schools that already are provided with budgets comparable to other schools in the same system. In reality, states and localities have often shortchanged schools that served the poor and used federal money to make up the difference in their basic budgets.

They further added:

The states and localities will resist the reporting requirement, which could easily unmask unethical financing gaps and even evasions of federal education law. But Arne Duncan, the education secretary, needs to hold them to the rules. The new reporting requirement is absolutely essential to school reform in general and fairness for impoverished children in particular.

But in yesterday’s State Journal report showing that MMSD would be receiving $11.7 million over two years from the stimulus bill, the Governor was quoted as warning school districts against “creating “funding cliffs”: using the short-term dollars to start new programs that would have to be sustained later by other funding.” But isn’t that what he is doing in his budget, promising something and then pretending he’s actually paying for it with two funds that are meant to supplement and not supplant state funding?

The Governor is further quoted, “This money can really protect our property taxpayers, and it also can add real quality to our schools if used correctly,” Doyle said.

Indeed. We’ll wait to see what the Obama administration has to say about this old street hustle 3-cups-and-a-ball routine.

Robert Godfrey

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Filed under "education finance", Accountability, AMPS, Best Practices, Budget, Equity, finance, Gimme Some Truth, Local News, National News, School Finance

Fragrant Delusions

reality-check

In another episode of feigned outrage, the new adjunct to a scorned Republican Party searching for new identity – leaderless and jumbled up with 30 years of rhetoric that, surprisingly, in just a wink of an eye, seems immensely trite, dated even – tone deaf to the body politic; behold a specimen of Wisconsin politics that can easily serve as specimen A of this “did we really talk and think like that before” mentality. We present to you – Steve Nass.

In short, the Cap Times editorial, responding in part to this, pretty much says it all. It can only be redundant to pile on with citations of this piece. Suffice to say, this crazed, destroy it all juju, is merely a taste of the Trojan Horse “Sturm und Drang” that would have awaited us if the Rose Fernandez candidacy had been successful. To cite more positive rhetoric of Wisconsin’s history, Forward!

Robert Godfrey

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Filed under "education finance", Accountability, AMPS, Best Practices, Gimme Some Truth, School Finance, We Are Not Alone

Elephant in the Room

elephant-in-the-room

Maya Cole, Madison School Board member, wrote an op-ed for the Cap Times that provided an excellent piece of analysis on the current state of play at the Capital; the tired old dance routine between the governor and the legislature over how to finance our schools. But this budget season, the sound track has been suddenly revved up due to the stimulus money on the horizon.

The predictable talk of paying for education plays to the citizenry. Don’t raise taxes and do more with less — it’s the same old dichotomy. Lately there’s new irony, as suggested by Gov. Jim Doyle, that school boards should go to the table with “more creative ways” to bargain and without the QEO (qualified economic offer).

As Cole rightly pointed out, this “more with less” canard is trotted out in other guises such as a “creative teacher compensation package.” This meme of, “get more creative,” is meant to be compensation for the often referred to “three legged stool” of the Wisconsin school finance system: 2/3 funding from state revenues (1/3 from local and federal sources), the QEO to limit teacher contract costs and the revenue caps to limit local property taxes. She also astutely noted that the current system originated as a short term plan 16 years ago, and asks, when will it be revised?

Several years hence, the elephant in the room (school finance reform) stands on stage taunting school boards across the state. The Wisconsin Association of School Boards, a member of the coalition of the School Finance Network, has one approach — it’s not in the script this year. We are asked by the governor to accept a watered down plan and continue to be mired in the same old strategies.

What really should keep lawmakers up at night is the dependent nature of these one time (maybe two) short term “fixes,” a “solution” in which Doyle hopes that school districts will remain under the revenue caps while spending federal dollars (TJ Mertz investigated the Legislative Fiscal Bureau’s newest numbers here). Cole instead called for a clear departure from the current process of having property owners paying the lion’s share of the costs for schools.

We must be bold and put our spending and revenue practices on the table. Districts across the state have been cutting budgets for over 10 years. Property owners have shouldered the costs to pay for schools. When we add in the confluence of federal mandates (unfunded), demographic shifts, and the dwindling manufacturing in the state, it’s clear we’re in the third act.

Doyle should take his own advice. A budget dependent on one-time federal money for education and transfers to plug holes in budget gaps is shortsighted at best

The Assembly Education Committee will hold a hearing on Tuesday, April 21 1:00 PM at Room 413 North in the Capitol to discuss the School Finance Network education funding reform proposal.

Don’t forget too that on Wednesday April 1, 2009, 6:00 PM at Wright Middle School — the Madison School District will be hosting a “Legislative Informational Community Session” to “provide updates on school funding and state budget issues that affect the MMSD” and “discuss and share strategies on how the community can get involved in advocating for our schools.” More information on the MMSD Legislative Agenda can be found here.

Robert Godfrey

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Filed under "education finance", Accountability, AMPS, Budget, finance, Gimme Some Truth, Pope-Roberts/Breske Resolution, School Finance, Take Action

A Hand Out Or A Hand Off?

via mnn.com

An interesting idea presents itself through an experiment conducted at Liberty Elementary in Harrisburg, Pennsylvania. The school is now using the web to send information to parents that would otherwise have gone home on paper. The school built a website through a platform that allows users to create free sites.

Students would take home a folder once a week with information for parents.

“We were busy stuffing the folders one day and someone said, ‘We have to figure out how to do it electronically,’ ” said Jean Hudson, the school’s administrative assistant.

They found an easy to use platform to execute their plan.

“It’s a great way for the school to promote going green,” according to Hudson. The use of less paper also has saved the school money. The school, which is the largest of the district’s three elementary schools with 520 students, is saving $1,521 this year, Liberty Principal Tanja Pederson said. “We wanted to save money, but we are really more excited about being greener,” Pederson said.

Less than 10% opted to receive paper handouts, either because they preferred that form or more likely because they do not have Internet access. Important communications such as report cards and special announcements have continued to be sent home.

I’m agnostic about the potential efficacy and cost savings of such efforts and would be interested to hear the opinions of others. I do know that our principal puts quite an effort into producing a wonderful newsletter to families every month. The hurdles in placing it online may initially be a little vexing but in the long term, probably not too taxing. I can see a number of plusses, including a quicker relay of timely information. But I can also envision some minuses. There are many good things to be said about a paper document that you can refer to quite easily, especially when it is attached by a magnet to the side of your refrigerator, like ours. I worry too about the families without internet connections, which will vary from school to school. However, if, like the Harrisburg school, a choice could be offered to parents, this could be a model of both saving money and being greener that Madison schools could emulate.

Robert Godfrey

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Filed under "education finance", AMPS, Best Practices, Budget, National News

Lunchtime Enlightenment

14526a1

Cap Times reporter Mary Ellen Gabriel does an extraordinarily thorough examination today of both the school lunch program and the efforts of University of Wisconsin-affiliated REAP program (Research, Education, Action and Policy on Food) to implement some changes in how we feed our children. It’s an issue I’ve had some involvement with for a number of years, including my current work with the Healthy Classrooms Foundation (more on this in a later post).

The piece, in part, examines the questions related to whether MMSD’s school lunch program is unhealthy for kids.

It depends who you ask. On one side is a well-trained food service department that manages to feed 19,000 kids under a bevy of guidelines on a slim budget. On the other is a growing number of parents and community advocates armed with research about the shortcomings of mass-produced food and race-to-the-finish mealtimes.

For critics there are a number of concerns.

A lack of fresh fruits and vegetables, high fat and salt content in items perceived as “processed” or “junk food,” little nutritional information on the Web site, too much plastic, too much waste and too little time to eat.

The piece is well worth a read in order to understand the challenges in trying to produce thousands of healthy and nutritious meals a day to students, more than half of whom qualify for free and reduced-price lunches, and to do it all with a shrinking budget. Groups have tried to step in and offer closer farmer to school efforts, a movement now in 22 states – but with some failures as well as successes. This is a noble project, still in its infancy in many ways, one that is trying to bring change to an important but constrained large institution. Let’s wish them well.

Robert Godfrey

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Filed under AMPS, Best Practices, Budget, Gimme Some Truth, Local News

Stand, fidget, and learn

Ben Garvin for The New York Times

Ben Garvin for The New York Times

An interesting piece in the Times this morning really got my wife Iris quite excited, a new way to imagine the classroom setting. A good friend of hers had written her thesis on this very idea when they were studying to be physical therapists. I hope that Madison schools will continue to remain focussed on “all” approaches to quality learning in the classroom.

The stand-up desks come with swinging footrests, and with adjustable stools allowing children to switch between sitting and standing as their moods dictate.
“At least you can wiggle when you want to,” said Sarah Langer, 12.

With multiple classrooms filled with stand-up desks, Marine Elementary finds itself at the leading edge of an idea that experts say continues to gain momentum in education: that furniture should be considered as seriously as instruction, particularly given the rise in childhood obesity and the decline in physical education and recess.

Teachers in Minnesota and Wisconsin say they know from experience that the desks help give children the flexibility they need to expend energy and, at the same time, focus better on their work rather than focusing on how to keep still.

Researchers should soon know whether they can confirm those calorie-burning and scholastic benefits. Two studies under way at the University of Minnesota are using data collected from Ms. Brown’s classroom and others in Minnesota and Wisconsin that are using the new desks. The pupils being studied are monitored while using traditional desks as well, and the researchers are looking for differences in physical activity and academic achievement.

Robert Godfrey

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Schools that integrate dance, music, and art

Tucson classroom

Here’s a delightful piece about public elementary schools in Tucson, Arizona where arts are integrated into every “academic” subject, from math to social studies. For example, first graders write their own operas and fourth graders learn science by playing the violin.

A sweeping initiative in the Tucson Unified School District to improve student achievement through an interdisciplinary curriculum that fuses the arts and academic subjects. The project, Opening Minds Through the Arts, is built on brain-based learning theories and research into children’s neurological development.

And some interesting results.

In the first three years, the nonprofit research firm WestEd tracked the OMA schools along with demographically matched controls: All six schools had high percentages of low-income students, English-language learners, and children of transient families. OMA students significantly outscored their counterparts in reading, math, and writing, and although the benefits held across all ethnicities, Hispanic students, in particular, made substantial gains in writing.

WestEd also found that teachers in OMA schools did better than their peers on every indicator, including lesson planning and design, arts-integrated instruction, and the creative use of varied learning activities. Today, 40 of Tucson’s more than 70 elementary schools have at least some elements of OMA. Pilot projects are under way at 4 of the district’s 20 middle schools.

Corbett, a Title I school with about 600 students, was one of the original OMA sites, and the program initially met resistance there. Teachers worried about sacrificing precious minutes in an already jammed day to music or dance, recalls Principal Joyce Dillon. “Now they say, ‘It’s so completely related to what we’re teaching. I never want to give it up.'”

Robert Godfrey

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And they all shined on . . .

headwork_garden2

A couple of days ago, NPR had a feature on All Things Considered that was quite intriguing.

One county in Virginia has found a new way to reach taxpayers: an automated phone system calls thousands of residents and asks them to participate in school board meetings.

It has proven successful.

It can be tough to attract an audience for local government meetings. School boards and city councils cannot compete with prime-time TV, cable and the Internet. So, some cities are trying to bring the meetings to the people by phone.

The piece highlights the difficulties people have in making evening school board meetings and how one of the most basic technologies is offering citizens the chance to  “vote” on proposal’s and to register their opinions. Could this be a solution for Madison, especially during crucial budgeting meetings?

And while were on the subject of communication, I wonder why the last two meeting agendas have not been emailed to MMSD agenda subscribers and why several “special board meetings” from November still do not have minutes posted?

Robert Godfrey

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Thank You Madison

hands

Robert Godfrey

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