School Information System

Richard Vedder: The Chronicle of Higher Education tells us the median salary of public university presidents rose 4.7 percent in 2011-12 to more than $440,000 a year. This increase vastly outpaced the rate of inflation, as well as the earnings of the typical worker in the U.S. economy. Perhaps, most relevant for this community, it also surpassed the compensation growth for university professors. Moreover, the median statistic masks that several presidents earned more than double that amount. Pennsylvania State University's Graham Spanier, best known for presiding over the worst athletic scandal in collegiate history, topped the list, earning $2,906,721 in total compensation. (He was forced to resign in November 2011 and was indicted in November 2012 on charges related to the Jerry Sandusky sex-abuse scandal.) Spanier's package will get the attention. But the outrage should be spread around. University presidents are becoming ever more plutocratic even as the students find it harder and harder to pay for their studies. University leaders claim institutional poverty as they enrich themselves. A perennial leader of the highest-paid list, Gordon Gee of Ohio State University (more than $1.8 million last year), paid $532 for a shower curtain for the presidential mansion.

Rebecca Onion: In mid-May 1933, Americans learned that students in German universities planned to burn a long list of books deemed "un-German." Helen Keller, whose How I Became a Socialist was on this list, wrote this open letter to the students a day before the burning took place. Keller, who's now remembered as a gentle, uncomplicated symbol of persistence in the face of lifelong deafness and blindness, was a radical thinker and activist in her time. While Keller was born into an influential and wealthy Southern family, her activism on behalf of blind people, many of whom lived in poverty, caused her to turn to the writings of H.G. Wells and Karl Marx. She eventually became a socialist, a women's rights activist, an early supporter of the NAACP and the ACLU, and an advocate for free availability of birth control. This first draft carries hand-written annotations by Polly Thomson, who was, along with Anne Sullivan, one of Keller's primary aides. The paragraph added at the bottom of the page, which was eventually incorporated into the version sent to the Associated Press for publication, professes understanding for the causes of German discontent, while roundly condemning the response.

David Bornstein: When Parker Sheffy, a first-year teacher in the Bronx Leadership Academy II, a high school in the South Bronx, talks shop with friends who are also new teachers, he often hears about the problems they are facing: students not showing up to class on time, not understanding their work, not doing homework. "I'm thinking: I don't have that problem... I don't have that problem..." Sheffy recalled. In his ninth grade integrated algebra class, he estimates that 80 to 90 percent are on track to pass the Regents exam, more than double last year's figure. "But I have to remind myself that this is not just because of me," Sheffy said. "I'm one of six people who have created this class." Sheffy's school is one of three New York City public schools working with an organization called Blue Engine, which recruits and places recent college graduates as full-time teaching assistants in high schools, helps teachers shift to a small-group classroom model with a ratio of one instructor for roughly every six students, uses data tracking to generate rapid-fire feedback so problems can be quickly addressed, and provides weekly instruction in "social cognition" classes, where students are introduced to skills and concepts -- such as the difference between a "fixed" and a "growth" mind-set -- that can help them grasp their untapped potential. Blue Engine also targets algebra, geometry and English language arts in the ninth and 10th grades because performance in these so-called "gateway" courses is associated with college success. Despite its modest size and short track record, Blue Engine has already seized the attention of educators and attracted notice from President Obama. Last year, in its schools, as a result of the program, the number of students who met the "college ready" standard -- scoring above 80 on their Regents exams in algebra, geometry or English language arts -- nearly tripled, from 49 to 140.

Susan Endres: Although the school board elections are over, education-related issues still weigh on parents' minds. For Suzanne Swift, the president of Franklin-Randall Elementary School's parent-teacher organization, the issues are the same as they have always been, despite certain ones being used by candidates to "hang their hats on." Several PTO leaders from around the Madison Metropolitan School District hit on four common topics that concern them: the achievement gap, the Common Core State Standards, the state budget, and the allocation of resources across MMSD's schools. According to Swift, the issues have shifted since her oldest child started at Franklin Elementary six years ago. At that time, the increasingly large classroom sizes dominated the discussion. Now, that issue comes up less often than the achievement gap and changing curriculum. The achievement gap The academic achievement disparity between white and minority students remains one of the top concerns in education. Jill Jokela is a past PTO president who remains actively involved in the East Attendance Area PTO Coalition. The group aims to include voices from all schools that feed into East High School. The achievement gap has been an issue for a long time, she said, but became more pronounced as Madison's demographics have changed. She spent about eight years as a PTO leader on Madison's east side until 2010. Shelby Connell, PTO president at Van Hise Elementary School, and Ann Lacy, co-coordinator of the parent-staff group at East High School, said that although they haven't personally seen much of the achievement gap in their schools, it's still a big issue for MMSD.

Tamarine Cornelius: In his proposed budget, Governor Walker recommends setting aside a portion of education funding to distribute to schools based on their performance. While this proposal might sound attractive on the surface, it will result in significant funding increases for schools with few low-income students, disabled students, or English language learners. Schools with larger percentages of those students would be allocated a much smaller share of funding. The Governor is advocating allocating the following amounts for schools over the coming two-year budget period, based on a school report card accountability measure developed by the Wisconsin Department of Public Instruction: $24 million for schools that score in the highest category in DPI's school report cards; $30 million for schools that improve their score on the school report cards by at least three points over the previous year; and $10 million for schools that score in the category of "fails to meet expectations," if the school submits an improvement plan that is approved by DPI. The disparities in the student population in the schools, and the higher dollar amount allocated for high-rated schools means that low-income students get relatively little out of this deal. Only one year of school report card data has been published so far, so it's hard to know what kind of schools would be eligible for the money allocated for schools that improve their score. But we can make some generalizations on how the money would be distributed among the best- and worst-rated schools based using 2011-12 school report cards.

Neal McCluskey: Parents in Michigan, like those across the country, want their children to have the tools they need to excel in school and beyond. The Common Core national curriculum standards were sold as the way to give students those tools. But with the standards now being implemented, a growing number of Michiganians -- as evidenced by the recent House vote to withhold state funds from Common Core -- are having buyer's remorse. Republican Gov. Rick Snyder's support for the Core notwithstanding, they're right to be wary, especially since Core supporters have too often ridiculed dissenters instead of engaging in honest debate. Supporters of the Core tout the fact that 45 states have adopted the standards, but don't mistake that for enthusiastic support. Before the standards had even been published, states were coerced into adopting them by President Obama's Race to the Top program, which tied federal dough to signing on. Even if policymakers in recession-hobbled states like Michigan would have preferred open debate, there was no time. Blink and the money would be gone; which is why most people hadn't even heard of the standards at adoption time.

Ashwin Dixit: Here's my wild-ass guess for today: Bitcoin Creator Satoshi Nakamoto is really Japanese mathematician Shinichi Mochizuki. Let's examine the evidence:

Timothy Noah Most recent discussion about economic inequality in the United States has focused on the top 1 percent of the nation's income distribution, a group whose incomes average $1 million (with a bottom threshold of about $367,000). "We are the 99 percent," declared the Occupy protesters, unexpectedly popularizing research findings by two economists, Thomas Piketty and Emmanuel Saez, that had previously drawn attention mainly from academics. But the gap between the 1 percent and the 99 percent is only half the story. Granted, it's an important half. Since 1979, the one-percenters have doubled their share of the nation's collective income from about 10 percent to about 20 percent. And between 2009, when the Great Recession ended, and 2011, the...

The Economist: SAINT GORAN'S hospital is one of the glories of the Swedish welfare state. It is also a laboratory for applying business principles to the public sector. The hospital is run by a private company, Capio, which in turn is run by a consortium of private-equity funds, including Nordic Capital and Apax Partners. The doctors and nurses are Capio employees, answerable to a boss and a board. Doctors talk enthusiastically about "the Toyota model of production" and "harnessing innovation" to cut costs. Welcome to health care in post-ideological Sweden. From the patient's point of view, St Goran's is no different from any other public hospital. Treatment is free, after a nominal charge which is universal in Sweden. St Goran's gets nearly all its money from the state. But behind the scenes it has led a revolution in the relationship between government and business. In the mid-1990s St Goran's was slated for closure. Then, in 1999, the Stockholm County Council struck a deal with Capio to take over the day-to-day operation of the hospital. In 2006 Capio was taken over by a group of private-equity firms led by Nordic Capital. Stockholm County Council recently extended Capio's contract until 2021.

Gary Marcus: Almost fifteen years ago, in a book called "Chance, Development, and Aging," the gerontologists Caleb Finch and Thomas Kirkwood described a truly elegant study of biology: a batch of roundworms, all genetically identical, raised on identical diets of agar. Despite having identical genetics and near-identical environments, some worms lived far longer than others. The lesson? The classical equation of "life = nature + nurture" had left out chance. Of course, that was just worms. This week, a team of German researchers, led by Gerd Kempermann, built on a similar logic and announced in Science that they had raised forty inbred mice that were essentially genetically identical in a single complex environment, and used radio-frequency identification (RFID) implants to track every moment of their lives. Nobody could ever ethically run that sort of controlled experiment with humans, but Kempermann's study provides convincing evidence that--in a fellow mammal with which we share a basic brain organization--neither genetic identity nor a shared environment is enough to guarantee a common fate. Different creatures, even from the same species, can grow up differently, and develop significantly different brains--even if their genomes are identical, and even if their environments are, too. Because of the care with which Kempermann and his colleagues tracked the individual mice, the study provides considerable new insight into how we become who we are. It speaks to what the psychologist Sandra Scarr once called "niche-picking": the idea that each individual develops a different set of talents, in order to carve out his or her own identity. Two people with initially slight differences might develop radically different skills, because they follow different paths. One child likes basketball, another painting; at first hardly anything distinguishes the two: both struggle to make baskets, and neither one can yet draw a credible house. But, from the outset, the first is slightly better at basketball, the second at art. Over time, the first child devotes herself to basketball, spends thousands of hours playing the game, and eventually becomes a professional athlete; the other applies herself equally to her chosen pursuit, and becomes a great artist. Tiny initial differences in talent, or simply in desire, become magnified over time. By tracking in detail the learning curves for forty individual mice, genetically identical and with essentially equal environmental opportunity, Kempermann and his colleagues show how the same kind of magnification can happen under carefully observed laboratory circumstances.

Robin Lake:One of the main goals of the charter school movement at its founding was to provide new school options for families that wanted and needed them. Another was to foster innovation, for charter schools themselves and traditional public schools around them. Are charters living up to those promises? Edited by Robin Lake, the 7th edition of Hopes, Fears, & Reality focuses on growth and innovation and presses charter leaders to consider whether they are fully using their flexibility and autonomy on behalf of students. Experts assess the national landscape and provide possible guidance for the charter sector in light of the demand for better schools, impending Common Core standards, and tight budgets:

Professor Nicholas Tampio, via a kind Rebecca Wallace-Segall email:The multinational software giant, Microsoft, once bundled its Explorer search engine with Windows, and refused, for a time, to have Windows run WordPerfect, a competitor to Microsoft Word. As head of Microsoft, Bill Gates wanted everyone to use the same program. As funder of the Common Core, I believe he wants to do the same with our children. The Common Core is one of the most effective educational reform movements in United States history. Gates is a financial backer of this movement. Looking at this connection enables us to see why the United States should be wary of letting any one person or group acquire too much control over education policy. Launched in 2009 and now adopted by 45 states, the Common Core articulates a single set of educational standards in language arts and mathematics. Although the Common Core claims not to tell teachers what or how to teach, school districts must prove to state legislatures or the federal government (via the Race to the Top program) that they are complying with the Common Core. The simplest and most cost-effective way for a school district to do that is to purchase an approved reading or math program.

Pat SchneiderWhy is EAGnews, the website for a Michigan-based "education reform" group -- proudly pro-voucher, pro-charter school, anti-union and basically anti-public schools -- blasting local Madison media outlets with alarming press releases about spending in the Madison School District? To galvanize Madison citizens into demanding accountability from school district officials, says Steve Gunn, communications director for the group. To promote EAG's pro-voucher agenda, say critics. "Maybe we'll whet some taxpayers' appetite, and they'll march down there and ask, 'What are you spending my money on?'" Gunn said in a phone interview Thursday. The website is part of Education Action Group, a private nonprofit organization out of Muskegon, Mich. The headline of the press release EAGnews sent to local media Thursday proclaims: "Madison schools spent $243,000 for hotels, more than $300,000 for taxis and more than $150,000 for pizza in 2012." Well, actually it's $232,693 in hotel expenses in 2012 that EAG cites in the body of its press release and associated article. Beyond the discrepancy between headline and text, both press release and article mash together credit card expenses for travel by district employees with expenditures for routine district functions. In citing more than $300,000 in taxi cab charges paid to three local companies, EAG does not mention that the companies are hired to transport special needs, homeless and Work and Learn students to school and job placement sites. Gunn admits that the taxi charges or the "cool $4.8 million" in payments to bus companies might be for transporting children, but says he doesn't know for sure because the school district did not deliver promised details about the spending list it released in response to an open records request."Wisconsin Wave" appears to be active on governance issues as well, including education, among others.


is a project of the Liberty Tree Foundation. The Liberty Tree Foundation appeared during the 2013 Madison School Board race due to Sarah Manski's candidacy and abrupt withdrawal. Manski's husband Ben is listed as a board member and executive director of Liberty Tree. Capital Times (the above article appeared on The Capital Times' website) writer John Nichols is listed as a Liberty Tree Foundation advisor. Long-term disastrous reading scores are an existential threat to our local schools not vouchers

Sharon Lerner, via a kind Rebecca Wallace-Segall emailKathleen Knauth has had a rough school year. The principal of Hillview Elementary, near Buffalo, New York, has spent so much time typing teacher evaluations, entering data, and preparing for standardized testing, she barely had a minute to do what she used to do in her first 12 years of being a principal--drop in on classes, address parents' concerns, or get to know students. When a school social worker stopped by her office a few months back to get Knauth's take on which children might need her help, she realized she had hit a new low. "Normally I'd say, 'This one's grandma is seriously ill. This child is going through a huge custody battle. This one has clothes that are too small. I could reel off six to eight things," says Knauth. "But this year, I had nothing." Two weeks ago, after she was asked to raise the standards her students would be expected to meet for a fifth time this year, Knauth decided to resign and sent a public letter explaining that the educational reforms she's been asked to implement are at odds with what's important for kids.

Joshua M. Silverstein: This article contends that every American law school ought to substantially eliminate C grades by settings its good academic standing grade point average at the B- level. Grading systems that require or encourage law professors to award a significant number of C marks are flawed for two reasons. First, low grades damage students' placement prospects. Employers frequently consider a job candidate's absolute GPA in making hiring decisions. If a school systematically assigns inferior grades, its students are at an unfair disadvantage when competing for employment with students from institutions that award mostly A's and B's. Second, marks in the C range injure students psychologically. Students perceive C's as a sign of failure. Accordingly, when they receive such grades, their stress level is exacerbated in unhealthy ways. This psychological harm is both intrinsically problematic and compromises the educational process. Substantially eliminating C grades will bring about critical improvements in both the fairness of the job market and the mental well-being of our students. These benefits outweigh any problems that might be caused or aggravated by inflated grades. C marks virtually always denote unsatisfactory work in American graduate education. Law schools are the primary exception to this convention. It is time we adopted the practice followed by the rest of the academy.

Madison Teachers, Inc. Solidarity Newsletter (PDF), via a kind Jeannie Bettner emailCombined service of 2,687 years are departing the District, as 119 employees retire. Their pending June retirement was cause for celebration at the annual joint MTI-MMSD reception at Olbrich Gardens on May 15. Topping the list of MTI represented employees in years of service to Madison's children are: Teachers (MTI): Julie Riewe (40); Lori Hamann (39); Carol Kindschi (39); Julie Weis (37); George Marks (36); Margaret Schaefer (36); Steve Towne (36); Colleen Pfister (35); Janice Gavinski (34); Constance Kane (33); Celestine Richards- Gannon (33); Jane Mitchell (31); Diane Hawkins (30); and William Rodriguez (30). Educational Assistants (EA-MTI): Cathy Bohnenkamp (26); Ann Feeney (24); Barbara Figy (24); Cynthia Secher (24); David Soward (22); and Gwen Peirce (22). Supportive Educational Employees (SEE-MTI): Gay Huenink (32); Cynthia Michels (30); Anita Staats (30) and Deb Skubal (28).

Jarrett Renshaw: The state's largest teacher's union has formed a new political advocacy group that can raise unlimited amounts of money from donors during the upcoming campaign season, according to federal and state filings. The move by the New Jersey Education Association underscores a growing trend in the state as donors and interest groups turn to the federal tax code to avoid the state limits on campaign contributions. The New Jersey Education Association formed Garden State Forward in March of this year, according to filings with the Internal Revenue Service. The NJEA already has a state political action committee, but a spokesman said the new group will allow the union to focus more on issues, less on specific elections. "We established it so, if we wish, we can express issue advocacy with our members," NJEA spokesman Steve Wollmer said. Related: WEAC: $1.57 million for Four Wisconsin Senators.

Stephen Wolfram: I've been curious about Gottfried Leibniz for years, not least because he seems to have wanted to build something like Mathematica and Wolfram|Alpha, and perhaps A New Kind of Science as well--though three centuries too early. So when I took a trip recently to Germany, I was excited to be able to visit his archive in Hanover. Leafing through his yellowed (but still robust enough for me to touch) pages of notes, I felt a certain connection--as I tried to imagine what he was thinking when he wrote them, and tried to relate what I saw in them to what we now know after three more centuries: Some things, especially in mathematics, are quite timeless. Like here's Leibniz writing down an infinite series for √2 (the text is in Latin):

By Javier Hernandez and Al Baker: Charter schools would no longer be allowed space in traditional school buildings. Neighborhood school boards would be given more oversight over superintendents and principals. Cellphones, long considered contraband in schools, would again be permitted past the door. The Democratic candidates for mayor have promised, in varying degrees, to revamp the city's school system by undoing some of Mayor Michael R. Bloomberg's signature policies. The attacks have put City Hall on the defensive, leaving aides worried about the future of one of the most ambitious efforts in the nation to overhaul education. Fearing a sea change, the city's Education Department has worked over the past few months to lock in critical components of Mr. Bloomberg's agenda. Education officials have reserved space for charter schools more than a year in advance, called for a permanent system for evaluating teachers and sought new contracts for school bus routes, saving money in part by eliminating union job guarantees.

Diane Ravitch:The Forward Institute of Wisconsin released a new study of education policy in the state. This is a statement made by the Institute's Chair, Scott Wittkopf: Wisconsin has always been a leader in K-12 public education because we have long valued the right of every child to receive a quality public education. The fundamental nature of our values is reflected in the State Constitution, which guarantees all children equal access to educational opportunity in our public schools. That constitutional right is now being systematically eroded and defunded. The research presented in this report shows that current fiscal policy and education funding are depriving our poorest students access to a sound public education. Public schools are not failing our children, Wisconsin legislators and policymakers are failing the public schools that serve our children. Our comprehensive report documents in detail that the resources being afforded schools and students of poverty are insufficient, and facing further reduction. Moreover, the resources being diverted from schools of poverty into non-traditional alternative education programs are producing questionable results with little to no accountability for the state funding they receive. The following seven points highlight critical findings of our study: