7/7/06
Can public schools reduce achievement gaps?
by Joe Nathan
Three Minnesota high schools have given a strong, encouraging ìYESî to two of educationís most important questions: ìCan public schools continue to improve overall, and reduce achievement gaps even as they enroll a higher percentage of challenging students?î These are vital questions for schools all over the state.
A five-year collaboration involving three St. Paul district high schools, the Bill and Melinda Gates Foundation, and the Center for School Change (CSC) at the University of Minnesotaís Humphrey Institute has produced important gains over the last 5 years. Disclaimer - I work at the CSC.
Results released this week show the project produced
ï Higher Four-Year Graduation Rates and Higher Education Enrollment rates, and
ï Reductions in academic achievement gaps. between Caucasian and African American student achievement and Free/Reduced Lunch and Non-Free/Reduced Lunch student achievement, as measured by passing rates on Minnesota state reading, writing and math tests.
ï Four-Year Graduation Rates increased district-wide (5%), and at all three funded schools. At Highland Park (9%) and Johnson (14%) they grew faster than the district average. The Completion Rate has grown faster for African American students than for Caucasian students R Highland Park (16%), Johnson (17%). In addition, the graduation rate for Free/Reduced Lunch students grew at a higher rate than that for Non-Free/Reduced Lunch students.
What did the schools do? First, they changed from large comprehensive high schools, to small schools or small learning communities within a large building. Students could choose between 3 and 8 small schools in each building. Each building used the smaller schools, and some form of advisor/advisee system to help each student become known well by at least one faculty member. Next, schools retrained faculty, so that there was more intensive, research based assistance to youngsters who entered 9th grade not able to read or do math mathematics well.
But these schools wanted to improve for ALL students. So they increased the number of challenging, college level Advanced Placement or International Baccalaureate classes. This combined with a more personalized environment, meant that more students took these classes.
On reviewing these statistics, Minnesota Education Commissioner Alice Seagrenís response was ìTerrific!î
It is. Most of the Gates funds were spent to retrain faculty in research - based approaches. That means the new, smaller schools within schools can continue after the Gates funds run out this summer.
Johnson principal Kay Arndt, a veteran of more than 30 years in public schools, called the last five years, ìThe toughest, but most rewarding of my career.î Omoyefe Agbamu, Highland principal told me that ìwe have learned how to do our jobs better.î Todd Hochman, Harding principal, pointed to many improvements, including growth in that the amount of scholarships his students won from about $500,000 to more than $3 million - the result, in part of better preparation.
Change is hard. But if done carefully, with wise use of funds, it can produce dramatic, positive results.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
7/6/06
July 4 in Japan
by Joe Nathan
Perhaps the most unusual July 4 of my life was spent in Japan. Imagine several young Americans on Japanese streets singing ìAmerica the Beautifulî and ìGod Bless America,î and stopping occasionally to read from the Declaration of Independence.
Call it impetuous, or silly or dumb. We were not drunk, or high. We were trying to be patriotic Americans in a foreign land.
The date was July 4, 1967. Thanks to Carleton College and a scholarship from Honeywell, I spent almost 3 months that summer studying in, and traveling around Japan. I had learned enough Japanese to communicate, and discovered that knowing that language helped me understand the country.
Some readers recall that in 1967, the United States was deeply involved in the Vietnam War. In Japan, as in thee U.S., the war was the subject of constant protests and daily debate.
July 4 is not a Japanese holiday, so I spent part of the day attending university classes in Kyoto, with Japanese and US college students.
Several of us decided after class to march around with American flags, singing and reading.
Many, many Japanese people stopped up. Some were eager to practice their English. Some asked, ìWerenít we afraid that someone from the CIA would take us away?î Some wanted to know why we were warmongers. Others wanted us to joint a protest at US Government building.
It was one of the best days of my life. We were ìshowing the flag,î in a place and time where that flag was not popular.
While many Japanese policy stopped to challenge us about Vietnam, most also wanted to ask about America. Baseball, fast food, rock music, and on and on - they were fascinated by America. And they forced us to think about America, good and bad.
Iím a huge fan of getting teenagers out of the United States for a time, in a country that has a culture quite different from our own. That summer forced me to think hard about what this country meant - and what my role would be in it. Debating with Japanese students forced me to study not just at what we say, but what we do.
Thatís harder to do here. Regardless of our politics, most of us agree that this is a great country.
Sadly, many around the globe disagreed then - and now.
Defending America, despite our mistakes, was my central goal on that July 4. I may never have felt more American, that I did that summer - and perhaps that day, thousands of miles from home.
So, as I begin a vacation this month from the column, Iíll recall that most fundamental question President John Kennedy posed in his Inaugural Address: ìAsk not what your country can do for you - ask what you can do for your country.î
That July 4, in Japan, we decided to stand up, and share the ideals of this wonderful, complex country. Hereís hoping we all find a way to do that this week.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
6/13/06
College students offer pragmatic, practical advice
by Joe Nathan
How about a different kind of advice for youngsters graduating from high school this month? Family members and commencement speakers are offering suggestions. But what do current college students, and recent college graduates wish someone had told them? Thatís what I asked this week, with some unexpected results.
Travis Ormsby a recent Grinnell graduate, starts with people, rather than academics: ìbuild a network of friends...theyÇll keep you sane. And build a network of professional contacts...theyíll help keep you employed.î
Our daughter Laura, a Carleton sophomore, also talked about friends: ìYou might lose track of some of your high school friends. It happens to everyone. Hold on to the friends you love. Sometimes it will be wonderful to talk with people that know who you are and how you think, and like you in spite of it!î Moreover, ìthe nightly din of studiers, streakers and hallway bikers will eventually become ignorable and even comforting.î
Sheena Thao, who has just graduated from Carleton believes: Although college provides students with more independence, it is important to have concrete priorities and goals that will help (you) succeed in college...îItís very helpful during your first year of college to explore what your interests are and what you want to be doing after college.î
Allison Benyas of Wellesley urged that people ìstudy what youíre interested in, no matter what kind of job you eventually want to have. You can use most degrees to get just about any job...you might be surprised at how many times you change your mind about what you want to do in life.î
Two folks strongly recommended making extracurricular activities a priority. Benyas suggests, ìget involved in clubs and organizations the second you get on campus. There are so many clubs at every school that everyone can find their niche. Youíll likely find your best friends in the activities you do....î
Burke Murphy agreed ìAs a recent recipient of both a BA and MPA (Masters in Public Administration), my advice has always been to participate in the extracurricular events... because it enriches... your overall experience.î
And what about alcohol? Laura reports ìSome of your friends will drink, and some wonít. No matter where you go to school, there will be people that drink. There will also be people who donít. Donít worry about it too much either way. You will find friends that feel the same way as you...youíll have a great time with them, with or without alcohol.î
Benyas pointed out, ìItís OK not to be totally happy with your college choice at first, but unless youíre completely miserable, give it a year. A lot can happen in a year, and you might be surprised.î
Laura concluded: ìTrust yourself...you will be able to handle anything that comes your way. Above and beyond your interpretation of Freudís views on the role of God in Religion and your analysis of Vygotskyís theory of Proximal Development, this is the most important thing that you will learn in college.î
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
6/7/06
Happy 15th birthday, charter public schools
by Joe Nathan
From one to 40, from 50 to a million. Those are key numbers in growth of the charter public school movement that was born in Minnesota, 15 years this week. Thatís when the nationís first charter public school legislation was adopted. More than 20,000 Minnesota youngsters now attend charter public schools. Hereís what numbers cited above mean:
ï Forty states and the District of Columbia now have charter legislation.
ï The number of students attended charters has grown from about 50 in 1992, to more than a million, according to the Center for Education Reform in Washington, D.C.
Like many 15 year-olds, the charter movement has had its share of successes, and made mistakes. Seems to me that the charter movement symbolizes America at its best, and sometimes its worst.
At best, charters have helped many youngsters accomplish more, feel safer, and feel better about themselves. Hereís what several students wrote in a Minnesota Charter School writing contest, sponsored by the Center for School Change.
Katie, from Lakes International in Forest Lake likes the fact that as a third grader, she was able to learn Spanish. Her art project was a pi*ata which ìwas supposed to be a star, but I ran out of time and it turned out to be an ice cream cone.î A local restaurant displayed pi*atas from the school.
Elizabeth, from St. Croix Prep in Stillwater asked, ìHow would it feel to get up in the morning with a pit in your stomach, because you donít want to go to school? I sure donít know how that feels, because when I wake upÖ I canít wait to go to school!...the teachers give each student individual attention so that they can learn to their greatest ability.î
Austin from the Grand Rapids area wrote that Northern Lights Charter ìis project based, so we do not have to learn right out of books all of the time...It is more hands-on and not so much pen-and paper. It is a better way for me to learn than going over worksheets again and again.
Charters vary in philosophy and teaching methods. While all teach academic skills, some focus on arts, or helping students learn English and another languageÖlike Spanish, German, or Chinese. Some are pioneering distance and virtual learning via computer, TV and other technology. At its best, the charter movement has given educators, parents and community members a chance to work together, to carry out their dreams, so long as they are willing to be responsible for results.
But accountability is key. Oversight on the academic and financial performance of some charters needs to be improved. Some charters are doing an outstanding job, while others must become more effective.
Sometimes district officials argue that charters are taking ìtheir money.î But increasingly, legislators are allocating money to educate youngsters, not to preserve one particular system.
So happy 15th birthday, charter schools. Hereís to continued, thoughtful growth and success.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
5/31/06
Connecting dots and questioning test numbers
by Joe Nathan
Numbers, tests and spin were in the news last week. Results of a national science test were released, and a respected Minnesota private college announced it would no longer require applicants to submit scores from either the SAT or ACT. Both have important things to say about tests.
Letís begin with the results from the 2005 National Assessment of Educational Progress (NAEP) in Science, released last week. This test was given to about 300,000 4th, 8th and 12th graders around the country last year. Included in that were about 2,700 fourth graders and 2,600 eighth graders from Minnesota.
ìMinnesota students score high in U.S. Science Testsî proclaimed a headline in Minnesotaís largest daily newspaper.
ìScience scores dip slightly,î topped a story on the same test, in Minnesotaís second largest daily paper.
And The New York Times story opened with: ìScience test scores fall for high school seniors.î
The headline I proposed for this column is ìConnecting dots and questioning test numbers.î That is intended to suggest some skepticism to what this, and other tests tell us.
First, less than 1 percent of American students took the NAEP science test. According to the federal National Center for Educational Statistics, there were about 52 million students, kindergarten-twelve, in U.S public schools in the 2003-2004 school year, the latest year for which complete data is available. About 300,000 students took NAEPís science test. That is less than one percent. Itís about five out of every thousand students. We need to be VERY careful about results based on such a tiny percentage of US students.
Next, the obvious*no single test tells us everything that is important about a student or a school. We do not make decisions about a car just on the basis of its mileage. In a somewhat similar way, we should not make decisions on the basis of just one test.
Americans love rankings and contests. Every year polls, tests and studies are released, competing for our attention. Many are designed to make a point.
The wisest decisions usually are based on careful research and experience. Both contributed to a decision by Gustavus Adolphus to make submitting college entrance test scores optional.
Owen Sammelson, the collegeís Vice President for Administration told me that the single best predictor of how well students will do at his college is their high school grade point average. Overall grade point shows how hard, and successfully students have worked over several years.
Many studies reach similar conclusions.
Gustavus also recommends that students take the most challenging courses available: Advanced Placement, Post-Secondary Options, International Baccalaureate, etc.
Sammelson notes that factors like ìdesire and industryî also matter a lot, and cannot be measured by a standardized test. Nevertheless, he expects most students will still submit test scores.
Tests at local, state and national levels can provide valuable information. And they are convenient. But at best, they are only one factor among many to consider in making decisions.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
5/18/06
Being clear about where schools are heading
by Joe Nathan
Howís this for guts? The Cincinnati, Ohio Public Schools have just adopted a plan describing in clear, ambitious detail, their goals for the next five years. Itís a bold, important document...one that communities all over the country can learn from. Even districts with higher achievement that Cincinnati may gain from studying their easily understood, concrete goals.
Cincinnatiís strategic plan describes where the district was in the 2004-05 school year, and where it wants to be by the 2010-11 school year. For example:
ï High school graduation rate: 77 percent of 9th graders who entered four years earlier graduated in 2004-2005. Thatís up just over half in the 2000-2001 school year. But the district rightly is not satisfied, and wants to achieve 95 percent by 2010-11.
ï College entrance tests: Most recent figures available show that 53 percent of CPS students take college entrance tests. The district wants to
increase that to 75 percent. The district also wants to increase the average studentsí score on the ACT - American College Test from 20 to 23, and the average combined score on the SAT - Scholastic Aptitude Test from 869 to 1,0000.
ï Rigorous high school courses: CPS wants to increase the percentage of students taking Advanced Placement, International Baccalaureate or
other college level courses from 18 percent to 30 percent
ï Kindergarten Readiness: The district aims to increase the number of kindergarten students ìon trackî from 49 percent to 59 percent
These are examples of 16 different indicators that the school board has adopted. This is a great example of using various assessments to measure progress. (You can see the full plan at www.cpsboe.k12.oh.us).
Over the last five years, our Center, with support from the Bill and Melinda Gates Foundation, has worked with Cincinnatiís high schools,
helping them increase graduation rates, test scores and attendance. But I was not involved in the creation of the district strategic plan.
Last week I talked with Rosa Blackwell, the districtís superintendent. She said she is not certain that the district will reach every one of its goals. But she explained, ìWe are much more likely to reach our goals if we are clear about them. Adopting ambitious goals also makes it more likely that we will make considerable progress.î
I agree.
Of course, goals are not enough. They require detailed plans and a lot of follow-up. The strategic plan includes a number of strategies designed to help reach goals. It also describes how individuals and organizations can help the district accomplish its goals.
Educators sometimes point to outside forces as limiting what they can accomplish. Unquestionably some students arrive at school with problems. And students spend more time in the community and with families than they do at school.
But evidence is growing that schools can have a massive, positive impact on students. It starts with a belief that educators CAN make a big difference.
Cincinnati illustrates this, with considerable progress over the last five years. So even if your schoolís test scores and graduation rates
are higher than those in Cincinnati, I think thereís a lot to learn from what that district has done.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
5/9/06
How a school saved a student
by Joe Nathan
Sometimes you encounter something so moving, you want to share it. That happened this week, as the Center for School Change, where I work, reviewed essays that Minnesota students submitted as part of a writing contest.
While many fine essays were submitted, one stood out. Itís a tribute, and reminder of the enormous influence caring, sensitive, skilled educators have. Here it is:
My name is Nicole. I am 14, and go to a charter public school called Community of Peace Academy (CPA). My school has changed my life by
saving my life.
In fifth grade, my parents divorced, my beloved dog was killed, and I was forced to deal with other things at home. I was so stressed out about friends, grades and the situation at home that I was contemplating suicide.
My teacher at the time, Ms. DeMunck, was the only thing that saved me. One afternoon, she noticed a book I was reading. All I can remember is it was about suicide and death. Ms DeMunck took me into the hallway and talked to me. I can still remember what she said.
Ms. DeMunck made me realize that I actually had many friends, all who cared and were worried for me. She told me that I was a beautiful, smart girl who has so much to look forward to. After that day, I put away the pills I had been planning on taking.
My school has changed me. Since then, my parents have tried to get me to change schools. I refuse. CPA is less like a school, and more like a
family. A second home. The teachers actually care about us. We are not a student number; we are people.
CPA changed my life by saving my life. If it was not for Ms. Demunck and a few other teachers like her, I know I would be dead. Every day I
am thankful that I choose to go to my school. I would not change this for anything.
- - - - -
Nicole now is the student government president at her school. She and her family agreed that this could be shared, so long as I left out her last name.
Nicole attends a Minnesota charter public school. All kinds of kids attend these schools, as attend district run public schools.
Regardless of the school, this essay reminds us how much impact excellent educators have on our youngsters.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
5/8/06
Great conclusion for high school seniors
by Joe Nathan
Given the chance, what is one major thing you would have studied in your senior year? Granted, that was long ago for many of us. But last week I saw how requiring a senior project, based on student interest, can be a very powerful conclusion for high school. Itís a terrific way for
high schools to respond to growing research encouraging greater rigorand relevance in high schools.
Imagine high school students researching, writing and speaking about such diverse subjects as
* History of the Electric Guitar
* Modeling Careers
* Shipwrecks on Lake Superior
* Setting up a small business
* Highlights of basketball in the local conference over the last 15 years
* Creating an Elizabethan Court Gown
These are just a few examples of senior projects at St. Paul Johnson High School. Students picked a topic that intrigued them, identified a mentor, who could help them on this topic, researched the subject, and wrote a paper about it. Finally, last week, students spent 8-12 minutes sharing some of what they learned.
Allowing seniors to pick the topic meant it was something they cared about. It helped keep them interested and engaged, when many students
lose interest, and drift toward graduation.
But there was no drifting last week.
A young woman Iíll call Ana had done an internship with a clothing store. She would like to own her own business some day. Spending time at the clothing store showed her many of the challenges small business owners face. ìI have a much more realistic idea of whatís involved in a
small business,î she explained.
Freddie has been a star basketball player. His project about highlights of the last 15 years involved, in part, talking with a variety of coaches and some players on championship teams. He described changes in strategy, controversies over alleged recruiting practices, and advice people give to athletes.
Brendaís shipwreck project included her paper and wooden models she constructed. Brenda showed videotape she made of one Lake Superior ship that had gone down, but sticks out of the water. The single strongest project was Bethís original design, hand-shown Elizabethan court gown. It had 10 separate layers, and involved an enormous amount of work. Beth had never taken on a sewing project approaching this one. It was a complex and time-consuming project - but one that clearly brought together many different skills.
Nationally, about 1/3 of students entering high school do not graduate from high school. Thirty-six percent of Minnesota students who DO graduate from high school take at least one remedial course on entering a public college or university. More information about the national Stand Up campaign to improve high schools is available on our Web site - www.centerforschoolchange.org
Strong senior projects, like the ones described above, will not solve these problems by themselves. But the hard work and enthusiasm youngsters showed last week convinced me that these projects will help make high schools more effective.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
4/26/06
Heat over school taxes
by Joe Nathan
Taxes, health and heat. Thatís what I hear about regularly from a number of people who read this column, and are very frustrated with school districts. My sense is that they have a lot of company.
A poll on the Minnesota School Board Association Webs ite helps illustrate the ambivalence many Minnesotans feel about funding schools. The poll was done in late August 2005, and asked a sample of 500 suburban Minnesotans how they felt about funding for schools. Among the findings are these:
* 50.2% agreed or strongly agreed with the statement ìthe state of Minnesota has adequately funded public education in recent years.î 47.6% disagreed, or strongly disagreed.
* 67% do not think that funding increases provided by the 2005 legislature meant that schools ìhave all the funds needed to avoid future budget cuts.î
* When told that the Legislature had increased funding by 4% for the next two years, the percent agreeing that schools do not have enough money to avoid future budget cuts dropped to 51.6%.
A number of senior citizens write to me, frustrated about what they see as ongoing referendum requests, and an unwillingness of school districts to be fiscally responsible.
Letís talk about referendum costsÖI think Minnesota is making a mistake by relying more and more on property taxes to fund public schools. Our organization worked with the National Governorsí Association over the last several years, to develop recommendations for states about how to improve public education. In the Providing Quality Choice Options in Education, report, we recommended that states move toward greater, rather than lower, statewide funding for educationÖ.îIncrease the state share of education fundingÖî
Relying more on local property taxes means there will be greater inequities among schools and districts. Seems to me like a similar amount of funding should be available for funding students, whether they live in rural, suburban or urban areas.
Maybe thatís ivory tower idealism. But isnít it also about equity and fairness?
Seniors sometimes face major challenges with rising real estate costs. Here are parts of just two of the frustrated notes from seniors:
ì Approval of all requests has resulted in substantial increases in property taxes for this year. One of the things I noticed was the district did not say exactly how and for what programs the money would be spent. On the surface it appears the requests are on shaky grounds.î
Another person wrote, ìDo we have good schools out here - the answer is yes. Are they cost effective - the answer is no.î
Districts respond, in part, that health care and energy cost of health are increasing dramatically. More money can help ñ but we also can run schools more efficiently.
Former U.S. Supreme Court Judge Oliver Wendell Holmes wrote, ìTaxes are what we pay for civilized society.î But we need more discussion about HOW we pay for schools, and what we are paying for.î
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
4/18/06
A day on the river
by Joe Nathan
Every spring, I think about the tugboat and the rivers. One of the parents in a school where I taught worked on a tugboat that traveled the Mississippi and St. Croix rivers. And in a wonderfully generous act, his company arranged for 60 students to spend a day with them, on the river.
It started with an apology. A mom was explaining why her husband could not attend a parent/student teacher conference. ìHe works during the day, and they do not like him to miss,î she told me.
ìWhere does he work,î I asked.
Then she described the tugboat - and asked - ìWould students be interested in spending a few hours on the boat?î Didnít take long to answer that question!
So one bright, calm, sunny day, a group of youngsters boarded the tugboat. We went south from St. Paul to Hastings, and then turned north to near Stillwater. The tugís job was to bring some coal from the Stillwater area back to St. Paul.
We saw sandbars and hundreds of birds. We also saw a stretch of both the Mississippi and the St. Croix Rivers that in some ways has not changed much in a hundred years.
What words can describe the beauty, and peace that youngsters experienced that day? Individual personalities did not matter - the kids were fascinated. They made up stories along the way, about other people in passing boats, about a few houses they saw, about where the birds had come from, and where they were going.
Earlier in the year, students had read Tom Sawyer and Huckleberry Finn. They built a model of sections of the river they would travel, based on maps they studied. The parentís offer led to many valuable lessons.
This example shows how an offer of help for just a single day can have a huge positive impact. Sometimes we think that helping out a school means a regular, weekly or monthly commitment. No so.
Our Center has a list of 50 different ways that people can help a school. Weíll send it free, to anyone who sends a stamped, self-addressed envelope to Joe Nathan, Humphrey Institute, University of Minnesota, 301 19th Avenue South, Minneapolis, Mn. 55455.
Most of us do not work on tugboats. But there are dozens of ways we could help schools
Whether you write for our list or not, please consider: ìHow can I help a nearby school...public, private, parochial?î There is so much knowledge, insight, and wisdom in Minnesota. Why not share more of it?
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
4/14/06
Telling the truth about early childhood programs
by Joe Nathan
Itís simple. If - a big if - the Minnesota Early Learning Foundation (MELF) succeeds, thousands of Minnesota youngsters will enter kindergarten much better prepared. These children also are more likely to graduate from high school, and become active, constructive citizens. Itís daunting, but doable.
MELFís Web site explains that it was created as a unique public private partnership to ìidentify cost effective ways of ensuring that Minnesotaís children ages 0-5 from low income or challenged families are ready for success in kindergarten.î (www.MELF.us)
Already, the Chief Executive Officers - CEOís of Minnesota corporations such as Best Buy, Cargill, Blue Cross/Blue Shield of Minnesota, and HB Fuller have agreed to join the MELF board, and to contribute. So has the head of McKnight - Minnesotaís largest foundation. More than $3 million raised so far from public and private sources, with more than half coming from the private sector.
Last week, Governor Tim Pawlenty appointed 11 other Minnesotans, including me, to MELFís board. I promised to work for what I have recommended over the last 20 years - using the best available research to
ï Identify and honor outstanding early childhood programs, and to
ï Replicate those programs, so that even more youngsters benefit from them.
ï Expand the number of excellent early childhood programs
That can get controversial. Some insist that EVERY dollar invested in early childhood education produces a return between $8 and 12. Not true. The best available evidence shows that program quality and participants matter a great deal.
We have to be honest with taxpayers legislators and corporate officials. All early childhood programs are NOT equally effective. Some spend only a few hours per week with youngsters. More effective programs run most of the year. Some do not help families resolve challenges they face, ranging from lack of education for adults, abuse of chemicals or depression. Programs that have the best results with young children from low income families DO provide extensive, ongoing assistance to family members, as well as to the young children.
The best programs also have some clear, measurable goals. This also is controversial among some early childhood educators. Some insist it is not ìdevelopmentally appropriateî for children ages 3 or 4 to learn letters and numbers.
I disagree. Children learn at different rates. But the best early childhood programs serving children from low income families DO help youngsters learn at least some letters, learn to use a pencil - and perhaps a computer - to write their name, expand their vocabulary, teach them colors, and help them develop a basic understanding of numbers, along with ways to work with others.
Some conservatives say these things are a familyís responsibility. I would not force early childhood programs on anyone.
But making high quality early childhood programs available to all low-moderate income families who want them will make a huge difference. Thatís what we should expect. Thatís what we should insist on.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
4/6/06
Dealing with frustrating machines
by Joe Nathan
This is a good story about a bad machine. Or perhaps I should say a frustrating machine. Encountered any of those recently? How about
trying to get help, only to encounter layers of recorded messages? Sound familiar?
Usually I write about schools and learning. This column is about MY learning, hoping that it will be helpful to others.
Last week I tried to use an ATM machine at a neighborhood grocery store. This device gives money from your bank account when you stick in a card, and type a code.
In went my card and the code. Iíve done this hundreds of times. But last week, the machine only read three of the four numbers. I pushed clear, and tried again.
No progress.
Then it ate my card.
ìRats!î (Or something else a little more colorful), I thought. So I went to the store manager, who explained that he had no control over the
machine. He suggested that I call an 800-phone number on the machine.
I did. A pleasant recorded voice gave me many options, but none relating to ìhey, help me because your machine ate my card.î
I tried to get to a live person. That did not work well. Before connecting to a person, I had to share my account number.
But I do not have an account with this bank, the machineís owner. I am with a credit union. The bank and credit union have an agreement allowing credit union members to use their machine with no service charge. Thatís fine, when the machine works.
But since I did not have a Wells Fargo account number, I could not typein a number. The recorded voice kept asking for an account number before transferring me to a live person.
This went on for about 10 minutes. Finally, somehow I reached a real person.
She could not help. She explained that there was no way to get my card out. She recommended contacting the credit union.
Now the story turns happier. I called the credit union. A person answered, second ring! (Thatís part of the reason Iíve stayed a
customer there for 25 years. Having someone answer their phones is a high priority)
ìPlease come right in. Weíre sorry. We will cancel your old card, and give you a new one in about 10 minutes.î
I went in. The people there were friendly and efficient. They said sometimes ATM machines do strange things.
Perhaps I made a mistake with the machine? Possibly. But I did have money in the account. Credit union staff shared other examples of machines taking a card for no apparent reason.
Ten minutes later I had a new card. Success!
Machines can be wonderful. But even better are people who know sometimes machines fail. Shouldnít organizations recognize the vital importance of friendly, non-bureaucratic service? The best find ways to be responsive, cooperative and helpful.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
3/30/06
Moments that change our lives
by Joe Nathan
What are two or three moments that changed your life? As college students ask advice this spring, Iím thinking a lot about this.
For example, more than 30 years ago, a young woman was very enthusiastic when I asked her for a date. I was shy in high school and college and had many disappointments with women. By the time I was 26, although I had friends, I was really lonely.
One night I went to a political precinct caucus. A young woman and I picked the same group. We talked for a few minutes.
A few days later, I called her.
ìOh, I was hoping you would call,î she responded. ìSure, letís get together.î Those 15-20 seconds changed my life forever.
A year later, we married. Weíve been together for 31 years.
Hereís another example:
Some years ago I did not get a job that I really wanted, and felt I deserved. The details are unimportant but I was angry and bitter.
My wife strongly encouraged me to move on. In a tough, loving conversation, she insisted, ìIt makes no sense to let them get to you.î She wisely suggested that I look at other options, and not let frustration overwhelm me.
She was right. Iíve known people who allowed the loss of a job, or some other perceived injustice influence them for years. Each of us knows bitter, unhappy people whoíve allowed a bad experience to make them miserable. Itís unhealthy and unproductive.
Thanks to my wife, I avoided that path.
Hereís a final example, from an educator I know. He recalls the time a teacher encouraged him to stop sleeping through school, and get more actively involved. He joined a new class, did well, was included in a local newspaper story about the class, and changed his attitude.
He had been a violent, angry young man. He learned to use his talent in positive ways. He graduated from high school and worked for Prince the recording artist.
After a few years he left that job and opened a recording studio. That led to creating a High School for Recording Arts, a public school that is helping many young people who did not excel in traditional schools. In thinking about all this, he goes back to the moment when the teacher asked him to stop sleeping. He decided to follow that advice.
Why not share such moments with youngsters? Little things, like being enthusiastic, as my wife was to my call, refusing to allow bitterness to overwhelm us, or responding to an opportunity can have a huge positive impact on our lives. Young people need to know that.
Joe Nathan directs the Center for School Change at the University of Minnesotaís Humphrey Institute. He welcomes responses: jnathan@hhh.umn.edu
3/23/06
Consider latest standardized test scandal before allocating more money for testing
by Joe Nathan
Given the most recent, multi-million dollar standardized test scandal, Minnesota legislators might want to be a bit leery in handing out more money for tests. Governor Tim Pawlenty has proposed new financial incentives for high schools that use Advanced Placement (AP) or International Baccalaureate courses.
But Educational Testing Service, the group that according to a Tom Ewing, ETS press relations director, ìtakes raw data from AP tests, turns it into a score and then reports results to students,î has just agreed to pay more than $11 million to people because of many errors IT made. The College Board owns AP. ETS helps score it.
Specifically, last week Educational Testing Service acknowledged that 27,000 people who took one of its tests had been given a score that was lower than they deserved. Even worse, about 4100 people were told they had failed ñ when they actually passed!
The ETS- Praxis test had a huge impact on people who took it. Many states (including Minnesota) use the Praxis test to determine whether to give someone a license to teach.
Two members of our family ñ one a current teacher, and one who hopes to be a teacher ñ have taken and passed this test. I can just imagine how they ñ and I ñ would feel if we had been informed incorrectly that they failed the test, and so could not be a licensed teacher.
I looked on the ETS Web site, hoping to find more information. It wasnít thereÖeven under recent press releases.
So I called ETS. Mr. Ewing, Press Relations Director, answered immediately.
We discussed the case. ìWeíve agreed to issue a one paragraph statement, and make no further comment,î he explained. He sent me the statement. It says a Louisiana judge has approved a settlement of $11,100 to settle lawsuits brought by people who had been told they failed, when they really passed. The money will go to cover ìlost wages, decreased earning capacity and other damages.î
Ewing acknowledged, ìUndoubtedly there were Minnesotans affected.î He says that ETS notified everyone affected by this when the mistake was discovered in 2004.
HoweverÖbefore handing any more money to testing companies ñ shouldnít Minnesota legislators demand accountability from them?
Minnesota had a huge standardized testing scandal several years ago. During the Ventura administration, Marty Swaden, a metro area parent, learned that his daughter had failed a test required for graduation.
The Swadens had worked with their daughter, and felt she was prepared. But Minnesota Department of Education officials refused to let them see their daughterís test. The Swadens persisted ñ for months. Finally, MDE showed them the test. Their daughter and many other students HAD passed. Tragically some were denied graduation because of the testing companyís error.
Standardized tests tell us some important things, but of course not everything thatís important about a youngster.
Still, accountability shouldnít apply just to students and schools. Before allocating any more money for tests, shouldnít legislators build in accountability for testing companies?
Joe Nathan directs the Center for School Change at the University of Minnesotaís Humphrey Institute. He welcomes responses: jnathan@hhh.umn.edu
3/17/06
A humble background didnít stop Randy Gaschler
by Joe Nathan
Neither of Randy Gaschlerís parents graduated from high school, but that didnít stop him.
Didnít stop him from being a 2nd team All-American football player, didnít stop him from being a dishwasher, waiter, carpenter, mason, cabinet maker, musician, computer programmer, accountant, railroad brakeman, and thenÖone of Californiaís most well known educators. Gaschler tells his story ñ and explains his deep faith in families ñ in a new book, Parent-Driven Schools. (Kele Publishing)
Gaschler grew up in northern California, the son of a barber-father, and short order cook/waitress mother. He was an award-winning athlete, especially in football. Despite being just six feet tall, he achieved All American status at UCLA his senior year. And, he learned the value of ìfair and open competition.î
And after his initial plan failed when he tried to block an All-American tackle in a game with powerful Nebraska, Gaschler discovered ìwhat pure panic feels like.î As the game progressed, he learned that ìto survive, especially when you arenít as big or as powerful as your opponent, you have to be ready to adapt and improvise even in the heat of battle.î
Heís applied that lesson many times.
Reassessing his life at age 39, Gaschler decided that although he enjoyed business, he wanted to teach. Not surprisingly, he gravitated toward students who were not doing well in traditional schools. He worked in the independent study programs of Lincoln, California ñ near Sacramento.
When Californiaís charter public school law was adopted, Gaschler jumped in. For him, it was a ìsimple, logical idea ñ giving control of schools back to parents.î
Gaschlerís Horizon School was one of Californiaís first schools to teach students ìon-line.î Horizon loaned students computers, and provided an individualized approach, with constant contact between home and school. More than 600 students enrolled.
But Gaschlerís unconventional approach bothered some California Department of Education (CDE) staff. Though charters were encouraged to be innovative and creative, CDE insisted that anything Gaschlerís school did for students ñ such as loan them a computer ñ had to be done for every other district student.
Since the district spent money differently, this was impossible. ìShut the school down,î demanded CDE. The school board, who had been very supportive, agreed.
Thatís when more than 700 Horizon parents descended on the state legislature and state department. The bureaucrats backed off.
Gaschler often battled with state authorities. An impatient, passionate man, Gaschler acknowledges that he sometimes made mistakes. But because the school met many studentsí needs, families backed himÖagain and again.
When you agree or disagree with his educational philosophy, Gaschler makes a powerful case for parent involvement. Heís an entertaining, exuberant, humble storyteller.
Gaschler concludes: ìThe anger, energy, creativity and courage of those 700 parents who rallied at the State Capitol in Sacramento changed my lifeÖit proved that we parents can change the system. It proved that we can ñ through the righteousness of our cause and the power of our voices ñ make a difference.î
Joe Nathan directs the Center for School Change at the University of Minnesotaís Humphrey Institute. He welcomes responses: jnathan@hhh.umn.edu
3/16/06
Pawlenty starts vital debate on education
by Joe Nathan
Governor Tim Pawlentyís State of the State remarks about education could ñ and should ñ promote an intense, vital debate. In six key areas, we need much more discussion between the Governor, and the DFLíers who want to replace him.
ï How to fund education ñ the Governor has made it clear that he sees greater reliance on local property taxes. Democrats have criticized this. OK, DFLíers ñ how do you want to pay for increased state funding for K-12 education? Education already is the single largest item in the state budget - and even modest increases in the per pupil allocation to schools cost millions of dollars. Are DFL candidates proposing major cuts in other parts of the state budget or tax increases? If yes, on the tax increases ñ which taxes and how much?
ï Early childhood education ñ the governor has proposed both more money and higher expectations of early childhood. DFLíers clearly want more money for several early childhood programs. Whoís paying for this, and how? Also, for both the Governor and DFLíers ñ is the state going to study early childhood programs are working best, and seek to replicate them.
ï International education ñ the Governor proposed developing a model curriculum in Chinese. At least one state high school ñ Highland Park in St. Paul ñ already teaches Chinese. Can we use their curriculum? Are others available? More broadly, how are we as a state going to do a better job of helping young people know more about other parts of the world? Can we promote more international exchanges? Could high school students use funds currently available to support Post-Secondary Enrollment options to study in another country?
ï School choice: The number of Minnesota charter public schools has jumped from 1 in 1992, to 125 in 2005, from less than 100 students in 1992, to more than 20,000 this year. Pawlenty and some DFLíers have supported charter public schools ñ others, with strong encouragement from teacher unions, have resisted them. Where do DFL governor candidates think? And what about vouchers, allowing low income or unsuccessful students to attend private or parochial schools? Pawlenty suggests trying this. What, beyond spending more money, do DFL candidates say we should do with these youngsters?
ï Improving high schools ñ The Governor wants more students taking challenging courses ñ such as Advanced Placement and International Baccalaureate and has offered financial incentives to help make this happen. Do Democrats agree? What can be done to motivate youngsters to take these classes, and improve teacher skills so that more students will be successful in them?
ï Rewarding teachers and schools that make progress: The Governor has made this an important part of his program. Would DFLíers end the Q-Comp program, that provides funds for teacher training and rewards teachers and schools that show progress?
Clashes and dictatorships around the world remind us how lucky we are to live in a land with civil debate and honest elections. We need a great debate, before November, and students and schools.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
2/28/06
Possible lessons from an inner city high school
by Joe Nathan
ìThis is a very different place than it was five years ago.î Thatís what Kay Arndt, principal at St. Paul Johnson High School, told me last week.
Both numbers and actions proved her point. While Johnson serves a significantly different group of students than many suburban and rural high schools, several the things her school is doing may be worth considering around the state.
Signs of progress include the following:
? Four-year graduation rates are up 14 percent over the last four years.Ý
? The percentage of students passing the stateís 10th grade reading test is up 10 percent
? The percentage of students passing the stateís 10th grade writing test is up 11 percent
This at a high school where more than 70 percent of students come from low-income families. Moreover, more than 2/3 of Johnsonís students are African American, Hispanic, Native American or Asian American. Johnson is very diverse. With help from the Bill and Melinda Gates Foundation, our center has worked with Johnson for five years.
Johnsonís first and perhaps most important change was to adopt higher expectations for ALL its students. Each of its ninth graders is expected to develop a six year plan - something that involves a good deal of thinking not only about what they will do in high school - but afterwards. Internships, apprenticeships and other out of school activities, beginning in the ninth grade and continuing through the senior year, help students make an initial plan, and then refine it.
Second, beginning in the ninth grade year, students are required to, research, write and make public presentations about a personal interest. And, each student is required to conduct and present a major senior project. I watched several of them last week. One youngster had studied weightlifting, and explained his passion for the sport. A young woman explained her traditional Hmong clothing, and another with parental permission, redesigned part of the familyís home.Ý
Students saw how key academic skills apply to topics that really matter to them.
Third, ninth graders who need it get intensive help with reading or math. This makes it much more likely that students will be able to make progress toward graduation. Often, ninth grade is the time when youngsters drop out of high school. Johnson makes a major effort to help ninth graders develop allegiance to the high school, and acquire the skills they need to succeed.
Two recent reports by Education Trust, a non-partisan research group in Washington, D.C., strongly support these efforts. Gaining Traction, Gaining Ground, and The Power to Change, describe major progress at schools similar to Johnson. (www.edtrust.org).
Arndt has been a public school educator for more than 30 years. Like all great educators, she really loves young people. You can see it as she sells doughnuts in the school store, when she chats with students in the halls, and quietly, but proudly, reviews Johnson studentsí progress. Setting aside all the controversies in education, Johnson reminds us that major, measurable progress is possible.
Joe Nathan directs the Center for School Change at the University of Minnesotaís Humphrey Institute. He welcomes responses: jnathan@hhh.umn.edu
2/22/06
Mastering math makes dollars and sense
by Joe Nathan
The young man was making a serious mistake. As we talked last week, this talented high school senior explained that he loved playing video games, and hoped to help design them after college. But because he did not like, and did not do well in math, he was planning to avoid the computer field, and try to become a physical trainer.
Thereís nothing wrong with being a physical trainer. But his mistake ñ and the mistake of many, many young people, is in avoiding math.
A new national study shows that this is a pervasive problem. But before telling you about that, Iíll get very personal about this.
One of the young people in our family ñ now in his mid-20s ñ also disliked math. He really had to work at it. Even so his grades were not as high in this area as in most others.
But, with a lot of encouragement and assistance from several teachers, he stuck with it. He earned a college degree in Economics, and then a technical college certificate in computer maintenance.
After working for several years with school district computers, he recently has hired by a health company, working on computer issues.
Math still is not his favorite subject. But he persisted. And he loves his job.
I shared this with the high school senior last week, and offered to introduce him to the young man I described above. ìYes, I want to meet him,î replied the senior.
Meanwhile, I hope many parents, educators and students will read a new report from a national non-partisan organization called Public Agenda. This group regularly conducts polls. One of their most recent polls is called ìReality Check 2006.î (www.publicagenda.org) It examines attitude of parents and students toward math and science education. The conclusions are disturbing. At a time when many business and government leaders say we need to do better in math and science,
ï 57 percent of parents say things are ìfine as isî with math and science at their childrenís school
ï When students are asked about possible problems in their schools, a lack of emphasis on science and math is near the bottom
ï Despite many job opportunities in math and science, nearly 40 percent of students say they would be ìquite unhappyî if they ended up with a math or science focus
ï Most parents say the amount of science and math their children study is about right.
Here in Minnesota, many families and students are shocked when they enter public colleges and universities. As mentioned in previous columns, 36 percent of Minnesota high school graduates who entered public universities 2000-2003 had to take a remedial course ñ most frequently, math.
The young man I talked with last week heard many of these things, and agreed to rethink his goals. He also agreed to try harder in math. That makes sense for him, and for many, many other youngsters.
Joe Nathan, a former public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota. Contact him at jnathan@hhh.umn.edu
2/7/06
Better/fairer ways to challenge high school students
by Joe Nathan
Minnesota college student Briana Falk and the National Academy of Sciences have an important warning for Congress about Advanced Placement coursesÖthe kind that President Bush proposed expanding in his ìState of the Unionî speech.
Based on what they are telling us, Congress should expand, rather than adopt President Bushís recommendations regarding Advanced Placement courses.
In his State of the Union speech, the President proposed, ìto train 70,000 high school teachers to lead Advanced Placement courses in math and scienceÖ.î That would be great for the College Board, a huge non-profit based in New York City that runs the AP program. Itís not necessarily so great for the nationís students.
AP courses are designed to challenge high school students. They are offered in many academic areas. According to the College Board, 17,437 Minnesota high school students took more than 27,000 Advanced Placement tests in the 2004-2005 school year.
But recent research raises important questions about AP courses. In 2002, the National Academy of Science, a highly respected, non-partisan independent group released a report with many concerns about AP. One of the central problems of AP courses is that colleges decide whether to give students credit for taking an AP course on the basis of only one examination, given at the end of the course.
As the National Academy put it, ìUsing several sources of evidence of student progressÖcan provide a more accurate picture of what students know compared with a single measureÖThe single end of year examinations as found in AP do not adequately capture student learning.î
When our Center interviewed hundreds of Minnesota high school students last year regarding Post-Secondary Options courses, we also sometimes heard about AP courses. Post-Secondary Options courses are taken on college campuses. Tuition and books are free for eligible students.
Briana Falk, a Minnesota high school graduate who now attends Wheaton College in Illinois, told us that she took several AP courses before participating full time in PSEO her senior year. ìWhile I enjoyed some of my AP classes, it did not seem fair to have your college credit depend on one exam at the end of the year.î Falk clearly agrees with the National Academy of Sciences.
That National Academy study also criticized the ìexcessive breath of coverageî in AP courses, or, as a New York Times article on their study put it ñ their conclusion that AP courses ìcrammed in too much material at the expense of understanding.î
PSEO is a strong, but not the solo alternative to AP courses. More than 14,000 Minnesota high school students took College in the Schools courses last year. CIS courses involve college-university/high school partnerships. College faculty train, and periodically monitor, high school teachers who offer advanced, challenging, college level classes. Studentsí grades, and whether they receive college credit, reflect a semester or yearís work, rather than just their final exam.
Federal funding to expand CIS and PSEO is a good idea. But so is treating them fairly.
Joe Nathan directs the Center for School Change at the University of Minnesotaís Humphrey Institute. He welcomes responses: jnathan@hhh.umn.edu
2/2/06
How do you select a school for your youngster?
by Joe Nathan
Coon Rapids area families have good and bad news when it comes to selecting a school for their youngsters.Ý
ï Good news: many fine options are available.Ý
ï Bad news: selecting among schools can be daunting.Ý
Here's a brief description of options, and questions for families to consider.
Suggesting there is one best school for all youngsters is a bit like saying that everyone should wear a size 9 shoe. Families with several children know that youngsters' personalities, interests and learning styles often vary. Recognizing this, and understanding that choice is central to democracy, Minnesota legislators have authorized educational options. These include:
District public schools: The Anoka-Hennepin offers a number of strong schools. Open enrollment allows families to enroll in nearby districts. Area learning centers provide options for teenagers for whom the traditional junior or senior high is not working.
Coon Rapids area charter public schools are tuition free, and offer transportation. Minnesota has more than 120 charters, including several virtual schools. The number of students enrolled in charters has jumped from less than 100 in 1992, to more than 20,000 this year. for more information, see profiles of charters at our website - www.centerforschoolchange.org
Post-Secondary Enrollment Options - allowing high school juniors and seniors to take college courses, full or part time, with state funds following them, paying their tuition and book fees. Students also can take challenging college level courses in their high school via Advanced Placement, International Baccalaureate and College in the Schools Programs
Private non-sectarian and religious schools.
Here are a few questions to help families choose:
ï What are the most important things you want for your youngster(s)? It's worth ten minutes to write them down. Depending on age, personality and interests, the following things may be very, somewhat, or not important:
ï When you visit a school, what is displayed in the front hall? This can be a real key to what the school values. Is a mixture of academic, artistic and athletic accomplishment honored? Some schools place much more emphasis on athletic accomplishment.
ï Is the school within walking distance?Ý
ï Is the school religious?
ï Does the school offer a special focus or philosophy that will interest a youngster, and can help her/him learn more? Examples are schools that teach the "3-rs" but specialize in something like the arts, writing, or a particular philosophy - like the Montessori approach.
ï Is a second language available at the elementary level?
ï What assistance is available to young people with special needs?
ï What before/after programs are available?
ï What family involvement does the school encourage?
Most people would not select a car or home, relying only on the advice from others. My single strongest recommendation: is identify some schools that interest you and your youngster(s) and visit them.ÝÝ
Sometimes people intensely like - or dislike - the same school. It might be about a particular teacher. But often, people have passionate differences about the philosophy and approach of a school. So don't rely only on reputation.
Choosing a school can be challenging. But spending the time makes it more likely that your youngster(s) will be in a school that fits them well.
Joe Nathan, a former St. Paul public school teacher and administrator, directs the Center for School Change, Humphrey Institute, University of Minnesota. Write to him at jnathan@hhh.umn.edu
1/17/06
A refreshing teacher union leader
by Joe Nathan
Morty Rosenfeld, a most unusual teacher union president, insists ìletís stop the inane bellyaching about the horrors of testing to see if students are able to perform at minimal levels of competency in reading, writing and mathematics. Railing against testing only earns teachers more public mistrust.î
Rosenfeld is my nominee for local teacher union president of the year. President of the Plainview-Old Bethpage local teachers union in New York state. He has some of the most refreshing, frank and common-sense views on learning, teaching and testing that Iíve read in a long time.
ÝÝÝ
Discussing tests, Rosenfeld argues, ìif our nationís public schools were doing better on them, we wouldnít be talking about how awful they are. If the public actually looked at some of the exams, they would be shaken by the ridiculously low level at which students are expected to perform.
Heís right! Minnesotaís eighth grade tests in reading and math are incredibly simple, unless you do not speak English or have a serious mental disability.
Whatís the message that Rosenfeld gives teachers about testing? ìWeíve cautioned them to reject the false choice between solid test preparation and stimulating, exciting classrooms. We easily can and should have both.î
Again, heís right. Over the last several years I have described district and charter public schools serving low-moderate income students all over the nation that have wonderful art and music, along with high academic achievement. It just plain is NOT true that schools have to decide whether to have strong test scores, or, as Rosenfeld puts it, ìstimulating, exciting classrooms.î
You can find Rosenfeldís recent column ìTeacher Talk,î at www.pobct.org/talk86.html I am indepted to Michael Antonucci for telling me about Rosenfeld. Antonucci publishes a highly irrelevant electronic newsletter under the Education Intelligence Agency. It would be fair to say that Antonucci frequently criticizes teacher unions. But he admires Rosenfeld. I can see why.
Rosenfeld is exactly what unions, teachers, schools and most importantlyl, students need - a frank, direct, honest man who does not make excuses.Ý
Joe Nathan directs the Center for School Change, Humphrey Institute, University of MInnesota, jnathan@hhh.umn.edu
1/9/06
Cooperation and sharing of ideas benefits Minnesota's students
Cooperation and sharing of ideas benefits Minnesota's students
Minnesota students are better off because two powerful forces worked together this year. For the first time in about five years, there was an alliance between
* Those who favored more money for public schools, and
* Others who believe changes are needed in how public schools operate
Both sides acknowledged the value not only of their own, but the other position. The result was a significant increase in public education funding, and a major change in how many teachers are paid.
Through increased state funding and increased authority to levy local taxes, hundreds of millions of additional dollars will go to Minnesota's public schools. Depending on how the money is spent, that can help.
One of my favorite education articles is "Why More Money Matters, Sometimes," Richard Murnane of Harvard and Frank Levy of MIT describe 16 elementary schools in East Austin Texas. They received an additional $300,000 per year over five years, totaling $1.5 million.
Achievement and attendance did not improve much in 14 of the 16 schools. Two schools showed considerable progress. In these two, teachers learned how to be more effective in the classroom. And parents learned how to help their youngsters at home.
More money can, but will not always, help improve achievement. And while Minnesota students have scored at, or near the top on many national exams, there's definitely room for improvement.
For example, an important 2005 report by the Minnesota State College and University System (MnSCU) and the University of Minnesota showed startling, disturbing results. 36 percent of students who graduated
from Minnesota public high schools in 2000-2003 took a remedial course when entering a Minnesota public college or university. That was a slight increase from the previous years. Meanwhile, legislators were not content just to put more money into public education.
Q-COMP entered public school language this year. More than $80 million was allocated. Some funds will be used for teacher training some to reward teachers, either individually or at the building level, when students show academic progress.
For many years, we have made merit pay for teachers - but the only forms of merit rewarded were becoming older, and earning advanced degrees. Researchers differ the impact of these factors.
Q-COMP added a new part to compensation. Dozens of districts have signed up to try this approach. It will take several years to see the results.
Meanwhile, the shift from students in Minnesota district-run public schools to charter public schools continued. In just five years, charter public school enrollment has doubled (from about 10,000 to 20,000). The vast majority of students still attend district public schools - but those numbers declined steadily over the last five years (from 831,535 in 2001-2002 to 809,787 last year).
Part of Minnesota's educational success has come from a willingness to try new ideas. And part has from a willingness to cooperate across party and philosophical lines. After several years of strife, 2005 was a
year of compromise - and progress.
(This editorial is a product of the ECM Editorial Board, written by Joe Nathan, jnathan@hhh.umn.edu. Nathan directs the Center for School Change, Humphrey Institute, University of Minnesota)
1/6/06
State keeps promise to students and schools
Minnesota is keeping its promise to students and schools. Itís a darn good way to start 2006.
The promise Iím referring to involves paying back millions of dollars that the Minnesota legislature ìborrowedî from public schools. Faced with the constitutional requirement to have a balanced budget, and unable to agree on enough budget cuts or tax increases to accomplish this, the legislature borrowed * a lot: from public schools * district and charter.
Imagine your boss promises to pay you $40,000 for the coming year. Then, as the year unfolds, management tells you and other workers that because times are tough, you will get only 80% of that $40,000, or $32,000. You will get the last $8,000 the following year.Ý
If you are planning on a yearly salary of $40,000, and then suddenly you are told that you will receive only $32,000 over the next year, you have to make significant cuts. Thatís in part, what happened to school districts throughout the state.Ý
School districts also were told that they had to recognize local property taxes earlier than they traditionally had done so, and state aids were reduced.
According to Tom Melcher, director of the Program Finance Division, Minnesota Department of Education, the state has withheld ten percent from school districts for many years. Thatís to make insure that schools are paid accurately for the number of students they serve through the year.
The 10 percent hold-back makes sense. Families do move during the year. Many schools start out with fewer, or more students in October than they work with over much of the year.
But over the last few years, the Legislature and Governor could not reach agreement on ways to balance the budget. So the ten percent hold back increased steadily * to a full 20 percent in the last few years, and 16 percent last year. On a K-12 budget of several billion dollars, 20 percent amounts to hundreds of millions of dollars.
Melcher explained to me that in the next six months, Minnesota school districts will receive $625 million to help repay what had been borrowed, through the combination of the property tax shift, and the actual state aid payment that were being delayed.
Minnesotaís economy is improving, tax revenues are up, and so the state is keeping its promise.
Is this a big deal? Itís easy to find examples of broken contracts and broken promises these days. Whether from corporations or governments, people do not always do carry out commitments. Itís easy to get cynical.
The $625 million sounds like a lot * but remember that this year the state will provide $6.2 billion in k-12 education (not including the $625 million). Even so, public schools welcome the money.
And this is an example of our elected representatives keeping a promise. Happy New Year!
Joe Nathan directs the Center for School Change, Humphrey Institute, University of Minnesota jnathan@hhh.umn.edu
12/7/05
What cats give us
by Joe Nathan
One of our cats died last Saturday. Or, to be more honest, we had Tiger ìput to sleep.î
Many of you have been through something like this. Within the space of a few days, you experience a range of emotions, including frustration, anger, deep sadness, gratitude and relief. And, I wondered, whether this was in part, Godís way of helping our children deal with their parentsí deaths, some day.
Tiger was about 14 years old. Weíve had him, and his brother, since they were small kittens. They slept and played together. They liked to be in our laps. Tiger, in particular, would purr happily when you rubbed his ears. His name was a joke, because he was so mellow.
Until about three weeks ago, Tiger seemed fine. Large and loving. Friendly, and eager to cuddle. But recently he stopped eating, had difficulty jumping up on the bed where he slept, and he was very lethargic.
We took him to the vet, who checked him out and tried several things to help. But nothing worked. Tiger continued his decline.
Finally, on Saturday, we decided it was time.
My wife, our younger daughter and I were with him at the end. We wept. And we hugged. Then we took him home, and buried him in our backyard, near his brother.
If you have children, and one or more cats, you might want to get a copy of Judith Viorstís lovely little book, ìThe Tenth Good Thing about Barney.î Itís the story of a youngster whose cat, Barney, dies. The boy is very upset.
His parents wisely suggest that he write down 10 good things about the cat. He comes up with nine. Then, a few days later, he decides there is a 10thÖbecause he is buried in the backyard, Barney will help flowers grow.
Perhaps this strikes you as trite or dumb.
But over the years, as weíve had various animals, itís been a very comforting book. We read it again this week.
Pets help us relax. They entertain us. They help youngsters learn to be responsible. They can be wonderful friends.
But last week Tiger helped our family in other ways. He reminded us about the value of life. And he helped us learn to deal with death.
Thanks Tiger. And, thanks to all the animals who have given readers amusement, comfort and companionship. If there is a heaven for animals, they are there.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
11/9/05
Rosa Parks and Us
by Joe Nathan
Rosa Parks was unlike any other person Iíve ever met. It was some years ago, when she was speaking about two of the most important things in her life ñ children and education.
She was a unique combination of gentle, gracious and resolute. She spoke so well to youngsters. She was full of a quick passion, and a deep optimism that things could and would get better ñ but only if people used their talents and energies.
A few years ago, she decided to help start a charter public school in Detroit. More than 40 years after refusing to give up her seat on an Alabama bus, she was still working for a better, more just world.
Despite many difficulties in her life, she had no trace of bitterness. There were many death threats on her life, and at the time she lived in the south, these had to be taken seriously. Anyone familiar with what happened in the 1950s and 1960s knows that churches were bombed, young men were lynched and leaders were assassinated.
Parks left Alabama, and ended up in Detroit. For a time she worked in the office of a U.S. Congressman.
She loved talking with children of all races. She shared Dr. Martin Luther Kingís dreams of an integrated society, where people would learn and work together. She established the Raymond and Rosa Parks Institute for Self Development. (www.rosaparks.org/pages/program_overview.html ) The institute carries out a variety of programs, focusing on helping young people achieve their potential, and helping them learn to work for a better world.
On Dec. 1, 1955, Rosa Parks refused to give up her seat. She was not the first African American person in Alabama to do this. But she had attended a series of meetings with other civil rights activists, and she was widely regarded in Montgomery as a person of integrity and responsibility. She agreed with other local activists to pursue the caseÖ which led to a 381-day bus boycott.
The boycott ended with a US Supreme Court case ruling that requiring Black people to sit in the back of the bus was unconstitutional.
December 1, 2005 ñ the 50th anniversary of Parksí powerful act is coming up in less than a month. Parks was a leader not just for Black people, for all who believe in dignity, equity and justice.
Thousands, perhaps millions of words have been written in the last week about Mrs. Parkís life. I hope that students, schools and other groups working with young people will contact the Raymond and Rosa Parks Institute ñ and join in their Dec. 1 celebration.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
11/1/05
All-day, every-day kindergarten has significant benefits for all kinds of youngsters
by Joe Nathan
ìNo surprise at all.î Thatís how Sharon Engel, Alice Shea, Connie Hesse and Judy Henck responded, to a new national study on kindergarten. It found that all-day, every-day kindergarten has significant benefits for all kinds of youngsters ñ regardless of income. But in calling about 30 suburban and rural Minnesota school districts, I found enormous variations in what is offered.
Sharon Engel, principal of Anokaís Eisenhower Elementary is a big fan of all, day, every day kindergarten. Her school offers two different kindergarten programs, one all day, every day, the other all day, every other day. Engel reports that some 5 year olds enter school knowing 3-5000 words, while others know 500 words or less. ìIím very pleased that the board allowed us to offer the 5 day program. Some students really need it.î
Alice Shea, principal of Morris Bye in Coon Rapids, says her school has all day, every other day program for all its students. Starting this week, they will offer ìKindergarten Intervention:î a half-day program on ìoff daysî when the kindergartners normally would not be in school. Shea agrees that all day, every day programs are ìvery positiveî for most students. She believes that for some, it may be too much time in school.
Judy Henck at Odyssey charter in Brooklyn Center reports that her schoolís kindergarten is all day, every day. ìIt costs us more than we get in state reimbursement. But we think it is a very good way to help students prepare for reading. It also gives students time to carry out the projects that children this age love, like learning a bit about a career, and building a little storefront matching a job that interests them.î
Connie Hesse, principal of Caledonia Elementary in southeastern Minnesota, reports that this is the second year they have offered all day, every day kindergarten. Parent support has been ìoverwhelming, and student gains, huge.î
The new study will be published in February and was discussed on the front page of the non-partisan, well-respected Education Week, October 19. Researchers used data from a nationally representative sample of about 8,000 students.
The authors are from the University of Michigan, University of Oregon in Eugene, and Chicagoís Erikson Institute.
Key findings:
ï Students in all day, every day kindergarten make average learning gains comparable to about a month of additional schooling.
ï Students in full day kindergarten are more likely to be low income, rural or urban youngsters, who start off the fall, below average in reading and math.
ï However, by the spring, students in full and part day kindergarten score ìabout the sameî on reading and math tests.
ï Nevertheless, full day, every day programs helped all youngsters. Wealthy students learned as much as those from low income families.
There are many demands on taxes. Seems like all day, every day kindergarten, at least as an option, should be a very high priority for school boards and the legislature.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
10/19/05
Questions about judging schools
by Joe Nathan
When judging schools, Albert Einsteinís challenge makes sense. Einstein wrote, "Everything that can be counted does not necessarily count...everything that counts cannot necessarily be counted. "
How do people judge schools? How should they be evaluated? Last week a group of Minnesota parents, teachers, students, administrators and college professors convened a group called Education Evolving, gathered to discuss these questions.
Since statewide testing began several years ago, many Minnesota newspapers have published scores from area local schools. Depending on results, those scores can be a point of pride, or disappointment.
Sports also gets enormous coverage, or more precisely, some sports. Large papers and television stations give enormous coverage to high school football, basketball and hockey results. A very successful season in any of these areas can be a huge community plus.
So sports and test scores matter. What else should?
The federal No Child Left Behind law requires states to measure not just test scores, but also percentage of students taking tests and high school graduation rates. NCLB also requires gathering information of school safety, although only schools with a huge discipline problem will be flagged.
For the last five years, Minnesota has provided information about what percentage of graduates from high schools take remedial courses at public Minnesota universities. This is available both statewide, and for individual schools. Recently I cited this data, which shows that many small rural Minnesota high schools are doing a better job in this area, than most large suburban high schools.
But most people agree: test scores do not measure everything important about a student, or a school. For example: Do students know how to work with other people?
Are they constructive and positive, or cynical and negative? Are they dependable and responsible?
Schools can have an impact on these qualities. But they can not be measured by any available standardized test.
As one suburban superintendent put it, ìIf these issues concern people in charter schools, we have a lot to talk about. Because they concern me, and the people I work with.î
Sheís right. They concern all educators. And they matter to many others, including families, taxpayers, employers and those who decide which students enter colleges and universities.
Higher education, for example, uses grades, test scores and other measures to guide entrance decisions. The standards vary, but the measures are pretty much the same.
Employers in this and other states have said over and over that theyíd welcome ways to measure reliability and responsibility, along with academic skills tests.
Last weekís conference offered no final answers or short term solutions. But recognizing the challenge is a good first step. To fully understand schools, we need better, broader ways to measure student progress.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
10/11/05
Your family in the headlines? Please be prepared!
by Joe Nathan
Here are two short, vital, but often neglected questions that come from recent headlines: whatís your familyís emergency plan? If you have kids, whatís the emergency plan for the school(s) they attend?
How many more fires, floods, tornadoes, blizzards or hurricanes do we have to encounter before we admit - it can happen to me, and to our family?
Iíve lived through a tornado that came within 1 block of our familyís house. It came up fast, after a calm, humid day. Suddenly the sky darkened, the wind blew and we knew - it was time to head to the basement.
We could hear the wind howling, and then, as some people report, we heard an astonishingly loud sound - like a huge locomotive, very close to the house. That was the tornado.
It passed quickly. Fortunately, we had only minor roof damage.
One block away, a dozen homes were destroyed - leveled, just like on television. One minute, a house. The next minute, kindling, with dishes, doors and dolls, laying on the ground, slammed into overturned cars. Some possessions destroyed, many blown away.
Pictures and words can not not fully convey the feelings people have - frustration, devastation, anger, humility, and - it no one is killed, relief.
Fortunately, my mother insisted that we have emergency preparations. Stocked in the basement, were up to date batteries and flashlights, as well as a few candles. And we had some of the other things that the Red Cross recommends: water, food, first aid supplies, and a few tools.
Years later , our family lived through a windstorm that blew down thousands of trees, including one that landed on our house. Cars were smashed in an instant. A neighborhood with 80-100 year old trees everywhere was transformed to a place where most of them were leveled,
or severed, half way up. And of course, downed wires, which meant that there was no electricity for days.
What I hadnít realized was that there is a huge business of people going around immediately after such storms, offering to remove trees, and charging a LOT of money. But you have to get trees off your house before power can be restored.
In both cases, our family was very , very lucky. But Iím convinced. ìBe prepared,î we used to say as Boy Scouts. So why not spend 30 minutes with your family, sometime this week? Doing that. Getting prepared.
Both the federal government and American Red Cross offer plenty of free advice. Call 1-800-Be Ready (800 237-3239) for a free federal brochure. As you can imagine, the internet resources are almost limitless. In two minutes, I found good information at ready.gov/index.html, and at the American Red Cross, www.redcross.org
Itís also worth asking the relevant principal(s) about the schoolís emergency plans. You, and your kids, need to know.
Imagine your family in those fire, flood, fire, blizzard or tornado pictures on TV. Then please, be prepared.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
10/6/05
Q Comp means teachers are being rewarded for progress
by Joe Nathan
Imagine teachers and principals crying because they are so happy. With tears streaming down, a 26-year veteran of public school teaching explains: ìWeíve had plenty of criticism over the last 20 years. But this is the first time that anyone ever rewarded us for progress.î
That experience earlier this year helps convince me that Minnesotaís new pay for improved student performance program, called ìQ Compî, is definitely worth trying. Thatís my conclusion, having listened to skeptics and advocates.
Letís start with experience. With support from Cargill, the Center for School Change, where I work, spent the last five years working with 10 urban, and one suburban school. All served at least 60% low-income students. Many had high percentages of single parent homes, students who did not speak English, and families of color -- minorities.
Achievement and family involvement was low at all these schools. Over the last five years we did several things:
* Instituted a plan in which the schools would be rewarded financially, if they showed improved student achievement and increased family involvement.
* Help each of the 11 schools develop explicit, measurable goals in both areas -- goals like increasing by at least 15% the percentage of students passing Minnesotaís 8th grade reading test, or increasing by at least 20% the number of students making a yearís worth of progress on a nationally-normed test, and increasing by 25% the number of families attending evening conferences
* Held workshops to help schools develop plans, and gave them $35,000 to carry out those plans.
The results were very encouraging. Seven of the 11 schools made both academic and family involvement goals, and received $11,000. All eleven schools reached their family involvement goals, and received a financial reward for that.
Teachers and principals were not used to setting measurable goals. After some struggle, they liked the idea. They did not stop teaching music or other arts. Every participating school reported that focus was valuable.
At the end of the project, Cargill CEO Warren Staley met with teachers, principals and parents from the participating schools. He praised them for their hard work, and their progress. Then he handed out the reward checks.
I wish EVERY Minnesota public school educator had the opportunity to participate in something like this. So I think Governor Tim Pawlenty and Commissioner Alice Seagren were right on to promote Q-Comp.
Both district and charter public schools are eligible.
Cynics ask, ìWhat happens when state money runs out,î or ìhow can we reward teachers working with troubled kids?î State dollars can be used to help districts adapt and then ultimately, refine how other state and property taxes are used. Goals can be developed for ALL kinds of students, not just the gifted. Schools and districts can, within guidelines, develop programs that make sense for them.
As the veteran teacher concluded at Cargill, ìit is time to reward people for progress.î
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
9/29/05
More students than ever are flocking to charter public schools
by Joe Nathan
An ever-increasing number of Anoka area students are flocking to charter public schools like Liberty High School in Blaine, Coon Rapids Learning Center in Coon Rapids, and Pact Charter in Ramsey. The same is true statewide. While overall, districut enrollments are declining, the number of Minnesota students attending charter public schools has increased more than 80% in the last five years.
A record 23 new Minnesota charters opened this fall While some district educators resist and oppose Minnesota's charter public school movement, families are voting with their feet.
Liberty High School offers an active-hands on approach, while making extensive use of field trips throughout the United States, and
even Europe. Coon Rapids offers the kind of small school and individualized approach many high school students seek. And PACT has formed remarkable partnerships with families, generating hundreds of volunteer hours a year by families.
Charter public schools are now found in many Twin Cities suburbs, including Apple Valley, Columbia Heights, Eden Prairie, Hopkins, Plymouth and Stillwater.More information about each of these schools is available on the Profiles of Minnesota Charter Schools area
of the Center for School Change Web site.
Eighty percent of Minnesotans answered "yes" earlier this year, when asked in a Center for School Change poll if they thought families should have a right to choose among various public schools. Like other public schools, charters are free, non-sectarian, and open to all.
But you don't need a poll to see what's going on in Minnesota. Every year since 1991, when the nation's first charter public school was established, the number of families attending these schools has grown. Moreover, the number of students attending Area Learning Centers or some other form of alternative school has grown from 4,500 in 1987, to more than 125,000 in 2003-2004!
Clearly, families are looking for options - often the kind of smaller, more individualized program that many Minnesota charter public schools offer.
A disclaimer: the Center for School Change, where I work, helps people create new public school options, including, but not limited to
charter public schools.
Some Minnesota educators resist charters, claiming they take "our money." These folks do not understand what has happened in
Minnesota over the last twenty years. With strong bipartisan support - starting with Hibbing's own Governor Rudy Perpich, the state decided to allocate money for education of students, not just for the preservation of the existing system. Post-Secondary options, second chance choice laws, open enrollment and charter public schools all express this basic principle.
Some district educators embrace and encourage the charter movement. Former Duluth superintendent issued a nation wide request for proposals to create charters in Duluth. Three of Duluth's most successful schools are charters. Faribault's superintendent supportedand encouraged creation of a charter in nearby Nerstrand.
Liberty High School, PACT and Coon Rapids Learning Center give are strong public school options. That's good for families, students
and the whole state.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
9/13/05
In college prep, some small rural high schools do much better than large suburbs
by Joe Nathan
A fascinating new report shows that Caledonia and other strong rural high schools have important lessons to teach the state, including some suburban communities.
ìGetting Preparedî by the University of Minnesota and the Minnesota State College and University System (MnSCU) shows many rural high schools are doing much better at preparing students for Minnesotaís public colleges and universities.
Only 17% of Caledoniaís 2000-2003 graduates who entered a Minnesota public university took a ìdevelopmentalî or ìremedialî course. Thatís much less than the statewide average of 36%. 31% of 2000-2003 Caledoniaís graduates entered a Minnesota public college or university shortly after graduating, somewhat below the statewide average of 49%.
Here are the facts:
ï 36% that took at least one ìdevelopmentalî or remedialî course in reading, writing or math is up slightly from 1999 graduates. 33% of these students took a developmental course. Thatís a LOT of graduates, not fully prepared in the ì3 rís.î
ï Students were least ready for college work in math. 28% of graduates took a remedial course in math, 14% in writing and only 9% in reading.
ï Almost half: 46% of the students entering Minnesotaís 2 year public community or technical colleges took at least one remedial course.
ï The numbers were much less at four-year state universities (29%) and the University of Minnesota (8%).
Remedial courses are expensive for families and taxpayers. This spring MnSCU officials estimated the cost at about $10 million a year - roughly half from families and students, and half from taxpayers.
What do these numbers mean?
First, Caledonia did better than many suburbs. A few examples, with percentages of students who enrolled in a Minnesota public college or university, and took at least one developmental course: Anoka (40%) Blaine (41%), Bloomington Kennedy (44%) Coon Rapids (45%) Eagan (40%), Lakeville (34%), North St. Paul (48%), Rosemount (43%), Simley, Inver Grove Heights (41%), Tartan (41%), White Bear Lake South Campus (49%).
Some suburban high schools sent a somewhat higher, some similar or slightly lower percentage of students than Caledonia to public universities. For the full report, see www.mnscu.edu/media/publications/pdf/gettingprepared05.pdf.
Some rural high schools do an incredible job. 61% of St. Clairís graduates go to public colleges and universities, and only 13% took remedial courses. Less than 20% of graduates in Clinton-Graceville, Foley, Goodhue, Janesville-Waldorf-Pemberton, Melrose, Minnesota New Country in Henderson and Pipestone took remedial courses at public Minnesota universities. Only 16% of Blooming Prairie graduates took a remedial course, while 63% entered a public university.
Blooming Prairie superintendent Barry Olson offers several reasons. First, ìbeing small allows us to know students well, and see who needs help.î Next, Blooming Prairie requires four years of math, and has a strong math department. Finally, their required senior English class spends a semester on composition and research, and a semester on literature. Blooming Prairie is serious about high expectations for all.
Bigger high schools are not necessarily better. High expectations, small schools and focus on academics are better.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
9/8/05
Congratulations in order to Minnesota educators, families and students for progress shown in reading, writing and mathematics
by Joe Nathan
Congrats and a hint of caution to Minnesota educators, families and students. Thatís my reaction to the massive dump of education data that occurred this week.
The Minnesota Department of Education told every public school and district whether it was meeting required progress in reading, writing and mathematics.
Most of Minnesotaís public schools met the stateís expectations for progress. The Minnesota Department of Education noted that the number of schools on the ìneeds improvement listî dropped from ì464 schools in 2004 (1,969 schools measured) to 247 schools in 2005 (1,975 schools measured), a nearly 50 percent reduction.î
So, where does the caution come in? There are two reasons.
First, we know that everything important about a school isnít measured by standardized, pencil and paper tests. Itís important to look at other factors. These include school safety; percentage of students involved in extra curricular activities, which have been proven enormously valuable, sometimes throughout a personís life; and experiences of high school graduates.
That leads to the second caution. Next week Iíll be writing about a major Minnesota report on the number and percentage of Minnesota public high school graduates who need to take remedial courses when entering public colleges and universities. Some of the results are really startling.
For the time being, however, letís give credit where itís due ñ and thatís clearly to many Minnesota educators, students and families. Thereís plenty to be proud of in your schools.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
8/29/05
Some people complain, others communicate and collaborate
by Joe Nathan
Pointing fingers or joining hands?
As families and teachers deal with each other in the coming school year, I hope itís more joining than pointing. But judging by comments last week when I appeared on a statewide radio program, Iím plenty concerned. Plenty of people seem much more willing to criticize each other.
Frankly, the majority of those who called in to complain were educators. One insisted, ìDoesnít matter what I do ñ parents do not respond. Itís not worth my time.î
Since considerable experience and research show that the best predictor of family involvement is what the school and teacher do to promote it, Iím worried about students in that personís classroom.
Another educator complained that it was not possible for secondary educators to call families to tell them something good about their youngster. Thatís because they often have 120-150 students in class. Sheís right ñ if you try to do it in a week. But over a school year ñ spending a few minutes a night, you certainly could ñ and I think, should. Families need to hear not just problems, but good things about their students.
A third educator said she has many families who do not speak English, and she does not know how to communicate with them. Certainly, that should not be her personal responsibility, with no assistance. But a school district SHOULD have someone who can help her.
The complaints from educators went on and on ñ it was startling.
But families are not entirely blameless. Some parents do not listen well. Some parents do not have high expectations for youngsters, and excuse bad behavior.
Both educators and families have reasons to point fingers. The question is whether they will be more constructive.
Many of the schools our Center works with start off the year ñ in August or early September, with individual family student teacher conferences. Itís a great way to insure that the first contact between home and family is a positive one. And itís a great way for people to listen to each other. People who want more information should send a stamped, self-addressed envelope to Joe Nathan, c/o Humphrey Institute, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455.
Joyce Epstein at Johns Hopkins University has spent decades developing materials that schools can use to help families support the work of the school. Free or low-cost info about the work of her National Center on School/Family/Community Partnerships is available at www.csos.jhu.edu/p2000/center.htm Epstein has identified six types of involvement ñ from advocating for the school, to volunteering and supporting a teacherís efforts by doing things at home with youngsters. Itís great information, whether you are dealing with a district charter, private or parochial school.
Some people like to complain. But what youngsters really need are people who will communicate and collaborate ñ despite occasional problems.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
6/24/05
Live each day to the fullest and recognize value of life
by Joe Nathan
It was the kind of party no parent wants to attend: celebrating the life of a neighborhood teenager who died, totally unexpectedly.
Evan (his first name) and friends were running up a hill at a nearby park just about a year ago, when he collapsed and died. Doctors made clear that neither drugs nor any other form of criminal behavior were involved. Apparently he had an undiagnosed heart problem.
When we gathered at his home this week, his mother kept emphasizing his friends' kindness. "Every month in the last year they did something to tell us how much they liked him, and what a fine person he was." They sent her e-mails, photos, drew pictures, made art displays. The list went on and on.
His mother, an educator, recently asked for and received permission to thank the students at a school meeting. He would have graduated from high school this month.
She described skills that high schools don't measure on standardized tests, but are so important in life. She cited things like thoughtfulness, generosity, and consideration. Clearly, she emphasized, many of the students in the graduating class had learned those, from their families and educators. They had learned very, very well.
Movies, like Steel Magnolias, remind us how much friends matter, in good times, but especially in bad. If you have not seen it, you might want to watch the movie this summer with your kids. Based on real events, it's the story of how several women support each other, a young woman and her mother. Bitter and sweet, life and death, all tossed in, with stars like Julia Roberts, Dolly Parton, Shirley MacLaine, Daryl Hannah, Olympia Dukakis, Tom Skerrit and Sam Shepard.
And, of course, there is the classic play "Our Town." Judged by the number of times it has been produced by schools and community groups and produced in other countries, Thorton Wilder's simple tale is one of the most popular ever written in America.
What lessons can we take from tragedies like a neighborhood teenager's death, Our Town, or Steel Magnolias? I'm not a preacher.
But maybe God, or some higher force, is trying to remind us of a few things. You don't need me to explain them. Things like, but certainly not limited to, recognizing the value of life, living each day to its fullest, taking time with loved ones, teaching and modeling kindness and consideration, reaching out to those who have suffered.
Perhaps Evan's death, and last week's celebration of his life, is a gentle reminder to think about, and act on those common, but profound principles.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
6/15/05
Letters to teachers from students are priceless
by Joe Nathan
No, teachers can't take letters from graduates to the bank.
But after 33 years of teaching, K-12 and college, I've concluded that these notes from students are what a TV commercial calls "priceless." Here are a few, along with a request. Please take 5-10 minutes this summer to write one or two of your favorite teachers. You'll both get more from it than I can convey.
Karen Balmer wrote, "During my tenure at the Humphrey Institute, people frequently would ask, "What will you do with a degree in Public Policy?" While I knew that I wanted to pursue education policy, I did not have a clear picture of what that would look like upon completion of the program. My background included several years as a second grade teacher and I was serving as a locally elected school board member, but it was still difficult to envision how education policy would become a full-time vocation.
ìI am now working at the Minnesota House of Representatives as a research consultant for the Republican Caucus. I serve the members of the Education Policy and Education Finance Committees by preparing committee briefs. I serve all GOP members whenever they have education-related questions specific to their local districts or when they need help drafting legislation (or understanding someone else's legislation). I also prepare bill summaries for education bills that make it to the House Floor for a vote.
ìI truly believe that the time and energy (and money!) I spent pursuing my degree at the Humphrey Institute was a wise investment that has already yielded great returns."
Neeraj Mehta wrote: "I am currently helping develop a new nonprofit organization in North Minneapolis, the Sanctuary Community Development Corporation. We are... building on the strengths in North Minneapolis to ensure that people of our community are educated, employed and physically and spiritually healthy.
ìWhat helped me the most from attending the Humphrey Institute... two things: First, the push to look at social issues or concerns with depth and holistically. Too often we look at things from a very limited or one-sided viewpoint. At the Humphrey Institute, I was pushed to dig deeper into understanding the entire scope of both policies and their impacts in the real world. The second thing is related and that is spending lots of time pushing to effectively and clearly defining the "problem". A great solution to the wrong problem tends to be a big waste of time!"
Stella SiWan Cheung wrote: "The skills and recognition gained at (Humphrey) allowed me to start my own research and evaluation corporation, ACET, upon graduation.... We serve a variety of PK-16 education and community-based agencies."
And from Lisa A. Hinz, "My experience at the Center... got me interested in (combining) education and community development work. So, I became an Extension Educator with the Extension Service of the University... I spent the last 8+ years in south central Minnesota (helping) people... strengthen their communities... I learn constantly while sharing what I know."
Please share with a favorite teacher what YOU now know, and have a great summer.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
6/8/05
Being thoughtful, caring and considerate makes a difference
by Joe Nathan
Dashing down a long airport corridor, we encountered an unexpected, deeply appreciated act of kindness. It was a forceful reminder for all of us who work with youngsters, parents and educators that being goodhearted can be just as important as being competent.
A friend and I were at the end of a 3-day business trip to Arizona and New Mexico. Thunderstorms delayed our plane from Albuquerque to Denver, where we were supposed to catch a flight back to Minnesota.
Making a particular flight meant the difference between arriving home about 9:30 p.m., or after midnight.
We ran down a corridor that seemed to go on and on, and arrived at the gate. Big frustration. Four minutes remained before the plane was due to leave. But the door was closed, no one was at the gate, and a sign said, ìflight closed.î
We looked around. A United employee came out of a nearby doorway. We rushed up to her. ìIs there any way we can get on this flight? It would make a huge difference,î we pleaded.
ìJust a minute. Iíll check,î she replied.
Despite the sign and the closed jet way door, she picked up a phone. Calling out to the plane, she asked if they would let us on. They agreed. ìPlease hurry on,î she asked. ìThank you so, so much,î we called as we jogged onto the jet way.
Airlines are facing huge challenges. And, United employees recently learned they might not get all of the pension money theyíve earned. For gate agent Loren Crowley, as for us, it was the end of a long day.
She easily could have pointed to the door and sign, shrugged her shoulders and explained, ìthereís nothing I can do.î But Ms. Crowley represents the kind of person who goes beyond whatís required or expected.
Thatís not something easily tested, like reading, writing or math skills. But kindness matters.
Thereís so much we cannot change. Thereís plenty that takes time to improve. But being thoughtful, caring and considerate makes a difference. Right now. Every day.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
6/2/05
New research shows stunning findings about pre-school programs
by Joe Nathan
Nationally, three times as many students are excluded from pre-school programs as from elementary and secondary schools. In Minnesota, the ratio is even worse--itís four times as many. Those are two of the surprising, even stunning conclusions of new research about pre-school programs.
A lot of time and money has been spent in Minnesota to promote pre-school programs. When well designed and implemented, such programs can have enormous benefits. But parents, as well as foundation and state policy-makers, really should consider questions these studies raise.
The studies come from Yale University Child Study Center, which has a national reputation for supporting, and doing strong research on early childhood programs.
The first study, ìPrekindergarteners Left Behind,î found that during the 2003-2004 school year, the expulsion rate of publicly funded pre-school programs in 40 sites was, on average, more than three times the expulsion rate in K-12 schools. Expulsion does not mean sending a youngster home for a day. It moves removal.
Minnesotaís situation is both better and worse than the national average. Itís better, because only about 3.4 Minnesota early childhood students per thousand in publicly funded preschool programs were excluded. That compares with a national average of 6.67 early childhood students excluded per thousand.
But Minnesota does worse than the national average when comparing expulsions in pre-K and K-12. Minnesota pre-school students were expelled 4.5 times more often than K-12 students, compared to a national average of 3.2 times more often.
Yes, the percentage of students being kicked out is low, both in early childhood and in K-12. But why is it so much higher in pre-school than in K-12? And why is Minnesotaís ratio higher than the national average? What support and assistance do pre-school teachers need, so that exclusion rates are not substantially higher than those in elementary and secondary schools? Those questions need considering.
The second study also comes from the Child Study Center at Yale University. Researchers in the ìWhoís Teaching our Childrenî study found that most pre-school teachers in the nationó71 percentóare earning salaries that qualify them as low income under federal poverty guidelines. On average, pre-school teachers make less than half of what elementary school teachers earn.
Higher pay does not guarantee outstanding employees. But strong programs must offer teachers more than poverty-level salaries. If pre-schools and other early childhood programs are to fulfill their potential, the people who work in them need to be treated as professionals.
The first study is available at www.mailman.org/PDF/NationalPreKExpulsionPaper03.02_new.pdf. The second one can be found at nieer.org/resources/files/NPSteachers.pdf.
High quality early childhood programs can have great benefit. But these studies encourage states to think carefully about details. Good intentions are not enough.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
5/27/05
Post Secondary Options open communication between high schools and colleges/universities
by Joe Nathan
"There's something important that you're missing. There's another benefit from the Post-Secondary Option program that you have not described. The benefits of competition can go two ways."
That's what a central Minnesota school administrator told me last week, as I discussed Minnesota's 20-year, mostly positive experience with the Post-Secondary Options law. Since 1985, more than 100,000 Minnesota high school juniors and seniors have used this law to take college courses, full or part time. More than 80 percent report that if they had the choice again, they would do it.
The administrator agreed with me that Post-Secondary Options has encouraged many high schools to increase the number of advanced, challenging classes. As he put it, "That's true. Schools do this in order to retain students, who might otherwise attend a nearby or local college."
He continued, "But the program also has encouraged some colleges to become more responsive and cooperative with high schools." When surveyed several years ago, more than 50 percent of high school principals said one impact of PSEO was that it increased communication between high schools, colleges and universities.
His district benefited when competition increased among higher education institutions. Apparently, as the local high school began losing students to nearby colleges, district administrators asked if these post-secondary institutions would be willing to work with them to create what are often called "College in the Schools" courses. These courses, taught in the high school, offer high school and college credit. The number of these courses has increased, along with Advanced Placement and International Baccalaureate courses around the state since the legislature passed PSEO in 1985.
Initially, this administrator reported, neither nearby local higher education institution was interested in cooperating. So the district contacted another Minnesota state university that he had heard was open to this idea.
They were. Together the university and school district planned and began offering new college in the schools courses, right in the high school. They included Economics, Spanish, Algebra and Business. All except the business class were popular.
Hearing about this, a nearby community college changed its mind. Now its administrators WERE willing to help the high school offer more challenging, college level courses in the high school. Currently these involve two college level composition courses.
These new courses are valuable options for students. And the collaboration has helped high school teachers, who are working with college faculty to offer the courses.
Sometimes competition creates winners and losers - as in a basketball or football game. But in this case, it seems everyone has won.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
5/17/05
Post-Secondary Options program very well received in Minnesota
by Joe Nathan
Over and over, they say "yes." That's how students from all over the state respond, when asked, "if you were to do it over again, would you choose to participate in the Post-Secondary Options program?î This spring is the 20th anniversary of that landmark program - one more law that Minnesota adopted first, followed by many other states.
Passed in 1985, Post-Secondary Options allows high school juniors and seniors students to take college courses, full or part time, with tax funds following them, paying their tuition, books and other fees. Despite enormous initial opposition from school boards, superintendents and teachers unions, PSEO has been a huge success. A statewide survey our Center conducted this year found that 82 percent of Minnesotans "strongly support (or) support" the law, compared to 11 percent who "oppose or strongly oppose" it.
A statewide poll of more than 1000 PSEO students, carried out several years ago, found more than 80 percent of PSEO students answered "definitely yes," when asked if they would do it over again.
They speak eloquently about why. One young woman wrote "I was not challenged in my schoolwork at my (suburban) high school, even while taking honors classes and I found the atmosphere too restrictive and controlling. The college experience can be incredibly rewarding." However, this same youngster noted PSEO is only one of several good options: "having choice of programs like Advanced Placement, International Baccalaureate, College in the Schools and Post-Secondary Enrollment is important because different students have different needs."
Another youngster told legislators that Post Secondary Options "changed and guided my life to a whole new dimension. The University gave me the flexibility to discover who I am."
A parent wrote that the program had been "a wonderful transition to college" for his three children. I could fill 10 columns with stories of youngsters looking for something different - challenge, a different environment, etc, and found it, blossoming via PSEO.
State Department figures show that more than 7100 students participated in PSEO last year - about the same number as have participated in the last five years. The number of students at various higher education institutions varies widely around the state: 46 at Hibbing Community College, 130 at Mesabi in Virginia, 40 at Dakota County Technical College, 244 at Hennepin Tech in Brooklyn Park, 530 at North Hennepin in Brooklyn Park, 106 at Winona State, 628 at Normandale, etc.
That's in part because many school districts responded with new, more advanced courses: Advanced Placement, International Baccalaureate or College in the Schools. Our research showed that only 1970 Minnesota students took Advanced Placement tests in 1986, the first year of Post Secondary Options. By 2001, that number increased to 14,839, a 753 percent increase.
More than 50 percent of high school principals surveyed by Minnesota's legislative auditor said that the program actually increased communication between high schools and colleges - a very good sign.
Sometimes good ideas are controversial when proposed. That was certainly true of PSEO. But on a bi-partisan basis, legislators agreed to give it a true. Results have been very encouraging.
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
5/11/05
Student essays reveal why enrollments increase at state charter schools
If you listen, they will grab you.
There were both tears and laughter as youngsters from Minnesota's charter public schools read award-winning essays from the State Capitol steps last week. Students' powerful stories help explain why the number of students enrolled in these innovative schools has jumped more than 70 percent over the last four years. These schools are changing lives.
Rochelle Holl, a student at El Colegio in Minneapolis, won first place in the high school division. Holl wrote, "Two years ago, I wouldn't have anticipated graduating from high school. I was failing classes, getting into a lot of fights with other students, and often skipped school. I was really melancholic, suicidal and anti-social. I was in all of the honors classes, yet I never really felt like I was pushed to my potential. Then, I found out about El Colegio, (this) is a good school for me. I can be who I want, I can work at my pace and my level of learning. For the first time, I find myself wanting to get up and go to school. Finally, after the long quest. I found the rest of the pieces to the puzzle known as school years."
Liam Gibb, a fourth grader at St. Croix Prep in Stillwater, won the elementary division of the contest. Gibb wrote, in part, "This year I'm learning Latin, Spanish and French. I couldn't learn these languages at other schools. I have a private violin lesson, play with our school orchestra and learn about the language of music. All these things will help me grow in life."
Katie Bailey of the Lakes International charter in Forest Lake, explained, "my favorite thing about my school is that I get to learn Spanish...and Latino culture. For example, my class made piÒatas as an art project. Mine was supposed to be a star, but I ran out of time and it turned out to be an ice cream cone."
Mai Chou Yang of Hope Academy won the middle school division. She recalled, "At my old school I was bullied and had no true friends. I was like a dog that followed people and did what they did. It was sad and I needed it to end...(Then she transferred to Hope Academy, where she found that) the teachers and students were all like happy family. Everybody is so honest to each other. This is what I've been looking for."
Meghan Laughlin of Metro Deaf tied for 2nd among middle school students. She wrote, "There has been a misconception that deaf people tend to be behind hearing people. I was so surprised that I was learning the same thing as my older hearing brother. MDS has many deaf teachers, and they did go to colleges and get degrees just as hearing teachers. I am deaf and proud of it!"
The writing contest was sponsored by the Center for School Change at the Humphrey Institute, University of Minnesota, where I work. Award winning essays will be posted on our Web site - www.centerforschoolchange.org
-- Joe Nathan directs the Center for School Change at the University of Minnesota's Humphrey Institute of Public Affairs. He can be reached at jnathan@hhh.umn.edu.
5/4/05
Distance learning is a new game in town in Minnesota
by Joe Nathan
Superintendents like Bob Belluzzo, Lynn Steenblock, Gary Amoroso, Mike Moriarty, Mark Sleeper, Barb Zakrajsek and Jeff Miller know thereís a ìnew game in town:î distance learning Minnesota may not fit the national pattern when it comes to distance learning, according to a small survey I did over the last two weeks.
But superintendents are very aware of new opportunities available to take online and television courses. These leaders also know that some educators ARE responding to a growing number of families that want these opportunities for youngsters.
Hibbing Superintendent Bob Belluzzo says that the district ìcurrently does not offerî a distance learning or on-line courses. However, he says getting into this area is ìdefinitely a priority.î
Lynn Steenblock, superintendent of Forest Lake has an extensive background with two-way interactive television, dating back to time he spent in Montevideo. However, Forest Lake current is not offering any online or television courses. He thinks it is a valuable option when offered by well-trained staff, with good equipment and a strong assessment program. And he points out that all this takes money.
Milaca Superintendent Barbra Zakrajsek reports her district offers two high school courses via television: Medical Technology and American Sign Language. These courses have been ìreceived very well,î and the district is considering doing more of this. She also says that she and other district educators also have participated in meetings via educational television, and that theyíve found these meetings ìa very good use of time.î
Princeton interim superintendent Mark Sleeper says that the districtís high school began offering half a dozen ìonlineî courses this year for high school students. The courses covered subjects like English Social Studies and Family living. Teachers were trained before offering the courses, which will be evaluated at the end of the year. So far, Sleeper says, ìI think the faculty and students have done a good job.î
Mike Moriarty in Caledonia says high school students in his district are taking a number of honors courses ìonlineî, offered by Southeast Technical College in Winona. Moriarty praises the courses as ìvery challenging,î and a ìgood dealî for students. Heís very aware of the new state-wide on-line charter school being offered by Houston, a neighboring district, and a national company, K-12, headed by former U.S. Education Secretary Bill Bennett.
Jeff Miller, superintendent in Rushford-Peterson says the district has talked briefly