About 50 students were suspended Thursday from the all-boys Frederick Douglass Academy in Detroit, Mich. for walking out of classes in protest, demanding “an education.”

Among their complaints: a lack of consistent teachers, the reassignment of the school principal, educators who abuse sick time and a shortage of textbooks.

“We’ve been wronged and disrespected and lied to and cheated,” senior Tevin Hill told the Detroit Free Press. “They didn’t listen to us when we complained to the administration. They didn’t listen to the parents when they complained to the administration, so I guess this is the only way to get things solved.”

One math teacher, parent Sharise Smith tells WJBK-TV, has been absent for more than 68 days.

The students marched outside the school and chanted, “We want… education! When do we want it? Now!”

Students and parents became increasingly alarmed when Frederick Douglass was no longer listed as an application school in the district — current students had to apply to attend. Smith told the Free Press that her son was given an A in geometry without taking a final exam.

“It was by default, just for showing up. It wasn’t because he earned an A,” she said.

U.S. Secretary of Education Arne Duncan in 2009 branded Detroit “ground zero” for education reform, but changed his tone to a more optimistic one last year. Still, the district is hundreds of millions of dollars in debt and faces dwindling enrollment — the first day of academic year 2011-2012 saw a 55 percent attendance rate.

Detroit Public Schools spokesperson Steve Wasko noted that Frederick Douglass teachers who abuse sick time “will be reprimanded,” and the district aims to keep the school open while adding new courses like debate and engineering.

The 17-year-old Hill told The Detroit News that so many teachers have been simultaneously absent from school that dozens of students had been forced to gather in the gym or other common school areas. Students also went for long periods without homework, and Hill said he struggled on a recent placement exam at Bowling Green State University, where he’s been accepted to attend next year.

“I literally couldn’t answer a question on there,” Hill said. “Right now, I’m not going to be as successful as I should be because I haven’t been properly taught.”

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May 15, 2011|By Leslie Postal and Dave Weber, Orlando Sentinel

The choice of classes is smaller these days at Lake Howell High School, the wait for a guidance counselor longer and the campus shabbier, with its once blue floor tiles worn to a dull gray.

Like other Seminole County schools, Lake Howell still prides itself on solid academics. But the state budget cuts that began four years ago have taken their toll, and the fallout will escalate with the bare-bones funding the Florida Legislature approved this month, said Principal Shaune Storch.

Lawmakers slashed education spending by nearly 8 percent for the coming school year, the deepest in decades. Per-student funding will drop $542 while the state’s contribution to schools will be the smallest since 2003.

Those cuts are just the latest since the 2007-08 school year — cuts that already have forced administrators to eliminate classes, do away with social workers, teachers and aides, push up thermostats and cancel field trips.

Now, after years of budgetary triage, Florida districts are calculating how to avoid major harm to their schools. Many face painful options.

Broward County schools may lay off teachers. Seminole is closing an elementary school and say more could follow. Duval County may reduce art, music and physical education offerings. And Lake County is considering a four-day week.

The “grim reality,” says Seminole Superintendent Bill Vogel, is that things will be worse a year from now when the last of the federal subsidies, which have been shoring up Florida school budgets since 2009, run out.

The Orange County school district, the largest in Central Florida, had its budget bolstered by a local property tax voters approved in November. Otherwise, it would be cutting more than $80 million this coming fiscal year, the equivalent of more than 1,300 teachers, on top of the cuts made in the past few years.

“We would be talking about dramatic program adjustments,” said Rick Collins, Orange’s chief financial officer.

He said that districts without extra local money face bleak choices for the 2011-12 school year.

“They’re not crying wolf at all,” he said.

At Lake Howell, administrators dealt with earlier cuts by eliminating many elective classes. The school also reduced staff in media, technology and guidance departments. It can now take weeks for a student to see a counselor.

The school also chopped spending on supplies such as copy paper, and on bus transportation for its band and sports teams. Its floors need to be refurbished, its walls painted, and its air conditioning and electrical systems updated. But those projects are on hold.

Seminole is trying to close a $20 million deficit for the coming year and absorb what amounts to a blow of nearly $83 million over five years.

“I think we’re down to bare bones. I’m actually relieved that I’m retiring. You can only juggle so many things,” said Storch, who is ending a 38-year Florida education career next month.

The Republican-led Legislature said it passed an “austere” budget to deal with a nearly $4 billion revenue shortfall while not raising taxes.

“While many states and the federal government are floundering under crushing deficit spending, we kept our promise that we would not raise taxes or fees during these difficult economic times,” Senate President Mike Haridopolos announced after a budget conference.

The budget cuts would have been deeper but lawmakers relaxed costly rules that capped class sizes.

They’re also forcing school employees to contribute 3 percent of their salaries toward retirement. With teachers and other employees now picking up that expense, legislators said they could give less money to school districts.

Per-pupil funding is now about $1,038 less than it was at the start of the 2007-08 school year, just before the spending downturn began.

This year’s budget cuts will further erode school quality, said Christine Bramuchi of Fund Education Now, an Orlando-based advocacy group suing the state over what it calls inadequate education funding.

“The school boards and superintendents have tried, for the most part, as a group, to shield students from harm,” Bramuchi said. “The rubber is hitting the road now.”

With this coming year’s cut, the Osceola County school district will be down $53 million since 2007.

Lake, down more than $33 million compared to 2007, may open schools only four days a week and cut teaching assistants, pay for coaches and some bus services to cover a $10 million shortfall for next year.

“This is the largest cut ever both in percentage and dollars since the Great Depression,” said Margaret Smith, superintendent of Volusia County schools. “That speaks volumes about the challenges we face.”

Volusia has slashed $110 million from its budget over a five-year period, deleting almost 1,500 positions, closing several small elementary schools and eliminating ninth-grade sports.

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http://www.heritage.org/research/reports/2010/08/education-reform

August 17, 2010

THE ISSUE:

American education is at a crossroads. The federal government’s role in education has grown significantly over the past half-century, infringing on our long-held principle of federalism in education. Massive spending increases, and the reams of regulations that accompany them, have not led to better results. Meaningful reforms like school choice, moreover, have been stymied by special interests. To restore a sense of self-government, empower families, and yield educational excellence, it is imperative that educational authority be returned to states and local leaders and parents.

THE FACTS:

• Increased Federal Control.The federal government’s continued overreach into education has culminated in a push to implement national standards and tests, which threatens the long-established right of parents to direct their children’s education and muzzles the states’ traditional role in designing school curricula.. National standards threaten to standardize mediocrity by undercutting those states that demand more from their students.
• Increased Spending.Increased federal control of education has corresponded with increased education spending from Washington. Today, combined federal, state, and local education spending exceeds $580 billion annually, or about 4.2 percent of GDP. But while inflation-adjusted per-pupil spending has more than doubled since 1970—it now exceeds $10,000 per student per year—academic achievement has stagnated and graduation rates have remained flat.
• Teachers Unions Stifle Education Reform. Many of the problems plaguing American education today can be attributed directly to the influence of unions and the unions’ staunch opposition to meaningful education reform. According to the Federal Election Commission, teachers unions spent more than $71 million in 2007–2008 on campaigns and candidates, with 95 percent of their contributions going to left-leaning politicians and their causes.
• Undermining School Choice for Children in Need. One casualty of the Obama Administration’s education agenda is the successful and highly popular D.C. Opportunity Scholarship Program (DCOSP), which provides scholarships of up to $7,500 for low-income children in the nation’s capital. Sadly, the White House wants to phase out this program despite its proven track record of increasing the educational achievement of the students receiving opportunity scholarships.

THE SOLUTIONS:

• Free States from Federal Red Tape. States should have the freedom to opt out of federal education programs and should be allowed to consolidate federal funding in order to direct resources to any lawful education purpose under state statute. Policymakers can look to past models, such as the Academic Achievement for All Act (Straight A’s) and the A-PLUS Act for inspiration. Freeing states from Washington mandates and empowering state leaders to exercise greater control over education funding would foster innovation, efficiency, and excellence.
• Reject National Standards and Tests. Congress should reject and dismantle the Obama Administration’s effort to establish federal standards and tests. State oversight of standards and tests will make them more transparent and accountable to parents.
• Curb Federal Education Spending. Education spending has no correlation with academic achievement. Yet Congress, at the behest of teachers unions, continues to increase federal spending on education. Instead of increasing funding for public education, federal and state policymakers should embrace reforms that focus resources on the classroom, rather than on the so-called education blob—the tens of thousands of bureaucrats who do not contribute to the quality of classroom teaching.
• Free Students to Attend Safe, Effective Schools. In order to improve educational outcomes, parents should be empowered to hold schools accountable through school choice. Research demonstrates that students who participate in school choice programs achieve more academically than those who do not. State policymakers should be free to allow parents to convert their share of federal funds in programs such as IDEA (the Individuals with Disabilities Education Act) and Title I to school choice initiatives, i.e., allowing funds to follow children to schools, including private schools, that best meet their needs.

—————— SUPPORTING DOCUMENTS:

• Free States from Fedederal Red Tape – Reforming No Child Left Behind by Allowing States to Opt Out
• Free States from Fedederal Red Tape – Kids Deserve Better: Stopping the Obama Education Agenda
• Free States from Fedederal Red Tape – The Obama Education Agenda Takes Shape
• Reject National Standards – Why National Standards Won’t Fix American Education
• Reject National Standards – Education Standards: The Next Federal Takeover
• Curb Federal Education Spending – Creating a Crisis: The Squandered $100 Billion Education Stimulus
• Curb Federal Education Spending – Creating a Crisis: Spending Increase to Fund Bloated Education Bureaucracy
• Safe Effective Schools – Charter Schools: A Welcome Choice for Parents
• Safe Effective Schools – D.C. Voucher Students: Higher Graduation Rates and Other Positive Outcomes
• Safe Effective Schools – D.C. Opportunity Scholarship: Study Supports Expansion

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A Tennessee student receives less than 40 percent of the funding received by a similar student in Wyoming, according to a new report that assesses the equity of school funding across the country.

The second edition of the National Report Card, “Is School Funding Fair?”, was released earlier this month by the Education Law Center. (See full state-by-state breakdown below, courtesy of the National Report Card). The report found that only 17 states have progressive funding systems, according to which the state allocates greater funding to districts buckling under poverty. Utah, New Jersey, Ohio, and Minnesota are the most progressive states.

Six states have regressive funding systems, in which richer school districts receive more state dollars. Illinois is the most regressive state, followed by North Carolina, Alabama, Michigan, Texas, and Colorado.

In funding level, the report finds huge disparity. States in the Northeast, along with Wyoming and Alaska, tend to provide far higher levels of school funding than Southern or Western states.

The national average funding level, adjusted for student poverty, regional wage variation and all factors, is $10,774, representing a $642 increase since the 2010 report.

The executive summary of the report defines “fair” school funding as “a state finance system that ensures equal educational opportunity by providing a sufficient level of funding distributed to districts within the state to account for additional needs generated by student poverty.”

The report measured state funding systems against four criteria: average level of funding allocated per pupil; funding distribution, or whether funding is progressive, regressive, or flat; effort, as calculated by the ratio of state spending on education to per capita gross domestic product; and coverage, namely, the proportion of school age children enrolled in the state’s public school system.

Each state’s performance on funding distribution was distilled to a letter grade from A to F based on the degree to which the state’s funding system ensured equal opportunity of education for those in lower income brackets. Three states received As — New Jersey, Ohio, Utah — while 11 states received Ds.

A survey published last fall by the Center on Budget and Policy Priorities examined 46 states — where 95 percent of the country’s elementary and secondary students reside — and found that most states cut state funding for schools last year, and a majority of states are funding K-12 education at levels lower than before the recession, after adjusting for inflation.

Of those studied, 37 trimmed K-12 educational funding since the year before, after adjusting for inflation: 19 of those states cut funding by more than 5 percent.

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“Our work in U.S. education focuses on two related goals: making sure that all students graduate from high school ready to succeed in college and that young adults who want to get a postsecondary degree have a way to do so.

On the K-12 side, our top priority is helping schools implement a personnel system that improves the effectiveness of teaching, because research shows that effective teaching is the most important in-school factor in student achievement. There are a lot of great teachers in public schools, and a lot of teachers who want to be great but don’t have the tools they need. If we could make the average teacher as good as the best teachers, the benefit to students would be phenomenal.

I still find it hard to believe that 95 percent of teachers are not given specific feedback about how to improve. Even more important than a pay schedule that rewards excellence is identifying and understanding excellence so that teachers know how they can improve. In all the meetings I have had with teachers around the country, and in the surveys we have done, it is clear that most teachers want more feedback and will use it to improve, even if the financial rewards for performance are comparatively modest.

The most compelling example I have seen that this concept can work in a way that is great for both teachers and students is the school district of Tampa, Florida that Melinda and I visited this past fall. A key element of the agreement between the teachers’ union and the superintendent was to assign 2 percent of the teachers to become peer evaluators. These teachers were trained to observe classroom teaching and provide feedback on 22 different components. The principals have also been trained in this approach. Every teacher gets in-depth feedback from both the principal and the peer evaluator.

Tampa has been doing this for three years now, and it is already making a big difference. Teachers told us they value having feedback from two different sources—the principal who knows the school the best and the peer who knows the challenges of their specific job. The first round of evaluation revealed that many teachers need help engaging the students to prompt critical thinking and problem solving. The district started to organize its professional development around these findings, and the teachers have seized that opportunity to become more effective in the classroom.

When Melinda and I met with students, they told us that they had seen a big change during their time at the school. The success here required great work by Superintendent Mary Ellen Elia, Classroom Teachers Association President Jean Clements, and all of the teachers. I was particularly impressed with the peer evaluators. They all said they understood great teaching far better, having done the peer evaluation job. Some of the peer evaluators will go back to teaching and others will go into schools of education to help make sure new teachers have better preparation.

After seeing how valuable peer evaluation is, I think it should be part of every public school personnel system. Dedicating 2 percent of teachers to do this work is a large investment. It can mean raising the average class size by 2 percent or spending 2 percent more money. With budgets as tight as they are, most states will not add extra money for evaluation so we will have to make the case that it is worth the small increase in class size (of fewer than one student per class on average). Without this investment I don’t think an evaluation system will get enough credibility with the teachers or provide enough specific feedback to help teachers improve. Looking at test scores is also valuable for most subjects, but test score data mostly just identifies who is succeeding—it doesn’t show a teacher what needs to change. I see the willingness to make this investment as a test of whether people are serious about an evaluation system that really works.

Accelerating the development, discovery, and use of innovative educational technologies is another high priority for us. We have seen a tremendous amount of progress in this area recently, but it is really just the beginning. More needs to be done to equip teachers with the tools and information they need to make learning more personalized and engaging.

Social networking is one of the most promising areas, because it helps teachers and students connect in ways that naturally augment what’s going on in the classroom. Services that use social networking, like Edmodo, are really starting to take off because teachers can manage all aspects of the classroom using a platform with which most people are comfortable.

Great work is also being done by companies that are thinking beyond simply digitizing textbooks. CK-12 Foundation, Udemy, and Ednovo have great teacher- and community–generated content. A simple example of how powerful the community can be in this area is TeachersPayTeachers, a marketplace that facilitates the sharing and exchanging of lesson plans and other materials developed by teachers themselves.

We’re also just starting to see how impactful gaming can be in an educational context. MangaHigh and Grockit are successfully delivering fun, competitive, game-based lessons that drive greater engagement and understanding. Zoran Popovic, at University of Washington’s Center for Game Science, is taking this even further through some amazing work creating games that automatically adapt to each student’s unique needs based on their interactions with the computer.

Many of these new tools and services have the added benefit of providing amazing visibility into how each individual student is progressing, and generating lots of useful data that teachers can use to improve their own effectiveness.

But how do most teachers figure out what’s available and right for them? There’s not yet a good answer to this question. Good technologies remain unused, and teachers spend too much of their own time and money. That’s why I’m launching a project this year to build an online service that helps educators easily discover and learn how to use these new tools and resources. I think there’s no limit to what a teacher with the right tools and information can do.”

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America’s Promise Alliance

Building a Grad Nation Report

Progress and Challenge in Ending the High School Dropout Epidemic

With one in four U.S. public school students dropping out of high school before graduation, America continues to face a dropout epidemic. Dropping out makes it harder for these young people to succeed in life, our economy loses hundreds of billions of dollars in productivity and our communities suffer enormous social costs. The 2012 report update of Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic, released March 19 by the Alliance for Excellent Education, America’s Promise Alliance, Civic Enterprises, and the Everyone Graduates Center at Johns Hopkins University, shows that the nation continues to make progress, with more than half of states increasing graduation rates.

The report also reveals that the number of “dropout factory” high schools—those graduating 60 percent or fewer students on time—decreased by 457 between 2002 and 2010, with the rate of decline accelerating since 2008. The number of “dropout factories” totaled 1,550 in 2010, down from 1,634 in 2009 and a high of 2,007 in 2002. The number declined by 84 between 2009 and 2010. As a result, 790,000 fewer students attended dropout factories in 2010 than 2002.

Key Report Findings

• The national graduation rate increased by 3.5 percentage points between 2001 and 2009 from 72 percent to 75.5 percent in 2009.
• The South and the suburbs saw the largest declines in the number of “dropout factory” schools with 410 and 171, respectively, between 2002 and 2009.
• Contrary to 2008-09, progress in towns and rural areas stalled in 2009-2010.
• The following states saw the greatest change, decreasing the number of “dropout factory” schools by more than 50 between 2002 and 2010:  Texas (-122); Florida (-62); and Georgia (-54).  These states increased graduation rates during this period as well.
• If each state had a graduation rate of 90 percent, 580,000 additional students would have graduated in the class of 2011, increasing the GDP by $6.6 billion and generating $1.8 billion in additional revenue as a result of increased economic activity.

Watch a clip of President Obama and General Powell discussing America’s Promise Alliance and the first Building a Grad Nation report.

Civic Marshall Plan to Build a Grad Nation

Just as Secretary of State George C. Marshall launched a plan to rebuild Europe after World War II, we must rebuild our broken school system. We are launching a “Civic Marshall Plan,” comprising policymakers, educators, business leaders, community allies, parents and students to address the dropout epidemic by focusing on the dropout factory high schools and their feeder elementary and middle schools. In tune with the call from President Obama and U.S. Secretary of Education Arne Duncan earlier this year to increase the U.S. graduation rate to 90 percent by 2020, we are working to mobilize Americans to quicken the pace. To reach these national goals, the graduation rate must rise by an average of 1.5 percentage points per year over the next decade. The Civic Marshall Plan outlines the benchmarks to ensure the attainment of those goals, and focuses on the strategic deployment of human resources to help school districts and states accelerate improvement.

• Learn more about the Civic Marshall Plan

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Our clients share our passion for discovering ways to increase their effectiveness and include some of the most creative and successful businesses in the US and abroad.

And regardless of the venue our goals are always to:

• Encourage our clients to pursue their passion and achieve their goals… creatively, affordably, realistically, and intelligently!
• Assist our clients by guiding their business decisions and transferring our marketing expertise to them… so they no longer need us!
• Supply our clients with the tools and resources they need to make it happen!

To learn more you can visit the services section of our site which gives a brief description of the services we provide or you can visit a specific service section for a detailed description and pricing.

To Your Success,

Mary and David Scarborough, StrategicMarketingAdvisors.com

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Seventeen year old inner city high school student Maurice Suggs enjoys learning. A student at University City High School in Philadelphia, he is part of a team of a dozen students led by Wharton Business School Professor Keith Weigelt developing a product that currently doesn’t exist, an online business curriculum that will be sold to high schools across the country.

“At school I help put paper in the copier and deliver mail in mailboxes, and imagined myself continuing doing that after I graduated,” says Suggs. His mother is unemployed and his father dropped out of high school and works at a school. Within the first few weeks of the course, Suggs began to have more entrepreneurial ambitions. “Mr. Keith explains good stuff, he talks about products and also tells us how to make money,” he explains, adding that the class and the opportunity to develop such a product makes him feel happy and inspired.

Having grown up in Chicago during the Civil Rights movement, Weigelt says that African Americans have never been fulfilled the promise of an equal education or the opportunity to accumulate wealth in the same way whites have. At the beginning of one class, he writes the Bob Marley lyrics, “Emancipate yourself from mental slavery for only you can free your mind” on the blackboard.

He tells the class of the most recent U.S. census report showing the gap between blacks and whites has only gotten bigger. The report shows that in 2009, the net worth of white households was $113,149 compared to $5,677 for black households. In September, the unemployment rate of blacks was 16 percent — twice as high compared to whites. Weigelt tell his students that he doesn’t care what their GPA or standardized test scores are, he is there to teach them how to make money. He explains that they can go and work for someone but he hopes they will continue on an entrepreneurial path as it’s the quickest way to make money.  While the failure rate is high in entrepreneurship he tells students through hard work and with education from the business curriculum they are developing, it can be done. He and the students have just begun developing their product which they plan to sell online soon and are already receiving inquiries from some of the most expensive private high schools in the U.S.

Professor Weigelt speaks about his experiences working with inner city schools and the moral obligation elite universities have in helping provide opportunities, role models and improving education in their communities.  An edited transcript of his interview is below:

How did you turn your involvement with inner-city communities into developing a business curriculum?

I’ve been doing this for four years. The first two years were after school programs where we would bring students from West Philadelphia High School to campus. I felt it was important to show them what a university campus was like because they have no idea. Last year I got in slotted finally at the West Philadelphia High and in the fall semester taught a class on decision making and then in the spring semester a class on negotiation and sales presentation. These are both really important skills to have and it was very helpful to them, there is no question in my mind about that. Then I got the idea, if you look across high schools in the United States, there is no business curriculum.

Why is learning about wealth accumulation at a young age so important?

The thing about wealth that most people don’t understand is because of compound interest, the earlier you start to accumulate wealth the better off you are. Wealth depends more on your ancestors — so I create wealth, I pass it down to my children, and blacks have never had that opportunity.  Out of all the cultural groups here in the U.S., blacks were the only group where most came here against their will and never had a chance. After they were freed from slavery, the government is giving away land through the Homestead Act where by and large they exclude blacks. So again, they never had the opportunity to generate wealth and now it can’t be passed on because there’s nothing to pass on.

A lot of people claim blacks don’t accumulate wealth because they don’t put in the effort and they’re lazy. I don’t believe that they have enough role models or opportunities. They are not getting the knowledge they need to operate in the business world. Those are my beliefs and that’s what I’ve seen here.

What are some of the challenges you’ve seen in working with young inner-city students?

In my high school last year class I had a student who was as smart as any Wharton student. He solved every game quicker than any Wharton student.  He was a really smart guy but he’ll never make it. He was living in an abandoned building because his mother had kicked him out and had a girlfriend. He was a very smart guy and just not going to make it. He was 17 and I helped him get an internship working with the basketball team at Penn.  It lasted two weeks. He just stopped showing up, he’d come late, and just wasn’t prepared for the world. He was a smart guy who’s just thrown everything away. There is a very small probability that he’ll be able to even use his brainpower. I’ve seen smart kids here at Wharton, but he is really smart but will never make it.  I just feel it’s a lack of opportunity. The education they get relative to the education that most Wharton kids get, there’s no comparison; they are just not given the resources, I’m sorry.

What opportunities does building a business curriculum in inner-city schools offer?

In some high schools they have accounting, marketing, and entrepreneurship classes but there is really no business curriculum so I thought if we can institute one into inner-city high schools it would give them a huge advantage.  Either it sets them up better for when they go to college or if they don’t go to college when they enter the workforce. They’ll know a lot more about business and what’s going on so my goal was to create a business curriculum of six classes. They would take two as sophomores, two as juniors and two as seniors. Inner-city high schools are always saying, “Look we have this computer lab or something like that” but I wanted to give them something so they could say, “we have something at this high school that no other high school has, which is a business curriculum.”

This piece was originally published on Fareed Zakaria’s GPS blog on CNN.com

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http://www.whitehouse.gov/issues/education/

Guiding Principles

Providing a high-quality education for all children is critical to America’s economic future. Our nation’s economic competitiveness and the path to the American Dream depend on providing every child with an education that will enable them to succeed in a global economy that is predicated on knowledge and innovation. President Obama is committed to providing every child access to a complete and competitive education, from cradle through career.

Progress

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