IEA Weekly Newsletter - Dec. 13
Welcome to the Institute for Education and the Arts weekly newsletter for
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BREAKING NEWS
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Study says localities curb ed reform:
Think tank asserts schools resisting 'No Child' law
Paul Basken, Bloomberg News/Boston Globe, 12/1/06
According to 12 studies presented in late November at the American Enterprise Institute, a conservative think tank, No Child Left Behind legislation has not fully worked in part because of the authority of local school decisionmakers.
Read more at http://www.boston.com/news/education/k_12/articles/2006/12/01/study_says_localities_curb_ed_reform/
Learn more about the AEI studies at Learn more about the AEI event at http://www.aei.org/events/f.video,eventID.1351,filter.all/event_detail.asp .
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REPORTS
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NCEA SURVEY: STATES’ PREPAREDNESS TO TRACK STUDENT ACHIEVEMENT OVER TIME
National Center for Educational Accountability (NCEA), 8/06
“In preparation of the launch of the Data Quality Campaign … NCEA conducted a survey … about state data systems to determine the number of states that have built the infrastructure to tap into the power of longitudinal data. Longitudinal data matches individual student records over time, from pre-kindergarten through 12th grade and into post secondary education. States are spending hundreds of millions of dollars to improve student achievement. But without quality data, they are essentially flying blind … When states collect the most relevant data and are able to match individual student records over time, they can answer the questions that are at the core of educational effectiveness.”
Learn more about the survey and your state’s status at http://www.dataqualitycampaign.org/survey_results/index.cfm .
REPORT FINDS STUDENTS AND HIGH STAKES:
LITTLE GAIN SEEN WITHOUT A STRONGER TEACHING FORCE
Business Wire/Investor’s Business Daily, 12/6/06
”Poor student achievement, particularly among Latino and African American students, makes it highly unlikely that California will be able to meet state and federal education requirements for student proficiency, according to a new report released today by the Center for the Future of Teaching and Learning. [The report] finds the state falling far short of the No Child Left Behind (NCLB) goal of 100% of students being proficient in mathematics and English by 2013-14. Less than half of all students were able to demonstrate proficiency on state tests in 2006, and about one-third of schools did not meet federal requirements for Annual Yearly Progress (AYP) as required by NCLB. African American and Latino students have an even greater distance to go to meet the high academic standards the state has set for them. The gap between these students and their white and Asian peers is actually increasing.”
Read the article: http://www.investors.com/breakingnews.asp?journalid=46554698
Read the report: http://www.cftl.org/documents/2006/TCF2006FINAL.pdf
INTERNET ACCESS IN U.S. PUBLIC SCHOOLS AND CLASSROOMS: 1994 – 2005
National Center for Education Statistics, 11/29/06
”This report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning.”
Learn more and download the report at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007020
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ARTICLES
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TURNING GOOD INTENTIONS INTO EDUCATIONAL CAPITAL
Ray Bacchetti and Thomas Ehrlich, Carnegie Foundation for the Advancement of Teaching
In interviewing foundation and educational leaders, the authors discovered that, ”Foundation leaders [are] pessimistic about the intentionality of educators when the assessment and improvement of teaching and learning are on the table. When it comes to probing deeply, being analytical, mobilizing follow-through and, most of all, tackling problems in ways designed to have field-wide payoff—those in foundations were often skeptical and occasionally cynical about educators' commitment to such work. Educators, for their part, thought that foundations are too distant in their understanding of how schools and colleges work and that they are looking for speedy solutions to long-germinating problems and indifferent to academic priorities.”
Read more about the authors’ conversations with leaders at http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=2123
WORKS TO TREASURE – OR SELL?
Valerie Russ, Philadelphia Daily News, 12/5/06
Schools in the Philadelphia area are considering whether to retain its art collection, with an estimated value of $30 million, or to sell off the works to overcome its financial deficit.
Read more at http://www.philly.com/mld/dailynews/16166201.htm .
FINALLY, AN ART PROFESSIONAL WILL DIRECT THE GETTY
Christopher Knight, Los Angeles Times, 12/5/06
The naming of James N. Wood as incoming president and chief executive of the J. Paul Getty Trust marks the first time an art professional – as opposed to a business leader – will run the nation’s “wealthiest art institution.” In the past, business leaders had been appointed to manage the $5.8 billion endowment.
Read more at http://www.latimes.com/news/local/la-et-critic5dec05,1,7100881.story?coll=la-headlines-california&ctrack=1&cset=true
DROPOUT BLUES
Matthew Hickman, Campus Report Online, 12/5/06
”Statistics show that one student drops out of high school every 9 seconds, according to the Pew Partnership for Civic Change, but they also show that a majority of Americans are willing to help to solve this crisis. Recently, the Pew Partnership invited several speakers to participate in a forum held at the National Press Club. Each speaker has a particular stake in curbing the dropout rates ranging from employing more skilled workers to continuing to compete on an economic level with China
Read more at http://www.campusreportonline.net/main/articles.php?id=1375
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BOOK REVIEW
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WHY TEACH ART?
A review of ART AND COGNITION: INTEGRATING THE VISUAL ARTS IN THE CURRICULUM by Arthur Efland (Teachers College Press, 2002)
By Michelle Marder Kamhi, Aristos monthly online review, 12/06
“A common strategy in recent years has been to emphasize the intellectual attributes of art . . . Such an emphasis is also evident in the book . . . The author is Professor Emeritus in the Department of Art Education at Ohio State University, one of the largest and most influential of such departments in the country . . . his book is aimed primarily at professionals in the field of art education . . . [W]hile many of its premises are sound, its main conclusions are indicative of major fallacies that beset the field and are likely to have a baneful influence not only on the future teaching of art but also, by indirect consequence, on the making of art (or of what passes for it) … Efland has held to the conviction that works of visual art have a substantial cultural value and that their study warrants a permanent place in general education, a place more central than their present one. By emphasizing the crucial connection between art and cognition, he seeks to enhance the status of art and to explain how it can contribute significantly to the cognitive goals of education. In particular, he aims ‘to look at more recent understandings of the mind and the nature of human intelligence, and at how these bear on the question of the intellectual status of the arts,’ as well as (far more problematically) ‘to show the contributions [that] educational activity in the visual arts might make to the overall development of the mind.’”
Read more at http://www.aristos.org/aris-06/efland.htm
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TEACHING AND LEARNING IDEAS
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AFTERSCHOOL TRAINING TOOLKIT
The National Partnership for Quality Afterschool Learning
“The best afterschool programs do two things: they engage students in fun activities that create a desire to learn, and they build on what students are learning during the school day to extend the knowledge they already have. But with large groups and varied ages, accomplishing both of these things is often easier said than done. This toolkit is designed to give afterschool program directors and instructors the resources they need to build fun, innovative, and academically enriching activities that not only engage students, but extend their knowledge in new ways and increase academic achievement. From math and science to literacy and the arts, this toolkit has everything you need to engage students in fun afterschool activities while extending content knowledge across the curriculum. Each subject area is filled with standards-based multi-media resources including: research-based practices, sample lessons, interactive activities, and video segments taken from afterschool programs across the country. Whether you're an experienced afterschool program director or a new volunteer, you will find a range of user-friendly practices and sample lessons, the research that tells you what works, specific how-to instructions, and outcomes to look for.”
Learn more and access resources at http://www.sedl.org/afterschool/toolkits/
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INTRIGUING ITEMS
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THE FUTURE OF CLASSICAL MUSIC
Greg Sandow’s blog, Artsjournal.com
Sandow is writing a classical music book by publishing it section by section online. He says, “I'm going to write it, or draft it, or riff it online, one installment at a time, until it's done. Installments -- episodes, like a TV miniseries -- will appear every two weeks. After they're up, everyone can comment (and please do comment!). After two weeks, a new episode appears, and the old one remains for at least another two weeks. But at some point, the old episodes disappear, so that only when the book is finally published will all of it be available in the same place.”
Read the blog at http://www.artsjournal.com/greg/ .
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FUNDING, GRANTS, AND AWARDS
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WE THE PEOPLE BOOKSHELF
An initiative of the National Endowment for the Humanities and the American Library Association’s Public Program’s Office, posted at the
"This year's theme is the PURSUIT OF HAPPINESS. A collection of 15 books for young readers will be given to 2,000 libraries across the
Learn more at http://www.ala.org/PrinterTemplate.cfm?Section=wethepeople&Template=/ContentManagement/HTMLDisplay.cfm&ContentID=138165
posted by Kristin @ 4:16 AM
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