Morning Shots

Education Week has released its annual “Quality Counts” survey.  This year, it introduces the brand-new “Chance for Success Index,” which seeks to rank states by the likelihood that the children of the state will succeed in life.  Wisconsin came in 8^th overall, but before you get all excited, let’s take a closer look. 

The index grades states on thirteen factors.  This group of selected measurements is as interesting for what is included as for what is not.  Let’s go through them…

Family Income (percent of children from families with incomes at least 200% of poverty level).

Family income is a decent indicator of future success.  Families with a good income tend to be more stable and provide a better learning environment for kids.  I thought that the benchmark used in the index (200% of poverty level) was a bit arbitrary, but it’s hard to come up with a better one. 

What’s missing is the cost of living.  The federal poverty level for a family of four in 2006 was $20,000 per year in the 48 contiguous states.  The problem with using a federal number for measuring between states is that the cost of living varies so much.  $20,000 would go a long way in Mississippi, but would make a family in San Francisco destitute.  Furthermore, the cost of living can vary drastically within the same state.  It costs much more to live in New York City or Chicago than it does to live in rural New York or Illinois. 

Wisconsin ranked 12^th in this metric, but it doesn’t take into account how much of that family income actually makes it into the family’s pockets after taxes or how far those dollars stretch.  For example, Wisconsin has a high tax burden, high fuel costs,

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The word that most aptly describes the momentum behind education reform going into 2007 is disenfranchised.  This can be applied to students in grades P all the way to 16.  It can also be applied to adults who want to go back to school, who never completed school, or who are learning English as a second language.  It can be used to describe those who find themselves on the wrong side of the law.  This word can be mixed and matched with pretty much any type of person that is deserving of more opportunity; and who isn’t?  To be sure, the word "disenfranchised" will inevitably be used to call for more education funding, to fight for more equitable education and to appeal for universal education.  "Disenfranchised" is the sort of descriptor that can be mixed and matched by any education reformer for any type of reform because it appeals to the conscience; it begs the decent person to look out for those amongst us who might need a little action on their behalf.  “It is the right thing to do.”  But be forewarned: those whose heartstrings are being pushed and pulled in every direction must try and be discerning about the various offerings and work through the maze of rhetoric so that the disenfranchised are truly helped by our efforts. Like it or not, sometimes the solutions can become part of the problem.

The effort behind universal preschool stems from the notion that some children are better prepared for Kindergarten than others.  For a multitude of reasons, underprivileged children are not accumulating as much practice playing with the English language and they are not exposed to the types of concrete experiences which lay the foundation for learning abstract mathematical concepts.  In my own observations with “disenfranchised” children,

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I was recently asked about the ongoing battle between LA Mayor Antonio Villaraigosa’s bid to take over the LAUSD and the ensuing battle. My friend and career teacher Peter J. Ford III, who presently teaches in Inglewood, California, penned his analysis.

From the eyes of a classroom teacher, I view Mayor Villaraigosa’s (Mayor ‘V’) current setback of LAUSD control as little more than an extra element of entertainment to this humorous, yet insidious sideshow. When finally resolved, union bosses and politicians will win big but, as always, the children will be last in line – if they arrive at all.

This saga is only the latest chapter in the book of “use education as a stepping stone for your ambitions.” As a teacher, I’ve seen substitutes who were aspiring actors, choosing to teach while “in between jobs.” I’ve had colleagues who were simply waiting to get accepted into law or medical school and, after 2-3 years, were gone. I’ve had others who openly say (at least they were honest) they wanted to teach for 2-5 years then “go into policy.”

Assembly Bill (AB) 1381 is a façade that makes its writers and supporters feel good about themselves. Their self-congratulatory, “See, look what I did!” does nothing to help children. AB 1381 gives the mayor no authority to encourage and grow the pool of quality mathematics and science teachers LAUSD desperately needs in all schools, not just the urban ones.

The next time any politician demands “resources in the classroom,” ask him or her to quantify their statement; does it mean giving each teacher a full-time aide who actually teaches and maybe a $2000/year stipend to buy anything their classroom needs? Does it mean paying teachers for all

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