--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200051 Date: 12/30/96 From: SHEILA KING Time: 11:32am \/To: ALL (Read 4 times) Subj: Equity 2000: Coll. Board From the Dec. 13, 1996 Daily Report Card: -> *1 CLOSING THE EQUITY GAP: EQUITY 2000 EXPANDED -> The College Board's EQUITY 2000 program, which seeks to -> "redress the gap in success rates and college enrollment between -> advantaged and disadvantaged youth," will be expanded beyond the -> original six pilot sites launched in 1990 (The College Board -> press release, 11/11). "The EQUITY 2000 program has clearly -> transformed the educational experience as well as future -> opportunities for thousands of students," said College Board -> President Donald Stewart. "The expansion of the program will now -> widen that circle of opportunity for thousands more disadvantaged -> young people across the country." -> The six pilot sites are: Fort Worth, Texas; Milwaukee, -> Wis.; Nashville, Tenn.; Prince George's County, Md.; Providence, -> R.I.; and San Jose, Calif. EQUITY 2000 is a districtwide K-12 -> program that eliminates tracking at all grade levels and in all -> subjects. All students must complete Algebra I by the end of the -> ninth grade and geometry by the end of the tenth grade. -> In order to accomplish its goals, the program provides -> "extensive" professional development for elementary, middle and high -> school teachers, counselors and administrators, writes the release. -> It also offers academic enrichment for students and -> provides parent-involvement activities. -> According to the College Board, an evaluation of EQUITY 2000 -> found that the program is close to achieving its objective of -> 100% enrollment in Algebra I or higher-level mathematics by the ninth -> grade. In the pilot schools, the percentage of ninth -> graders enrolled in Algebra I rose from a range of 31% to 69% -> before EQUITY 2000, to a range of 61% to 100% afterward. At -> Providence, Milwaukee and San Jose Unified, the enrollment of -> ninth graders is at 100%. -> The report also noted that after EQUITY 2000 was introduced -> at the schools, students passed Algebra I at rates comparable to -> those before the program was introduced, even though enrollment has -> almost doubled. And the percentage of tenth graders enrolled in -> geometry rose after the introduction of EQUITY 2000 -- from a range -> of 26% to 53% before, to a range of 46% to 77% afterward. According -> to the report, more teachers and students are -> "grappling with what it means to rethink teaching and learning in -> algebra and geometry," which indicates an increased use of -> teaching strategies that keep in mind the new standards of the -> National Council of Teachers of Mathematics. -> From the report: "Students at the sites are, in general, -> being exposed to improved forms of mathematics instruction and to the -> skills and knowledge that will better prepare them for -> postsecondary education." The preliminary success caused The -> College Board to expand EQUITY 2000 from the current six sites to -> eight. School districts in Fort Wayne, Ind. and Memphis, Tenn., are -> the first expansion sites for the program. -> The College Board intends to add 12 new sites per year; and -> by the third year of expansion, as many as 42 sites across the -> country may be involved. -> Initial support for EQUITY 2000 was provided by the Aetna -> Foundation, the Carnegie Corporation, the Amon G. Carter Fund, -> the DeWitt Wallace-Reader's Digest Fund, the Ford Foundation, the -> General Electric Foundation, the Meadows Foundation, the National -> Science Foundation, the Rockefeller Foundation, the Sid -> Richardson Foundation and the William and Flora Hewlett -> Foundation. -> For more information, see The College Board's Web site: -> http://www.collegeboard.org. --- PCBoard (R) v15.3/M 10 * Origin: Castle of the Four Winds...subjective reality? (1:218/804) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200052 Date: 12/30/96 From: SHEILA KING Time: 11:34am \/To: ALL (Read 4 times) Subj: Testing...Standardized? From the Dec. 13, 1996 Daily Report Card: -> *4 LOCAL CONTROL: NOT, SAYS SAN CARLOS -> Under Calif. state law, school districts can receive $5 per- -> pupil for administering student assessments; but they must be -> tests approved by the state (Lynch and Lembke, EDUCATION BEAT, 22 -> November 1996). But when San Carlos school officials petitioned the -> State Board of Education for a waiver to use a local test and still -> receive state funding, board members turned them down. -> According to ED BEAT, school districts can apply for -> "special circumstances" waivers, which typically are sought by -> districts that have high numbers of bilingual students not -> proficient enough in English to take the approved test. Another -> common petition comes from districts wanting to substitute part of a -> standardized test with a local exam. So far this fall, -> seventeen districts have received waivers, writes the newsletter. -> However, San Carlos's request for a two-year exemption from -> giving students state-approved tests was unprecedented. San -> Carlos Superintendent Don Shelvy explained that the district has -> administered its own test since 1993, and students score "well -> above" average. Nancy Gayvert, San Carlos curriculum -> coordinator, said the local tests are performance exams designed to -> measure individual student improvement, rather than to compare -> students with others. -> But board members flinched, not wanting to send the wrong -> message to other distircts. "The legislation is clear," said -> board member Janet Nicholas. "It doesn't speak to what you are -> doing. It's laudable, but [you have to] look at outside tests." -> Board member Jerry Hume agreed. "During the first round of -> testing, we've been permissive," he said. "Can you benchmark -> yourself to an outside exam? You're setting your own standards, but -> if you could make yourself comparable to [National Assessment of -> Educational Progress standards], it would give you a lot of -> strength. Comparing yourself to yourself doesn't show anything." -> San Carlos, a wealthy area located just south of San -> Francisco, intends to continue using its own tests and will -> forego state funds. "We have had tremendous success with these -> tests," said Gayvert. "The community is behind us on this. We find -> it ironic that the board talks about local control, but when it comes -> down to it, they want everyone to conform to the letter of the law." --- PCBoard (R) v15.3/M 10 * Origin: Castle of the Four Winds...subjective reality? (1:218/804) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200053 Date: 12/31/96 From: SHEILA KING Time: 11:44am \/To: RON MCDERMOTT (Read 4 times) Subj: Sex harrass. in schools RM> -> *4 NAME CALLING OR HARASSMENT: JURY RULES IN SOUTH KORTRIGHT RM> -> Eve Bruneau, a student who filed suit against South RM> -> Kortright Central School District for allegedly allowing male RM> -> students to harass her and other girls, lost her case (news RM> -> services/WASH POST, 11/22). A federal jury yesterday rejected RM> -> her claim, saying that "it was unreasonable to look at adolescent RM> -> name-calling with adult expectations," writes the paper. RM> SK>---------------(end of quoted material)-------------------------- RM> SK>Does anyone else think this was a step backward? RM> Yes and no... I don't think that one can easily make a RM> blanket statement that the district is culpable; I think RM> this was a "deep-pockets" suit... I think, too, that Matt RM> makes a good point that the laws concerning sexual RM> harassment in the workplace do not translate well when RM> applied to schools... I agree that one can't have the same expectations for student behavior as one would have of adults in a workplace-type setting. However, I had the impression that in this particular case (I had, over the course of a few weeks, posted more than one article on this same case) the school had been made aware of the problem by the parents and students, and had dismissed it as pretty much a "boys will be boys" or "the girl is being too sensitive" type of thing. _IF_ in fact this was the case, then I think the school (and hence the district) should be held liable. I worry about this ruling, because I am afraid that it will cause other schools to find that they do not need to protect students from harrassment by other students, and IMO every student has a right to a harrassment-free school environment, and if the school has been made aware of the situation and does nothing about it, they are at fault. The students causing the harrassment should be removed from the school environment until they are willing or able to behave in a more appropriate manner. RM> I would certainly agree that the girl is entitled to attend RM> school without being harassed, I believe that the boys are RM> guilty of assault and battery (or sexual assault) and should RM> be so charged, and the parents of said boys DO bear at least RM> a portion of the blame for what was happening. Depending on RM> the evidence, the district might indeed be culpable, but the RM> court apparently believed otherwise in this case? Apparently the courts did believe otherwise. I am concerned about them finding the school not responsible when, as I recall, they were aware of the situation. RM> If the decision was in the nature of "boys will be boys", RM> then the jury consisted of a bunch of jackasses..... Absolutely. RM> SK>Students (boys) called the girls names like "dog-faced bitch" RM> SK>and grabbed at their breasts. I think 11- and 12- year old boys RM> SK>ought to realize that this isn't appropriate behavior. RM> I agree... I think a LOT of what routinely happens should RM> be recognized as inappropriate behavior; unfortunately, RM> that doesn't seem to be the case these days.... Sheila * SLMR 2.1a * --- DB 1.39/004485 * Origin: The Diamond Bar BBS, San Dimas CA, 909-599-2088 (1:218/1001) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200054 Date: 12/31/96 From: ANDY TIMMS Time: 12:24am \/To: DALE HILL (Read 2 times) Subj: Mentor hi dale, thank you for your loverly e-mail reference subject: mentor. in answer to your question the topics are not given to us ahead of time and this point that causes me great proberlems if we had the topics ahead of time then myself and other students that have this pirticular problem would pass this exam with no problem! the only reason that my college career hangs in the balence is because i am an immigrant and the visa that i am on does not allow i-students to fail classes. :( well what did santa bring you for christmas? and did you have a good christmas? ath andy --- Platinum Xpress/Win/Wildcat5! v2.0GY * Origin: Osceola Express BBS : (407) 348-5295 (1:3633/23) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200055 Date: 12/31/96 From: BOB MOYLAN Time: 12:18pm \/To: FRANK TOPPING (Read 4 times) Subj: Ebonics Update Frank Topping On (30 Dec 96) was overheard to say to Bob Moylan FT> Thanks for the opportunity to help erase some confusion here, Bob. I won't bite. I do believe, Frank, that you could teach obfuscation at the doctorate level. ... Life is the way it is...not the way it oughta be. --- PPoint 2.02 * Origin: What's The Point? Virginia Beach, VA USA (1:275/429.5) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200056 Date: 12/31/96 From: FRANK TOPPING Time: 03:19pm \/To: SHEILA KING (Read 3 times) Subj: Re: ebonics update Hi Sheila! SK> Certainly, as a forum dedicated to Educators and concerns of interest SK> to them, the current issue of Ebonics is on-topic in this forum. Of SK> course, as it has to do with school boards and federal funding, it is SK> not possible to completely divorce politics from a discussion of this SK> issue. Sadly, nor some religious "tinges" sometimes, as when certain religions believe that some racial characteristics were given as a curse, etc. Southern Baptist comes to mind as a potential question mark to be clearer. Not really sure nor am I qualified to engage in a discussion of it or intend to do so. ...just affirming my concurrence w/ your statement above by acknowledging another sensitive area. ...no other reason, btw. I think I'm learning that something so clear as to be a maxim or a law of nature *becomes* political as soon as someone pronounces it so. It could be said that it's a *political* position that we should teach our children at all -- further, that people should receive *pay* for doing so likely has been at one time or another. ...Happilly, we have a majority position that settled the issue long ago so it's no longer a political issue under contention. (I hope) SK> Political remarks which are directly tied to the issue of Ebonics, and SK> are not intended to promote or belittle certain political views or SK> personalities, are appropriate. ...trying to walk that thin line as best I can, Sheila. Likely, some will be appaled at the tone I assailed the South with for their historic role in the development of the issue -- or my opinion thereof anyway. ...Honest thoughts and feelings; perhaps others share them. I can say that similar observations before community groups have been met with applause and someone meeting me at the door thanking me for expressing what the group felt unable to do. ...I only see this as participating as an objective observer speaking bvecause so much of the "backwash" of these issues affects me intimately -- I could give a squat less about "taking up someone elses fight" for recognition or glory or whatever and I'm certainly not "better" than any other so assertion of condescension or patronization on my part (Ron?) have been nothing but cheap shots and off target in my opinion. SK> Using the issue of Ebonics as a starting point and then digressing SK> or going off on a political tangent is not acceptable. Understood, but in the course of discussion acknowlegement of encountering a tangental point would seem to be reasonable -- using one as an excuse to swerve major focus of the thread if the vector points away from education and things affecting it wouldn't be. "not intended to promote or belittle" ??? Gosh, Sheila; yeah, I've been guilty of that in the past a few times before but I've changed my ways. You can rest assured now that if I smile at the Supreme Court's unanimous decision and outburst of laughter in Falwell v. Flint that I'm appreciating their humanizing the court -- my intent would *never* be to underscore that any clerical figure is a jerk. mmm, proving intent sounds like Matt's territory anyway. I'll defer. The skills of proving mathematics and logic assertions and those related to English are rather closely related, wouldn't you say? In *your* area, if you had populations across the country that grew up understanding math from no other basis than the abacus some might say it was an advantage -- some a handicap. I'd say it would be criminal to degrade the student's heritage by insisting that they deny their origins and richness of exposure. Further educator specialized training could _exploit_ the situation for all advantages and positives. I'd damned well be in favor of pay for extra training of the educator and higher compensation in accord with usual accrual of units and specialization certs. Who cares whether is's classed as GT or remedial correction -- it's a special situation deserving of special ed attention. mmm, labels and stigma *do* have a bearing though. ...one thing for sure; that same parallel has not been made in just that way in any other forum, anywhere. That's worth preserving too. :) I'll work to keep a sensitive balance but I'd be patronizing of fellow contributors here if I watered down my views or removed significant color from the way I express them. Given "twit filters" and our God given descretion in striking (K)ill or (N)ext though I really don't think you have a serious problem. Besides, I like occasional spark, zip and liveliness but I wouldn't like it to go so far as consistently degrading the dignity of the conference or always being offensive to the majority. Occasionally? ...well, I *do* have a little sack of burs. I'll "trim 'em" when possible. Have a happy New Year, -frank:) --- Maximus 2.01wb * Origin: Sacramento Peace Child! Sacramento CA (916)451-0282 (1:203/451) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200057 Date: 01/01/97 From: DAN TRIPLETT Time: 12:23pm \/To: SHEILA KING (Read 3 times) Subj: Spelling By Routman SHEILA KING spoke of Spelling By Routman to DAN TRIPLETT on 12-30-96 SK>I get the impression that what you are saying is that the SK>developmental phase that the child is at is INDEPENDENT of any SK>tutoring or environment. If I have implied or even said that, then I would be wrong. I am trying to clarify my thinking here (maybe even to myself....) There is one idea I have regarding developmental readiness. It has to do with concepts that are too advanced for a child. So for example, I wouldn't teach adding in kindergarten (as a rule) with the expectation that most would learn to add single digit numbers. I realize that some kindergartners can add (and surprisingly well...and they learned it on their own!!) but the many are still learning counting and one-to-one. So I think it is correct to say that 5 year old children are not developmentally ready for addition. But, if I were to leave out the environment or tutoring/teaching (we count every day for example, and we do simple addition throughout the day) then I would be doing a disservice to my kids. You are right to say that this developmental phase is NOT INDEPENDENT of tutoring or environment. The child can learn only what s/he is SK>developmentally ready for, and that somehow the child's developmental SK>stage may have progressed to a certain point such that even though SK>the child is not performing a certain task in school, tutoring may SK>help him to very quickly gain that skill because s/he was SK>"developmentally ready" for that skill. OTOH, if the child were not SK>"ready" to learn that skill, the tutoring would not help that child SK>to learn it. I guess that's what I am saying. But perhaps what I mean by that is unclear. I do agree that experiences do help move a child along the developmental continuum. Conversely, lack of experience can keep a child from making much (if any) progress. SK>I'm not sure that I buy into such a simplistic scheme of the whole SK>thing. The idea that the child's developmental stage is INDEPENDENT SK>of his/her environment or tutoring gives me a great deal of trouble. Yes...and I agree with you that it is not. I do not believe that we have a built-in pace of intellectual development. I can see how you got the impression that I did though. What I was reacting to here was the idea of tutoring a child who lags behind his/her classmates. Say this child is struggling with a certain concept. Going over that concept (tutoring) may not help at all for this child. Something else (further back) may be missing. It has been said here that we need to make our standards higher in education. And that children who lag behind need to be tutored and brought up to speed. I have trouble with that idea because it is not that easy. SK>-> Yes we can increase a child's understanding (if they are SK>-> developmentally ready for it) by providing the child with many SK>-> experiences with a given concept. I think that this is what you SK>-> have described. The student's had the developmental ability but SK>-> didn't have the pre-requisite skills (or experiences) to SK>-> understand the concept. SK>Again, I think that the experiences actually DO move the kid along SK>through the developmental phases. Yes....agree agree agree..... Take Care, \###/ (o~o) /-------oOO-(_)-OOo-------\ | | | Dan Triplett | | | \-------------------------/ --- WILDMAIL!/WC v4.12 * Origin: R-Squared BBS (1:352/28.0) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: E1200058 Date: 01/01/97 From: DAN TRIPLETT Time: 12:41pm \/To: SHEILA KING (Read 3 times) Subj: RESEARCH 1 1/2 SHEILA KING spoke of RESEARCH 1 1/2 to DAN TRIPLETT on 12-30- 96 SK>-> SK>From the Nov. 13, 1996 Daily Report Card: SK>and then to Ron McDermott you wrote: SK>-> So you are saying the the previous posts of Shelia's cannot be SK>-> trusted (they compared math instruction in the US to countries SK>-> where math education is apparently more successful). Or is this SK>-> where the structured part comes in. What of controls here? There SK>-> can be none in a comparative study, right? And isn't a study like SK>-> the ones described in Shelia's post qualitative in methodology? SK>Please don't call them MY methodology. Did I do that? It says Shelia's post. I was only identifying the post....not really connecting you to them.... I hope that you are not SK>thinking that somehow I selected those posts as something I felt SK>strongly about or believed in. No.....I look at those simply as FYI...I have posted things here as well (from other sources) and somehow the connection is made....you post it then it's your beliefs.....I don't look at it this way....it's information to be shared and perhaps discussed/debated... SK>The studies may well be suspect. I posted them here because they were SK>in another echo that I read frequently, and the topic sounded like SK>something that may be interesting to others here. My cross-posting of SK>such articles in no way indicates an endorsement or belief in the SK>methods employed. Are you being too sensitive here . I think you make a good point here that we all would do well to remember.