Howard Blume
Westchester High to Become Magnet School Amid Cost, Ethnicity Concerns (http://latimesblogs.latimes.com/lanow/2011/04/westchester-high-to-become-a-magnet-school-raising-concerns-about-cost-and-ethnic-make-up.html#more)
LA Times
April 13, 2011
Summary: One of the predominantly black schools in Los Angeles has proposed a move away from traditional education. The proposal would turn the school into a magnet school with a focus on science. The article is a brief discussion of the implications of such a move.
Intended Audience: General Public
Key Points: 1) The school, while improving, is still struggling to break out of the bottom %20 of schools--in terms of test scores, 2) The new principle believes that a focus on math and science creates the best opportunity to make a difference in the lives of the students, 3) Opposition comes from those scared of both the budget situation and a possible shift in the school's demographics.
Relevance: Perhaps magnet schools, like trade schools, can be one answer to providing students with diverse educations. Maybe we do not all need to know the same things, and maybe providing more freedom of choice as to is available will lead to better education in general.
Showing posts with label Charter Schools. Show all posts
Showing posts with label Charter Schools. Show all posts
Sunday, April 17, 2011
Education Battle at Compton Unified Schools (Jeff, Topic Seventeen)
Jim Newton
Education Battle at Compton Unified School (http://www.latimes.com/news/opinion/commentary/la-oe-newton-compton-20110418,0,5430463.column)
LA Times
April 18th 2011
Summary: "The struggle for equal educational opportunity is the great civil rights imperative of our time. It pits those who demand a decent education against an educational establishment that often blithely ignores them." This quote from the article should give you a pretty good idea of what to expect from it. The article talks about a group of parents who are attempting to advocate for their children's educations, but are being opposed by the local school board.
Audience: Clear bias for the side of the parents
Key Points: 1) Education is a civil rights issue, 2) Minority schools are often ignored, 3) Even when parents in minority schools try to use the law to their advantage, it is an up hill battle.
Relevance: This hearkens back to our discussions about race a few months back. I have had a couple of discussions with one of my mentor teachers about parent advocacy and how it is generally lacking in struggling schools--especially in PPS. It is interesting to see an example of a group of parents attempting to advocate but being stonewalled in return.
Education Battle at Compton Unified School (http://www.latimes.com/news/opinion/commentary/la-oe-newton-compton-20110418,0,5430463.column)
LA Times
April 18th 2011
Summary: "The struggle for equal educational opportunity is the great civil rights imperative of our time. It pits those who demand a decent education against an educational establishment that often blithely ignores them." This quote from the article should give you a pretty good idea of what to expect from it. The article talks about a group of parents who are attempting to advocate for their children's educations, but are being opposed by the local school board.
Audience: Clear bias for the side of the parents
Key Points: 1) Education is a civil rights issue, 2) Minority schools are often ignored, 3) Even when parents in minority schools try to use the law to their advantage, it is an up hill battle.
Relevance: This hearkens back to our discussions about race a few months back. I have had a couple of discussions with one of my mentor teachers about parent advocacy and how it is generally lacking in struggling schools--especially in PPS. It is interesting to see an example of a group of parents attempting to advocate but being stonewalled in return.
Monday, April 11, 2011
In New York Charter School Debate, the tables are turned
A City School’s Uphill Fight Over Sharing Space With a Charter
New York Times
By MICHAEL WINERIP
Published: April 10, 2011
http://www.nytimes.com/2011/04/11/nyregion/11winerip.html?_r=1&ref=education
Topic: In what many might consider a "Man bites dog" story, it is the defenders of the public schools who are up against the larger, better funded, better connected charter school system.
Key Point: In a mixed race and mixed economic area of New York City, the goals of the local public school parents to improve the Middle School have hit unlikely snags. P.S. 9 parents have fought City Hall, scoring a few upset victories. But they have also learned a hard lesson: once the mayor’s people set their sights on a charter school location, the chances of successfully challenging a charter are slim. Supporters of district schools fear that once a charter moves in, it will take over the building. They resent being compared academically, when on average, charters in New York City have fewer poor, immigrant and special-education students.
New York Times
By MICHAEL WINERIP
Published: April 10, 2011
http://www.nytimes.com/2011/04/11/nyregion/11winerip.html?_r=1&ref=education
Topic: In what many might consider a "Man bites dog" story, it is the defenders of the public schools who are up against the larger, better funded, better connected charter school system.
Key Point: In a mixed race and mixed economic area of New York City, the goals of the local public school parents to improve the Middle School have hit unlikely snags. P.S. 9 parents have fought City Hall, scoring a few upset victories. But they have also learned a hard lesson: once the mayor’s people set their sights on a charter school location, the chances of successfully challenging a charter are slim. Supporters of district schools fear that once a charter moves in, it will take over the building. They resent being compared academically, when on average, charters in New York City have fewer poor, immigrant and special-education students.
Monday, March 28, 2011
Revoked Charters because of "Cheating" (Jeff, Topic 13)
Howard Blume
L.A. School Board to Close Six Charter Schools Caught Cheating (http://www.latimes.com/news/local/la-me-0302-lausd-charters-20110302,0,1573991.story)
L.A. Times
March 2nd, 2011
Summary: Six LA schools used actual test questions to prepare students for standardized tests. They are now at risk of being closed down. The issue is still up in the air and the article covers the possible outcomes of the fiasco.
Intended Audience: General Public
Key Points: 1) Despite wide support for charter schools in LA, they are not above the rule, 2) Punishment for charter schools will be swift and harsh
Relevance: I may be wrong, but I am not convinced that what these teachers did was "cheating." It may not have been the best or most honest method of instruction, but is using actual test question as preparation for the test cheating? I had a sociology course in college that did precisely this. We knew exactly which questions were going to be on the test because the teacher told us. It wasn't a very good class, and I did feel "cheated" but did not feel that I was "cheating." Of course, if the district has precise language regarding this, then a policy has been broken and the teachers should be reprimanded. Still, I am not convinced that "cheating" is the proper language to describe what the teachers were doing. Simply labeling the teachers as cheaters fails to address the conversation honestly and directly. Why were the teachers doing this? What were their motives? Did they believe it was cheating? Why or why not? There is a great big discussion to have here, and I hope that they had it.
L.A. School Board to Close Six Charter Schools Caught Cheating (http://www.latimes.com/news/local/la-me-0302-lausd-charters-20110302,0,1573991.story)
L.A. Times
March 2nd, 2011
Summary: Six LA schools used actual test questions to prepare students for standardized tests. They are now at risk of being closed down. The issue is still up in the air and the article covers the possible outcomes of the fiasco.
Intended Audience: General Public
Key Points: 1) Despite wide support for charter schools in LA, they are not above the rule, 2) Punishment for charter schools will be swift and harsh
Relevance: I may be wrong, but I am not convinced that what these teachers did was "cheating." It may not have been the best or most honest method of instruction, but is using actual test question as preparation for the test cheating? I had a sociology course in college that did precisely this. We knew exactly which questions were going to be on the test because the teacher told us. It wasn't a very good class, and I did feel "cheated" but did not feel that I was "cheating." Of course, if the district has precise language regarding this, then a policy has been broken and the teachers should be reprimanded. Still, I am not convinced that "cheating" is the proper language to describe what the teachers were doing. Simply labeling the teachers as cheaters fails to address the conversation honestly and directly. Why were the teachers doing this? What were their motives? Did they believe it was cheating? Why or why not? There is a great big discussion to have here, and I hope that they had it.
Charter School Support in LA Unified (Jeff, Topic 12)
Howard Blume
Charter School Operators to run 7 More L.A. Unified Campuses (http://www.latimes.com/news/local/la-me-0316-lausd-schools-20110316,0,4697862.story)
L.A. Times
March 15th, 2011
Summary: The L.A. Unified School District (LAUSD) is trying to find innovative solutions to decreasing school quality and increasing budgets. One method that they have pursued is to cede control of new or struggling schools to bidders. Among those who have bid to take control of the schools are teachers, administrators and charter schools. Charter schools have been especially successful in taking control of schools and wield an immense amount of power in the LAUSD.
Intended Audience: General Public, Parents and teachers will be especially interested.
Key Points: 1) The LAUSD is struggling financially and academically, 2) They are taking the risk of diversifying their curriculum by ceding control of state schools to interest groups, 3) Many of the schools are being turned into charter schools.
Relevance: We have all talked to the point of nausea about the current issues in education. Most of which center on the budget and decreasing quality of schools due to rigidity in curriculum and inept teachers and administration. In many ways, the LAUSD is the epitome of these problems. They have an enormous amount of students, many of whom are struggling academically, and and they have a budget problem worse than most districts. What is interesting is how they are beginning to respond to the problems--by innovating curriculum and school design. This article touches on what may become a trend in US education: a unique blend of public and private education.
Charter School Operators to run 7 More L.A. Unified Campuses (http://www.latimes.com/news/local/la-me-0316-lausd-schools-20110316,0,4697862.story)
L.A. Times
March 15th, 2011
Summary: The L.A. Unified School District (LAUSD) is trying to find innovative solutions to decreasing school quality and increasing budgets. One method that they have pursued is to cede control of new or struggling schools to bidders. Among those who have bid to take control of the schools are teachers, administrators and charter schools. Charter schools have been especially successful in taking control of schools and wield an immense amount of power in the LAUSD.
Intended Audience: General Public, Parents and teachers will be especially interested.
Key Points: 1) The LAUSD is struggling financially and academically, 2) They are taking the risk of diversifying their curriculum by ceding control of state schools to interest groups, 3) Many of the schools are being turned into charter schools.
Relevance: We have all talked to the point of nausea about the current issues in education. Most of which center on the budget and decreasing quality of schools due to rigidity in curriculum and inept teachers and administration. In many ways, the LAUSD is the epitome of these problems. They have an enormous amount of students, many of whom are struggling academically, and and they have a budget problem worse than most districts. What is interesting is how they are beginning to respond to the problems--by innovating curriculum and school design. This article touches on what may become a trend in US education: a unique blend of public and private education.
Saturday, March 26, 2011
Charter School Champion Shifts Focus
Charter School Champion Shifts Focus
Sam Dillon
New York Times
March 26, 2011
http://www.nytimes.com/2011/03/26/us/26charter.html?ref=education
Topic: The evolution of Charter Schools
This is an article about the founder of an organization who has more enthusiasm than patience and is moving on from his project to take on new ones. It is a typical pattern.
Key Points: Steve Barr, the founder of an LA based charter school organization, "Green Dot" has moved on to form his own organization in New York and elsewhere.
Green Dot is one of a dozen or so nonprofit, high-performing charter chains that focus on students from low-income families and have grown rapidly over the past decade with philanthropic financing. Most of the others, which include the Kipp Schools, with 99 schools in 20 states, and Achievement First, with 19 schools in Connecticut and New York, operate with largely nonunion teachers.
Green Dot is similar but staffs its schools with union represented teachers.
Relevance: The article is a good jumping off point for a look at different charter school operations. It references a forthcoming book about the Green Dot experience written by Alexander Russo, which might be interesting to those with interest on the subject.
Sam Dillon
New York Times
March 26, 2011
http://www.nytimes.com/2011/03/26/us/26charter.html?ref=education
Topic: The evolution of Charter Schools
This is an article about the founder of an organization who has more enthusiasm than patience and is moving on from his project to take on new ones. It is a typical pattern.
Key Points: Steve Barr, the founder of an LA based charter school organization, "Green Dot" has moved on to form his own organization in New York and elsewhere.
Green Dot is one of a dozen or so nonprofit, high-performing charter chains that focus on students from low-income families and have grown rapidly over the past decade with philanthropic financing. Most of the others, which include the Kipp Schools, with 99 schools in 20 states, and Achievement First, with 19 schools in Connecticut and New York, operate with largely nonunion teachers.
Green Dot is similar but staffs its schools with union represented teachers.
Relevance: The article is a good jumping off point for a look at different charter school operations. It references a forthcoming book about the Green Dot experience written by Alexander Russo, which might be interesting to those with interest on the subject.
Friday, February 4, 2011
How Much Freedom do Charter Schools Deserve? A Question of Indoctrination and Public Funding
Lisa Snell and Ralph E. Shaffer
"How Much Freedom do Charter Schools Deserve" (http://www.latimes.com/news/opinion/opinionla/la-oew-snell-shaffer10-2009jun10,0,1430469.story)
Los Angeles Times
June 10, 2009
Summary:This article is written in a point-counter point debate style, so I will divide my review into its respective sections:
Lisa Snell:
Snell argues that the concept behind charter schools is not based on any particular ideology. In fact, she points out, the focus of some charter schools is to avoid ideology altogether and to focus solely on academics. Instead, the point of charter schools, and their strength, is that they provide options to parents. Charter schools provide choices. She is also quick to point out that (in Oakland) charter school students are outperforming students in traditional schools in standardized testing.
Ralph E. Shaffer:
Shaffer is quick to point out the exceptions in the world of charter schools--schools that do in fact require students to adhere to specific doctrinal beliefs. While his writing style initially turned me off, he does close his argument with an intriguing thought: is public funding of schools that espouse specific ideologies unconstitutional?
Intended audience: Parents, General Public
Key Points: 1) Charter schools offer an important and enriching alternative to traditional schools; 2) Charter schools should be limited in their ability to procure public funding if they blatantly espouse particular social or economic ideologies.
Relevance: This was really a fascinating debate. I started on one end of the argument, shifted to the other, and settled somewhere in the middle. It is easy to forget the power that curriculum has over controlling the experience of education; what students learn can drastically alter the rest of their lives. It is also easy to forget that freedom of speech can sometimes be used as a hedge against authority while putting forth radical or even dangerous ideals. The article does a wonderful job of complicating the questions of control, structure, and the purpose of schools. It is particularly relevant to last nights class on the philosophy of teaching. Why do teachers teach what they teach how they teach it?
"How Much Freedom do Charter Schools Deserve" (http://www.latimes.com/news/opinion/opinionla/la-oew-snell-shaffer10-2009jun10,0,1430469.story)
Los Angeles Times
June 10, 2009
Summary:This article is written in a point-counter point debate style, so I will divide my review into its respective sections:
Lisa Snell:
Snell argues that the concept behind charter schools is not based on any particular ideology. In fact, she points out, the focus of some charter schools is to avoid ideology altogether and to focus solely on academics. Instead, the point of charter schools, and their strength, is that they provide options to parents. Charter schools provide choices. She is also quick to point out that (in Oakland) charter school students are outperforming students in traditional schools in standardized testing.
Ralph E. Shaffer:
Shaffer is quick to point out the exceptions in the world of charter schools--schools that do in fact require students to adhere to specific doctrinal beliefs. While his writing style initially turned me off, he does close his argument with an intriguing thought: is public funding of schools that espouse specific ideologies unconstitutional?
Intended audience: Parents, General Public
Key Points: 1) Charter schools offer an important and enriching alternative to traditional schools; 2) Charter schools should be limited in their ability to procure public funding if they blatantly espouse particular social or economic ideologies.
Relevance: This was really a fascinating debate. I started on one end of the argument, shifted to the other, and settled somewhere in the middle. It is easy to forget the power that curriculum has over controlling the experience of education; what students learn can drastically alter the rest of their lives. It is also easy to forget that freedom of speech can sometimes be used as a hedge against authority while putting forth radical or even dangerous ideals. The article does a wonderful job of complicating the questions of control, structure, and the purpose of schools. It is particularly relevant to last nights class on the philosophy of teaching. Why do teachers teach what they teach how they teach it?
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