Holocaust Center Struts Its Stuff at the AWSP/WASA Conference in Spokane

The Holocaust Center's booth was a busy one at the AWSP/WASA Conference this past Sunday and Monday at the Spokane Convention Center. The conference attracted 600 superintendents, principals, and administrators from all over the state.

Lauren (the Holocaust Center's Speakers Bureau Coordinator and Office Manager) and I packed the car full of an impressive collection of the Center's displays, resources, and program information. We then drove out to Spokane for a whirlwind two days of meeting new people and re-connecting with others.

Thank you to everyone who visited our booth. We look forward to working with you.

-Ilana Cone Kennedy, Director of Education

'New' JPA scholarship next year?

Read this in the Star last weekend. "A new category will be established starting next year for scholarships under the Public Services Department scheme to be awarded purely based on merit, regardless of race."

PUTRAJAYA: Prime Minister Datuk Seri Najib Tun razak said he was sure that such a category would be welcomed by all communities, including the Chinese.

“We are re-studying the distribution of scholarships under the Public Services Department scheme to introduce a new category.

“Starting next year, we will see the distribution of scholarships based purely on merit, regardless of race.

“We will announce it next year and with the plan to limit to 10 subjects, we expect to see a more level playing field,” he said in his speech at a dinner organised by both MCA and the Associated Chinese Chamber of Industry and Commerce here Saturday.

Najib said this would allow Malaysia’s best students to get aid to pursue higher studies.

“So we will get the best of best and the creme de la creme getting aid for higher studies.

“I believe this will be accepted well and it will allow each individual a fair chance to realise his full potential,” he said, adding however that he was not “letting the cat out of the bag” just yet on the scheme.

Najib said contrary to common perception, not all Chinese were rich.

“Like all Malaysians, they also want to see their children have good education and become successful. All this involves costs,” he said, adding that every race had its needs and if the Government could bring policies that were fair, the Chinese would continue to support Barisan Nasional.

Najib said the Chinese was not against Malays succeeding or opposed to efforts to help the Bumiputra but that they wanted policies that looked at the needs of all Malaysians fairly.

“And that’s why I included it in the 1Malaysia concept,” he said, adding that he would also look into MCA president Datuk Seri Ong Tee Keat’s request for more government land to build Chinese vernacular schools.

Najib added that during his trip to China, the Chinese government had also promised to bring more investments into Malaysia in the term of equity investments.

“I’m told they are preparing a loan fund if we need this as a sign of their commitment to us. I believe there is an opportunity for China to make an economic boost in Malaysia in terms of development that will include banking as well,” he said.

“I looked into the needs of the local Chinese community when I introduced the 1Malaysia plan, which looks into the needs of every community regardless of the colour, ethnicity and culture.

MCA president Datuk Seri Ong Tee Keat said in his speech that the dinner was not just to celebrate the appointment of Najib as Prime Minister but to also show that the Chinese community would always be with the Government and his leadership as it strived to overcome the current economic problems.

A few comments:

(i) There is already a portion of the JPA scholarships which are allocated by merit (20% out of 2100 foreign JPA scholarships). Read this previous entry for more details. How will this new category of JPA scholarships be any different? Will they be restricted to those students who only take 10 subjects at the SPM level? Will there be a separate application and interview process?

(ii) Nothing is said here about the process by which these students will be bonded to the government. I've said this time and time again - most JPA foreign scholarship holders do not come back to serve the government, if they come back to Malaysia at all. There's no use giving out a new scholarship that is merit based if these students are not made to come back to serve the government in some capacity.

(iii) Nothing is said here about how the civil service will be restructured to cater to these scholarship holders. Again, I don't put the entire blame on these JPA scholars because the civil service is reluctant to take in these JPA scholars probably because they know that these high achievers will probably be bored by the career path taken by most civil servants.

I'd prefer the PM to focus on ensuring that JPA scholars are held accountable and the civil service is restructured so that these JPA scholars can come back to serve the government instead of creating another category of scholarships at taxpayers' expense.

Thoughts on the university admissions process

A friend of mine, Rajan Rishyakaran, has written a good blog post critiquing the Malaysian university admissions process. While I don't know enough about local universities to comment on many things he raises, there are a couple of points which I think are worth emphasising: the difference between policy in theory and policy in reality, and the importance of decentralising some decisions.

There are many illustrations of the difference between something in theory and something in practice, but Rajan's example of coursework is as good as any. In principle, adding coursework to the evaluation process for university admissions would be a good thing.

After all, a major problem with our education system is that it focuses a lot on examinations which only assess students at one point in time, and often encourage rote memorisation instead of actual learning. If you fall sick during exam period, it can dramatically change your life's course, because you might not get into the university you otherwise could, or not pursue the degree you otherwise would attain. And because the format and style of exams is so predictable, all you need to do is practice with enough exam papers from previous years to be prepared -- you don't necessarily need to understand anything on the exam (I have found that understanding too much can actually be detrimental to your marks in some Malaysian exams).

If we emphasised coursework more, then one-off incidents which might negatively impact your exam performance would matter less: you have a substantial amount of time to do your coursework. Because the key element of your coursework is usually a report on something you have researched, you actually learn something useful: you learn how to write academically, and you learn some basic research or factfinding skills.

That's the theory; the practical reality is something else altogether. When I was in school, nobody took coursework seriously. Or rather, they took it the same way they took an exam: they figured out the best way to game the system, and they did it. Everyone would Google their topic, and instead of writing up a report about it, they would plagarise the most relevant websites. If they were too lazy to do this, they would plagiarise from one another very openly -- there was no stigma to copying or cheating off someone else's work.

It's not that they were lazy; it's that they knew this was the most efficient way to get things done. Teachers don't really care if the material is obviously plagiarised -- to them the coursework system is often a burdensome imposition on them because they have to read through dozens, if not hundreds of reports. Students know this, so they intentionally put a lot of work into making their reports more burdensome on teachers. One teacher's son told me that he intentionally put lots of irrelevant diagrams and photos in his coursework because this would discourage the teacher from looking too hard at his work -- she would see he had obviously worked hard on the report, and give him high marks.

The problem with coursework is that it is an arbitrary, artificial system of evaluation imposed by the central government with little thought as to what the schools and teachers can do, and little thought for what universities want to see. As Rajan notes, our university admissions process is extremely centralised -- everything is boiled down to a couple of numbers, which are then fed into the government's system. The government then tells you what university you will attend, and what degree you will pursue.

Likewise, with coursework, the government tells schools how to grade students' work, and it tells universities how these grades must translate into admissions decisions. There is no room for a teacher to assess students in his or her own way, to try something different. Neither is there room for a university to assess students in a different way, such as through tailored interviews or personal statements.

Obviously, there are pitfalls to granting educators more autonomy. But I don't think there is any question that at the moment we err far too heavily on the side of ridiculous centralisation. The government has attempted to standardise the education system to an extreme, and the result is something easily gamed by the pretence of ability, instead of actual demonstrable results. The government needs to grant universities more leeway in making their admissions decisions, and at the same time experiment with giving schools more freedom in coming up with alternative methods of assessment.

Missionary schools model for 1 Malaysia?

Malaysia's 6th PM, Datuk Seri Najib Tun Razak, is a product of St. John's Institution in KL. Recently, he went back to his alma mater and proclaimed that the missionary school model represents what he sees in his 1 Malaysia vision. I'll reproduce the full article from the Malaysian Insider below and comment after that.

KUALA LUMPUR, June 27 — A visit to his Christian alma mater was used today by Datuk Seri Najib Razak to drive home his vision of 1 Malaysia which was officially launched at Dataran Merdeka earlier this morning.

The prime minister, who officiated the opening of the Conference of Christian Mission Schools in Malaysia at the St John’s Institution here, paid tribute to mission schools and their role in nation building.

He said mission schools had a special ethos which promote unity, very much like his vision of 1 Malaysia.

Najib is led by the school captain, as he walks to the St.John's school hall for the conference.
“The ethos of mission schools shaped the values and beliefs of students which is in line with 1 Malaysia.”

He said that part and parcel of the concept of 1 Malaysia was to accept diversity and a plural society as a heritage and strength instead of a source of problems.

“1 Malaysia goes beyond tolerance but accepts diversity,” he said, adding that it would be achieved if Malaysians could look beyond race, colour and religions.

“I am convinced it we continue on this path Malaysia can be stronger.”

Najib said that St John's had provided him the sound grounding which eventually made him the prime minister of Malaysia.

He said that returning to the school had brought back special memories, including the times he walked up the hill (Jalan Bukit Nanas) to the school with his heavy bag and playing pranks with his friends.

He also joked that his father gave him a promotion, enrolling him straight into Standard Two at St John’s Primary School, where he spent five years, and a further three years at St John’s Secondary.

He paid tribute to the former and present teachers of the school and even called out to a La Salle Christian Brother in the crowd, who was his former teacher.

This was the scene earlier when Najib entered his alma mater accompanied by the famous St.John's school band.
Najib also took the occasion to have a swipe at Victoria Institution, the traditional rivals of St John’s.

“We are even better than the ‘other school’ in KL,” he joked.
He closed his speech with a special announcement, saying that he would officially declare his old school a National Heritage Site on July 12.

I won't go into the debate on what 1 Malaysia means exactly.

Rather, I want to make a couple of observations:

(i) I think it's a good thing that Najib is planning to declare SJI as a National Heritage Site next month. Hopefully this means that the school will not be torn down to make way for a shopping center, the way BBGS was torn down because it was located in prime real estate.

(ii) More importantly, I think the spirit and nature of many of the missionary schools in Malaysia, including SJI, has changed since the time when Najib was in school. The 'nationalization' of these schools which includes putting in headmasters and headmistresses which have no conception of the philosophy of the missionary schools or the La Sallian tradition and many attempts by MOE officials to 'de-Christianize' these schools have led to a drop in standards, both academic and disciplinary.

It is not enough to just say that the philosophy of the missionary schools capture the spirit of what 1 Malaysia means but Najib has to act in such a way to ensure that this spirit is returned to the missionary schools and promoted in other national schools.

One possible way, which Dr. Goh Cheng Teik has recommended, is to bring back the brothers into the school boards of the various La Salle schools to that their influence is still felt.

Other ways include emphasizing a culture and spirit which respects diversity and inclusiveness in the teacher training schools so that the teachers and headmasters can teach as well as practice what it means to respect all religions and races.

I'm not sure about the educational background of Tan Sri Muhyiddin Yassin, the current Minister of Education, but hopefully he can pick up on what Najib has said and will make this an important priority in his agenda.

The Revolving Door of Teachers In Chicago

The Consortium for Chicago School Research today released an informative study ("The Schools Teachers Leave") of teacher turnover in Chicago Public Schools (CPS). It reviewed the personnel records of approximately 35,000 public school teachers in 538 elementary schools and 118 high schools over a five-year period between the 2002-03 and 2006-07 school years. Its primary finding is that half of all Chicago public school teachers had left their school within four years -- and more than two thirds of new teachers had. It also identified 100 CPS schools with "chronically" high teacher turnover -- losing about a quarter of their teachers annually. While these statistics are slightly worse than Illinois as a state and the nation as a whole, CPS is not a huge outlier with regard to teacher mobility. It is a problem across the board.

From an equity standpoint, teacher mobility and turnover is a particular chllaenge for schools within urban districts like CPS because of the student population they serve. Turnover has significant implications for educational equity because schools with large percentages of African-American and low-income students are more likely to be inflicted with this revolving door of teachers. These students in greatest need of access to quality education and quality teaching are the least likely to receive it. They are more likely be taught by beginning teachers and those without full credentials or relevant subject matter knowledge. This lack of educator quality feeds low student achievement, socioeconomic and racial achievement gaps, and dropout rates.

The Consortium reports offers some guidance about what relatively successful schools look like. It identifies teacher working conditions as a major factor in retention and in developing a nurturing and collaborative professional environment.

The schools that retain their teachers at high rates are those with a strong sense of collaboration among teachers and the principal. Teachers are likely to stay in schools where they view their colleagues as partners with them in the work of improving the whole school. They are likely to leave schools where colleagues are resistant to school-wide initiatives and where teachers’ efforts stop at their own classroom door. Teachers stay in schools with inclusive leadership,
where they feel they have influence over their work environment and they trust their principal as an instructional leader.

Thus, teachers stay in schools where the conditions are well suited for them to have the potential to be effective—where their colleagues are collaborators, school administration is supportive, parents trust teachers to do their jobs, and the learning climate for students is safe and non-disruptive. These elements of school working conditions are among the key elements needed to improve student achievement, along with a school-wide focus on improving instruction.

To address this teacher quality problem, one solution that new CPS CEO Ron Huberman has announced is to expand the new teacher induction and mentoring work of the Chicago New Teacher Center throughout the district. (Disclosure: I work for the New Teacher Center, the CNTC's parent organization.) CNTC is currently active in five CPS Instructional Areas, mostly on Chicago's South Side. Its intensive mentoring work -- and high-quality induction overall -- has been shown not only to increase teacher retention, but also to help beginning teachers become more effective in the classroom. The work of the CNTC was recently profiled in the Center for American Progress report, Ensuring Effective Teachers for All Students.

This kind of data analysis is exactly what all states and school districts should be engaged in. It's hard to fix a problem that isn't understood and it's hard to set a policy goal to address something that isn't quantifiable. More often than not, the reason this type of analysis isn't occurring is due to the lack of political will and the unwillingness to grapple with bad news, rather than the absence of data systems or human talent to conduct it. Where there's a will, there's a way. Without naming names, I've seen a 'can't do' attitude triumph again and again in states and districts. It's best to take this work out of the direct control of politicians and educational leaders who serve systems over kids. Perhaps that's why this effort ("Education Week: Chicago Group Promotes Links for Districts, Researchers") to replicate the Chicago Consortium model is a promising one. And, in this case, kudos to CPS leaders for being open to this scrutiny and their willingness to learn from it.

MORE:
Chicago Tribune coverage
Chicago Sun-Times coverage and editorial
Catalyst Chicago blog

Award Friendly Awal Sholeh (Page Rank)

Award Friendly Awal sholeh To Sahabat (Naik kelas 2) Google PR
Diumur yang ke3 bulan dari (bulan april sampai bulan juni) akhirnya Naik kelas 2 lagi Di PR google, Setelah Check di prchecker dan rankwidget. kaget becampur senang juga. Pasti dari kemajuan itu didukung sahabat bloger semua. Baik sahabat awal sholeh, yang bertukar links dan banner, yang sering kekotak pesan shoutbox, dan yang comment di blog awal sholeh. Untuk ucapan terima kasih yang sangat dalam saya mau meberi sedikit penghargaan award buat sahabat blogger.

Award yang saya buat biasa tapi dari itu semua ada makna yang terkandung dari sebuah gambar.

Stairs Award Friendly
Award pertama menjelaskan tentang sebuah gambar tangga makna gambar tangga bagi saya sendiri adalah awal perjalanan untuk mencapai puncak harus melewati tiap2 tangga dan bantuan orang dibawahnya. Tiap2 anak tangga itu ibarat sahabat bloger yang membantu sedikit demi sedikit untuk mencapai suatu impian yang dimiliki tiap blogger. Jadi tanpa bantuan temen2 bloger tentunya tiada arti sebuah perjuangan dan kemajuan blog ini. Apalagi untuk mendapatkan PR2 di Google

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Gears Award Friendly
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Leafs Award Friendly
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Leafs Award Friendly
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Semua award diatas saya persembahkan kepada semua sahabat blogger yang sudah membantu dan memberikan sumbangsihnya bersedia mampir di blog awal sholeh.

Semua award saya berikan kepada semua sahabat yang berada di links, banner, pesan shoutbox, dan yang suka comment di awalsholeh.blogspot.com

Maap bagi nama yang belum disebutkan karna keterbatasan saya dan ini saya review satu persatu.

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Wassalam.

Fast Fact Friday: Requesting an IEP Meeting

A student's Individualized Education Plan must be reviewed

• at least annually
• whenever there are evaluations / assessments to be reviewed by the IEP team
• to address lack of expected progress
  
• at the request of the teacher / staff
• at the request of the parent

Parents often don't know that they can request an IEP meeting at any time! They may be concerned about their child's lack of progress, or new concerns that have arisen, or think some information needs to be provided to the team, but be waiting for the District to call an IEP meeting!

When & Why

Parents may need to request an IEP team meeting for many reasons. Trust your instincts and judgment - if you think that the team needs to meet and possibly make changes to the program, just ask for a meeting! Here are some examples of common situations:

• Parent obtained a private evaluation or met with the student's doctor, and recommendations pertinent to the student's program were made
• Parent is concerned about student's failing grades, lack of progress towards IEP goals, or other indications of lack of progress in the existing program
• Parent believes the student's needs have changed, such as that there are new behaviors the student is exhibiting
  

Parents can make a request for the IEP team to convene to discuss these concerns and make appropirate adjustments to the IEP. The timeline for when the District will then be required to hold an IEP meeting is determined by state laws and regulations. (In California, for example, it must be held within 30 days).

What & How

Like everything else, this request should be made in writing. Parents should send a letter to their child's school of attendance and to the school district special education office clearly requesting an IEP meeting to be convened as soon as possible.

It's a good idea for parents to give some indication of why they are requesting an IEP meeting so that the District team members can come to the meeting prepared for a meaningful discussion. If the parent is requesting a meeting to review a private report, for example, the parent should offer to provide a copy of the report for the team's review. If the request is based on a concern about the student's lack of progress, briefly document the basis of that concern.

Give the District dates and times that you are available to have the meeting, or request that they contact you by a certain date to discuss mutually agreeable dates.

Chicago, Duncan, tests

this is being posted near simultaneously at Education Policy Blog, School Matters, and Edurati

I recently received an email from Wade Tillett, a teacher, parent and activist in Chicago Public Schools, about a 2-minute statement he made he made June 24th, and included an additional statement he made at a public hearing at Arne Duncan's last Board meeting in December. He informed me that

I spoke about
how CPS is using test scores to fail individual students (the data I
sent you and which you posted earlier), and to fail entire schools.

CPS uses standardized test to override teachers, students, parents and
the community to fail entire schools. The policy the board
voted on today will further “raise the bar” (4), which means they
will put more schools on “probation” - as if they are criminals (5).
This sets the stage for further school closings and privatization. If
CPS really believes that this policy is a fair measure of a school, why
doesn't it apply to charter schools (6)?

With his permission, I am posting below his complete statement as delivered, with associated footnotes. I will offer a few comments of my own at the end.

Statement by Wade Tillett, Chicago Public School Parent and Teacher.
Chicago School Board Meeting
Wednesday, December 17, 2008
125 S. Clark St., Chicago

Hello. I'm Wade Tillett. I am a Chicago Public School Parent and
Teacher.

In 2000, The Cato Institute published "Edupreneurs": A Survey of
For-Profit Education which talks about how 90 percent of the “$740
billion education market” is not yet used for profit. Further they
stated:

“The failure of government-run schools to prepare students for the
rigors of the modern economy is a pressing policy problem, but it is
also an opportunity for the private sector. ”

Let's read that again.

“The failure of government-run schools to prepare students for the
rigors of the modern economy is a pressing policy problem, but it is
also an opportunity for the private sector. ” (1)

Wouldn't this opportunity be even greater then, if there were greater
failure?

Susan Neuman seems to think so. She should know because she was there
when they were drafting NCLB. She served “as Assistant Secretary for
Elementary and Secondary Education during George W. Bush's first
term, .... she says... there were others in the department...who saw
NCLB as a Trojan horse for the choice agenda — a way to expose the
failure of public education and "blow it up a bit.” "There were a number
of people pushing hard for market forces and privatization."” (2)

(In other words, the wolves are circling.)

The point of NCLB, to some involved in its creation, was not to fix
public schools, but to destroy them. Constantly rising scores inevitably
force many schools to be labeled as failing.

And once these forces are set in motion, they sort of perpetuate
themselves.

Selective enrollment, magnet schools and charter schools often accept
only students with a certain score on the bubble tests. (“Diamonds in
the rough” as Mr. Duncan just called them.) Thus, neighborhood schools
are left with more students with lower scores, while other schools start
out with more students with higher scores. A vicious cycle is set in
motion.

This, of course, does not matter to CPS or NCLB. In fact, that's how
some people wanted it to work. You know, to blow it up a bit.

Mr. Duncan and the school board here continue to pretend that blowing up
schools is the way to save them. Let's remember that the real reason
people wanted to blow up schools was to get at that $700 billion
dollars.

And wasn't that the same amount we spent to bail out the financial
industry? Is this the right time to implement the business model for
education? Look around us!

When all the dust settles, we're going to be left with what others
regard as the crumbs of a public education system.

If you don't believe me, perhaps you'll believe two former assistant
secretaries of education, Chester Finn and Diane Ravitch, once prominent
NCLB advocates, who now write:.

“[If NCLB continues,] rich kids will study philosophy and art, music and
history, while their poor peers fill in bubbles on test sheets. The
lucky few will spawn the next generation of tycoons, political leaders,
inventors, authors, artists and entrepreneurs. The less lucky masses
will see narrower opportunities.” (3)

Stop destroying neighborhood schools.


Notes:

1. "Edupreneurs": A Survey of For-Profit Education, Carrie Lips,
November 20, 2000, Cato Policy Analysis No. 386.
http://www.cato.org/pubs/pas/pa-386es.html

2. No Child Left Behind: Doomed to Fail?, Claudia Wallis, Jun. 08,
2008, Time.
http://www.time.com/time/nation/article/0,8599,1812758,00.html

3. Leaving "No Child Left Behind" Behind, Richard Rothstein,
December 17, 2007, The American Prospect.
http://www.prospect.org/cs/articles?article=leaving_nclb_behind



Notes from today's meeting:

4. Monique Bond, CPS spokeswoman.
http://www.chitowndailynews.org/Chicago_news/New_performance_policy_would_raise_bar_for_CPS_schools,29028

5. A CPS representative explaining the proposed policy stated that
approximately 40% of CPS elementary schools and 60% of high schools are
now on “probation” or level 3.

6. Proposed school performance, remediation and probation policy for the
2009-2010 school year.
http://bubbleover.net/wp-content/uploads/2009/06/schoolclose.pdf

Now for a few words of my own:

First, it is worth reminding people of the previous role played by Susan Neuman given her visibility in the new Bolder, Broader approach which is currently getting so much attention. And is critically important to remind people that at least some of those who advocated for No Child Left Behind did so because they saw it either as a means of decreasing legitimization of public schools and/or they wanted access to the public funds being spent on education in order to profit therefrom.

Second, the impact of NCLB in narrowing educational opportunities in arts, music,philophy, etc., for those schools with high poverty - when those schools are often the only access these students have to such things - is already ongoing. Similar impacts are now beginning to creep into middle class schools because of the financial crisis and the impact it has on school funding, which we should remember at the local level is heavily dependent upon real estate values that have plummeted as a result of the series of financial blows, including but not limited to the impact of subprime mortgages and securitizing of mortgage-backed assets. Tillett rightly points out how much we seem willing to bail out financial institutions that largely created the crisis - with the great assistance of those in government of both parties who abdicated responsibility for ensuring oversight and financial stability - while too many seem unwilling to cushion the blows affected on others, whether homeowners in trouble or local governments in crisis. Yes, ARRA helps some, but merely in holding part of the status quo ante, and not in addressing the damage already being done by NCLB.

It is important that voices that speak clearly - as parents and teachers - be included in the ongoing discussions about our schools and their future. And remember, the longer we delay addressing the critical issues before us, the more our future in the form of those students currently being deprived of a quality and complete education will suffer, now and in the future.

Chicago, Duncan, tests

this is being posted near simultaneously at Education Policy Blog, School Matters, and Edurati

I recently received an email from Wade Tillett, a teacher, parent and activist in Chicago Public Schools, about a 2-minute statement he made he made June 24th, and included an additional statement he made at a public hearing at Arne Duncan's last Board meeting in December. He informed me that

I spoke about
how CPS is using test scores to fail individual students (the data I
sent you and which you posted earlier), and to fail entire schools.

CPS uses standardized test to override teachers, students, parents and
the community to fail entire schools. The policy the board
voted on today will further “raise the bar” (4), which means they
will put more schools on “probation” - as if they are criminals (5).
This sets the stage for further school closings and privatization. If
CPS really believes that this policy is a fair measure of a school, why
doesn't it apply to charter schools (6)?

With his permission, I am posting below his complete statement as delivered, with associated footnotes. I will offer a few comments of my own at the end.

Statement by Wade Tillett, Chicago Public School Parent and Teacher.
Chicago School Board Meeting
Wednesday, December 17, 2008
125 S. Clark St., Chicago

Hello. I'm Wade Tillett. I am a Chicago Public School Parent and
Teacher.

In 2000, The Cato Institute published "Edupreneurs": A Survey of
For-Profit Education which talks about how 90 percent of the “$740
billion education market” is not yet used for profit. Further they
stated:

“The failure of government-run schools to prepare students for the
rigors of the modern economy is a pressing policy problem, but it is
also an opportunity for the private sector. ”

Let's read that again.

“The failure of government-run schools to prepare students for the
rigors of the modern economy is a pressing policy problem, but it is
also an opportunity for the private sector. ” (1)

Wouldn't this opportunity be even greater then, if there were greater
failure?

Susan Neuman seems to think so. She should know because she was there
when they were drafting NCLB. She served “as Assistant Secretary for
Elementary and Secondary Education during George W. Bush's first
term, .... she says... there were others in the department...who saw
NCLB as a Trojan horse for the choice agenda — a way to expose the
failure of public education and "blow it up a bit.” "There were a number
of people pushing hard for market forces and privatization."” (2)

(In other words, the wolves are circling.)

The point of NCLB, to some involved in its creation, was not to fix
public schools, but to destroy them. Constantly rising scores inevitably
force many schools to be labeled as failing.

And once these forces are set in motion, they sort of perpetuate
themselves.

Selective enrollment, magnet schools and charter schools often accept
only students with a certain score on the bubble tests. (“Diamonds in
the rough” as Mr. Duncan just called them.) Thus, neighborhood schools
are left with more students with lower scores, while other schools start
out with more students with higher scores. A vicious cycle is set in
motion.

This, of course, does not matter to CPS or NCLB. In fact, that's how
some people wanted it to work. You know, to blow it up a bit.

Mr. Duncan and the school board here continue to pretend that blowing up
schools is the way to save them. Let's remember that the real reason
people wanted to blow up schools was to get at that $700 billion
dollars.

And wasn't that the same amount we spent to bail out the financial
industry? Is this the right time to implement the business model for
education? Look around us!

When all the dust settles, we're going to be left with what others
regard as the crumbs of a public education system.

If you don't believe me, perhaps you'll believe two former assistant
secretaries of education, Chester Finn and Diane Ravitch, once prominent
NCLB advocates, who now write:.

“[If NCLB continues,] rich kids will study philosophy and art, music and
history, while their poor peers fill in bubbles on test sheets. The
lucky few will spawn the next generation of tycoons, political leaders,
inventors, authors, artists and entrepreneurs. The less lucky masses
will see narrower opportunities.” (3)

Stop destroying neighborhood schools.


Notes:

1. "Edupreneurs": A Survey of For-Profit Education, Carrie Lips,
November 20, 2000, Cato Policy Analysis No. 386.
http://www.cato.org/pubs/pas/pa-386es.html

2. No Child Left Behind: Doomed to Fail?, Claudia Wallis, Jun. 08,
2008, Time.
http://www.time.com/time/nation/article/0,8599,1812758,00.html

3. Leaving "No Child Left Behind" Behind, Richard Rothstein,
December 17, 2007, The American Prospect.
http://www.prospect.org/cs/articles?article=leaving_nclb_behind



Notes from today's meeting:

4. Monique Bond, CPS spokeswoman.
http://www.chitowndailynews.org/Chicago_news/New_performance_policy_would_raise_bar_for_CPS_schools,29028

5. A CPS representative explaining the proposed policy stated that
approximately 40% of CPS elementary schools and 60% of high schools are
now on “probation” or level 3.

6. Proposed school performance, remediation and probation policy for the
2009-2010 school year.
http://bubbleover.net/wp-content/uploads/2009/06/schoolclose.pdf

Now for a few words of my own:

First, it is worth reminding people of the previous role played by Susan Neuman given her visibility in the new Bolder, Broader approach which is currently getting so much attention. And is critically important to remind people that at least some of those who advocated for No Child Left Behind did so because they saw it either as a means of decreasing legitimization of public schools and/or they wanted access to the public funds being spent on education in order to profit therefrom.

Second, the impact of NCLB in narrowing educational opportunities in arts, music,philophy, etc., for those schools with high poverty - when those schools are often the only access these students have to such things - is already ongoing. Similar impacts are now beginning to creep into middle class schools because of the financial crisis and the impact it has on school funding, which we should remember at the local level is heavily dependent upon real estate values that have plummeted as a result of the series of financial blows, including but not limited to the impact of subprime mortgages and securitizing of mortgage-backed assets. Tillett rightly points out how much we seem willing to bail out financial institutions that largely created the crisis - with the great assistance of those in government of both parties who abdicated responsibility for ensuring oversight and financial stability - while too many seem unwilling to cushion the blows affected on others, whether homeowners in trouble or local governments in crisis. Yes, ARRA helps some, but merely in holding part of the status quo ante, and not in addressing the damage already being done by NCLB.

It is important that voices that speak clearly - as parents and teachers - be included in the ongoing discussions about our schools and their future. And remember, the longer we delay addressing the critical issues before us, the more our future in the form of those students currently being deprived of a quality and complete education will suffer, now and in the future.

TRANSFORMERS REVENGE OF THE FALLEN

Wah tadi malem baru nntn TRANSFORMERS REVENGE OF THE FALLEN. keren banget dari pertama nntn ampe habis perang terus. tegang2. untung ada temen saya m rizka n ranggi yang bersedia ngantri tiket selama 2 jam. 8 orang berangkat dari rumah jam 10 padahal film mulai jam 23:30. nah buat yang penasaran ada sedikit movie pendek di studio 21 TRANSFORMERS REVENGE OF THE FALLEN.

film ini bercerita :

Sam Witwicky (Shia LaBeouf) menemukan sesuatu tentang asal mula Transformers dan kisah mereka di bumi setelah melihat potongan Allspark. Decepticons yang jahat membutuhkannya untuk mendapatkan sejumlah informasi. Pertempuran klimaks terjadi di wilayah piramida Giza, dimana sebuah kuil berada di dalamnya.

Jenis Film : Action/fantasy

Produser : Lorenzo Bonaventura, Ian Bryce

Produksi : Dreamworks, Paramount Pictures

Homepage : http://www.transformersmovie.com/

Durasi : 147

Pemain :Shia Labeouf ,Megan Fox, Josh Duhamel , Tyrese Gibson ,John Turturro

Sutradara : Michael Bay

Penulis : Roberto Orci, Alex Kurtzman, Ehren Kruger

Optimus Prime

Robot baru diseri TRANSFORMERS REVENGE OF THE FALLEN
The Fallen tokoh robot penghianat

Geometrical representations

Maria Trigueros and Rafael Martinez-Planell have written an article entitled Geometrical representations in the learning of two-variable functions. The article was published online in Educational Studies in Mathematics on Wednesday. Here is the abstract of their article:

This study is part of a project concerned with the analysis of how students work with two-variable functions. This is of fundamental importance given the role of multivariable functions in mathematics and its applications. The portion of the project we report here concentrates on investigating the relationship between students’ notion of subsets of Cartesian three-dimensional space and the understanding of graphs of two-variable functions. APOS theory and Duval’s theory of semiotic representations are used as theoretical framework. Nine students, who had taken a multivariable calculus course, were interviewed. Results show that students’ understanding can be related to the structure of their schema for R³ and to their flexibility in the use of different representations.

Geometrical representations

Maria Trigueros and Rafael Martinez-Planell have written an article entitled Geometrical representations in the learning of two-variable functions. The article was published online in Educational Studies in Mathematics on Wednesday. Here is the abstract of their article:

This study is part of a project concerned with the analysis of how students work with two-variable functions. This is of fundamental importance given the role of multivariable functions in mathematics and its applications. The portion of the project we report here concentrates on investigating the relationship between students’ notion of subsets of Cartesian three-dimensional space and the understanding of graphs of two-variable functions. APOS theory and Duval’s theory of semiotic representations are used as theoretical framework. Nine students, who had taken a multivariable calculus course, were interviewed. Results show that students’ understanding can be related to the structure of their schema for R³ and to their flexibility in the use of different representations.

Supreme Court Decides Student Strip Search Case

The U.S. Supreme Court decision on the student strip search case was announced today. The ACLU , who represented April Redding, the mother of the Arizona student, Savana Redding, calls it the first victory for student rights in the last twenty years. The High Court ruled that the search that took place when honors student Savana was 13 years old was an unconstitutional violation of her rights. The search was done by school officials on the basis of an uncollaborated accusation by another student that Savanna had ibuprofen in her prosession. Now nineteen years old, Savanna wrote about her experience and her court victory on the ACLU blog today.

Read Savana's own words about her court victory from the ACLU blog:


Civics 101
by Savana Redding

"People of all ages expect to have the right to privacy in their homes, belongings, and most importantly, their persons. But for far too long, students have been losing these rights the moment they step foot onto public school property -- a lesson I learned firsthand when I was strip-searched by school officials just because another student who was in trouble pointed the finger at me. I do not believe that school officials should be allowed to strip-search kids in school, ever. And though the U.S. Supreme Court did not go quite so far, it did rule that my constitutional rights were violated when I was strip-searched based on nothing more than a classmate's uncorroborated accusation that I had given her ibuprofen. I'm happy for the decision and hope it helps make sure that no other kids will have to experience what I went through.

"Strip searches are a traumatic intrusion of privacy. Forcing children to remove their clothes for bodily inspection is not a tool that school officials should have at their disposal. Yet, until today, the law was apparently unclear, potentially allowing for the most invasive of searches based on the least of suspicions. Every day, parents caution their children about the importance of not talking to strangers, looking both ways before crossing the street, and following directions at school. But I imagine they never think to warn them that a school official, acting on a hunch, may force them to take their clothes off in the name of safety. And now, thankfully, they won't have to.

"Our fundamental rights are only as strong as the next generation believes them to be, and I am humbled to have had a part in preserving and promoting the Fourth Amendment to the Bill of Rights."

Readers can read the U.S. Supreme Court decision here.

Editor: The journal recently published some articles on another student rights case, Morse v. Frederick, decided by the U.S Supreme Court in 2007. Readers can read two articles on the case in our Winter 2008 issue on "Schooling as if Democracy Matters."

Visions of Public Education In Morse v. Frederick by Aaron H. Caplan

"Bong Hits 4 Jesus”: Have students’ First Amendment rights to free speech been changed after Morse v. Frederick? by Nathan M. Roberts

(Cross-posted on the Social Issues Blog)

Proses scanning in CNC MDX 20 and Transfer data from Dr PICZA to PowerSHAPE 5730

Proses scanning mouse in machine CNC MDX 20 and Transfer data from Dr PICZA to PowerSHAPE 5730 (Reverse Engineering)

Pada tahap awal dilakukan proses scaning pada mesin mdx 20 kemudian dilakukan Proses transfer data dari picza ke power shape.


Hasil dari scanning dari mesin cnc mdx 20 dan ada di tampilan dr pizca.
Akan dilakukan transfer data ke software PowerSHAPE untuk dilakukkan proses editing wireframe.

Transfer data: export to iges.

hasil dari dr picza format iges untuk dilakukkan editing wireframe:
ada dua cara:
- ada di menu edit > converte > to wireframe atau klik kanan mouse edit wireframe
- view > dynamic sectioning



(Converted to wireframe) nah satu2 garis di converted to wireframe. Garis yang sebelumnya belum berupa garis dan masih menjadi 1 kesatuan utuh di file iges dan blm di edit. Maka dilakukkan proses converted to wireframe.

Hasil dari editing wireframe/ converted to wireframe

Cara uang kedua menggunakkan dynamic sectioning: yaitu memotong bagian sisi dari sumbu mana pun (x,y,z) untuk didapat garis wireframe untuk mudah dilakukan editing wireframe.


Hasil wireframe yang didapat dari (dynamic sectioning) perpotongan sumbu z gambar mouse tadi dari proses scanning.
Transfer data: export to STL from dr picza.
hasil yang didapat tidak dapat dilakukan proses editing wireframe dikarenakkan stl berformat solid atau udah menjadi satu kesatuan yang utuh. Atau bisa disebut STL berupa prismatik yaitu 4 bidang bagai kristal yang tidak dapat dirubah dan menjadi kesatuan yang utuh. Ini yang sebagian yang saya Dapat dan tau.

Error editing to wireframe

(Error editing to wireframe) menggunakkan (dynamic sectioning)

Kesimpulan yang saya dapat bahwa proses transfer data sangat berpengaruh terhadap hasil ataupun proses editing. Terkadang teori dan praktek beda kadangpun tidak sesuai dengan yang ada. Kata dosen saya she. He3….

Pusat Pelatihan Autodesk, Artcam/Delcam & Mechatronic

Gambar CAD Pake Power Shape 5730

Tentang software Power Shape 5730

Mengenal tool-tools Power Shape 5730

Design sandal menggunakkan Power Shape 5730

Memperkenalkan Software MoldFlow (software injeksi bwt plastik)

Software CAD medeling jewelry (desain perhiasan) menggunakkan ArtCAM jewelsmith

Tentang CAD dan Desain Produk

Strees Analysis Pada Setang piston (Fitur Strees Analysis Pada Autodesk Inventor)

Manufaktur orthotic menangani kelainan bentuk (cacat) kaki flat

Proses Scaning in MDX 20 and transfer data Dr PICZA to PowerSHAPE

Tips cara untuk menaikkan google PageRank

Alhamdulillah pengalaman setelah ngeblog dapet banyak juga dan nambah2in pengalaman yang didapat blog ini dan berbagi kepada temen semua.

Tips2 untuk menaikkan PR di google. coba check PR google blog anda disini. cara2 ini juga baca dari mas marcel dan saya coba2 selama 3 bulan. sebelumnnya dari naik kelas 1 di PR google, mulai bikin blog april 2009 waktu dan perdana beli modem juga. langsung aja yah

1. Blogwalking
Lakukan kunjungan ke blog teman anda baik yang sudah dikenal ataupun belum dan jangan pernah sekalipun memilih-milih blog yang anda kunjunggi.

2. Pada saat berkomentar tinggalkan link dikotak komentar
Gunakan opsi name/url pada waktu berkomentar karena itu jauh lebih baik dari pilihan lain yang ada.

3. Do Follow
Kunjunggi blog yang menerapkan Do Follow dan berkomentar lah disana. Tanpa menuliskan link anda pada komentar pun anda akan mendapatkan tautan atau backling secara langsung dari blog tersebut

4. Bertukar Link
Lakukan tukar link dengan banyak blog/web. Semakin besar PageRank blog/web yang anda ajak tukar link maka akan semakin baik.

5. Update artikel tiap minggu
Usahakan selalu memposting artikel yang berbobot sehingga memiliki nilai jual yang tinggi sehingga tanpa disuruh pun akan banyak blog yang datang menggunjunggi.

6. Bergabung ke social networking
Tentunya ke situs yang memiliki rank tinggi. Dari sini anda akan berpotensi mendapatkan trafik. Contohnya: friendster yang memiliki PR 7, myspace dengan PR 8, spaces.live dengan PR 8, dan social networking lainnya yang tidak bisa saya sebutkan semuanya disini.

7. Bergabung ke social Bookmarking
Tentunya ke situs atau web yang memiliki rank tinggi, seperti netscape.com dengan PR 9, technorati dengan PR 8, del.icio.us dengan PR 8 lintasberita.com dan masih banyak lainnya.

7. Khusus untuk yang bisa Desain
Buatlah suatu tutorial template dan isikan link anda dalam template lalu posting dan sebarkan ke teman blogger seperti yang telah saya lakukan.

8. Aktip di forum
Aktip di Forum dan selalu posting artikel di forum dengan menyertakan link blog kita, atau paling tidak tuliskan link blog/web kita pada signatur forum. Atau bila anda malas posting diforum bisa ambil cara gampangnya ikut bergabung di TopSeratus.Com
karna tanpa anda melakukan apa-apa anda akan langsung mendapatkan backlink dari penggunjung yang mampir ke TopSeratus.Com.

9. Search Google
Biasakan buka blog/web anda lewat bantuan google dengan cara melakukan Searching link blog anda pada Google. Dengan melakukan ini setiap hari dapat membantu menaikkan PR anda

All Website Addressfor Ministry of Bangladesh Education Board

Board of Intermediate and Secondary Education - Board of Dhaka, Rajshahi, Comilla, Jessore, Chittagong, Barisal, Sylhet, Madrasah and Technical for two public examinations SSC & HSC. This website has detail information about purpose, history, time of establishment, objectives and focus, organizational structure, activities, revenue and expenditure, personnel, list of important personnel with designation and roles & responsibilities in details, press releases, circulars, notice, tenders, news, downloadable forms of these boards.

Board of Intermediate and Secondary Education, Chittagong - This website contains detail information about objectives, activities, organogram, sections, news, scholarships, rules and regulations, annual report, SSC result, HSC result, statistics of schools and colleges, forms and location map.

Board of Intermediate and Secondary Education (BISE), Sylhet - This site contains information information about latest exam result, summary of SSC and HSC examination result, time of establishment, purpose, organizing structure ...

Bangladesh Technical Education Board (BTEB) - Information about Bangladesh Technical Education Board, its Personnel, Course Curriculum of S.S.C & H.S.C. (Vocational), H.S.C. (Business management), Diploma in Engineering, Agriculture, Textile Technology, Short Courses. Course Structure, Marks Distribution, Online Registration, Results, etc.

No Money Left Behind

Cross-posted from Brainstorm

The U.S. Department of Education has finally announced some concrete plans to reduce the complexity of the Free Application for Federal Student Aid (FAFSA). After years of debate that largely focused on whether to kill the beast entirely (ditching the form and using IRS data instead) or cutting off some of its limbs (cutting some of questions but keeping the form), ED is starting with a middle-of-the-road approach. In spring they’ll pilot a program to use IRS data to populate forms for students who elect to go that route, and in the meantime cut back on asking questions about assets.

While most consumers agree that simple is best, and easy, transparent programs are notably more effective in reaching the families who need aid the most, these steps are not popular with everyone. Complex forms require specific knowledge, and those who specialize in them are nearly assured of keeping their jobs. Reduce the complexity, and paper-pushing jobs can be eliminated entirely. Increase the number of aid applicants, and financial aid officers worry about the increased workload on their end. Furthermore, some states and institutions are concerned that they will not have enough information from a simplified FAFSA with which to tailor their programs. There’s also the potential (unlikely, based on calculations by Sue Dynarski and Judy Scott-Clayton) that fewer criteria will mean that need-based aid will be only slightly less targeted.

But if our goal is to make sure that scarce resources are used efficiently and effectively, FAFSA simplification is one step in the right direction. Set aside the issue of targeting for the moment, and let’s consider how much financial aid money is currently left on the table. Each year, the American Council for Education estimates that each year more than one million students are Pell Grant-eligible but don’t get that money because they do not file a FAFSA. While some people like to blame individuals for inaction, and claim those who don’t file forms don’t “deserve” the money, there are many PhDs who themselves find the FAFSA overwhelming and would agree the time it takes to complete one is well-beyond what’s available in a working-class family’s day.

Ultimately there is no excuse for allocating resources and then not doing everything we can to make sure people can access them. We could do so much more. Right now, there are many programs available to help low-income students build human capital, but they are poorly coordinated or worse yet work at cross-purposes. Welfare reform (TANF) effectively took money for college off the table for poor women, at a time when tax credits for higher education were expanded and we were all implored to attend college. The Workforce Investment Act currently utilizes a byzantine system that makes accessing education and training, particularly at community colleges, harder than ever. Many states and institutions make money available to poor kids, but as they disburse it via the aid package they substitute it for existing resources. Did you know that if your kid gets a Rotary scholarship, their college will likely reduce the institutional aid they’re offering by a similar amount?

Better coordination of existing resources and a simpler, more transparent system – the best would be no application process at all—these things are essential to achieving the President’s goal of more college graduates. ED is going in the right direction—now let’s hope that conversations with Department of Labor and Health & Human Services are coming soon.

Students’ perceptions of institutional practices

Nadia Hardy has written an article called Students’ perceptions of institutional practices: the case of limits of functions in college level Calculus courses. The article has recently been published online in Educational Studies in Mathematics. Here is the abstract of her article:

This paper presents a study of instructors’ and students’ perceptions of the knowledge to be learned about limits of functions in a college level Calculus course, taught in a North American college institution. I modeled these perceptions using a theoretical framework that combines elements of the Anthropological Theory of the Didactic, developed in mathematics education, with a framework for the study of institutions developed in political science. While a model of the instructors’ perceptions could be formulated mostly in mathematical terms, a model of the students’ perceptions included an eclectic mixture of mathematical, social, cognitive, and didactic norms. I describe the models and illustrate them with examples from the empirical data on which they have been built.

Students’ perceptions of institutional practices

Nadia Hardy has written an article called Students’ perceptions of institutional practices: the case of limits of functions in college level Calculus courses. The article has recently been published online in Educational Studies in Mathematics. Here is the abstract of her article:

This paper presents a study of instructors’ and students’ perceptions of the knowledge to be learned about limits of functions in a college level Calculus course, taught in a North American college institution. I modeled these perceptions using a theoretical framework that combines elements of the Anthropological Theory of the Didactic, developed in mathematics education, with a framework for the study of institutions developed in political science. While a model of the instructors’ perceptions could be formulated mostly in mathematical terms, a model of the students’ perceptions included an eclectic mixture of mathematical, social, cognitive, and didactic norms. I describe the models and illustrate them with examples from the empirical data on which they have been built.

BSHM Bulletin, Issue 2, 2009

The British Society for the HIstory of Mathematics has published issue 2 of their bulletin this year. This issue contains four interesting articles:

• Mathematics of currency and exchange: arithmetic at the end of the thirteenth century, by Norman Biggs 
• Formulating figurate numbers, by Janet L. Beery 
• Mathematics goes ballistic: Benjamin Robins, Leonhard Euler, and the mathematical education of military engineers, by Janet Heine Barnett 
• Bernt Michael Holmboe (1795–1850) and his mathematics textbooks, by Andreas Christiansen
  

BSHM Bulletin, Issue 2, 2009

The British Society for the HIstory of Mathematics has published issue 2 of their bulletin this year. This issue contains four interesting articles:

• Mathematics of currency and exchange: arithmetic at the end of the thirteenth century, by Norman Biggs 
• Formulating figurate numbers, by Janet L. Beery 
• Mathematics goes ballistic: Benjamin Robins, Leonhard Euler, and the mathematical education of military engineers, by Janet Heine Barnett 
• Bernt Michael Holmboe (1795–1850) and his mathematics textbooks, by Andreas Christiansen
  

Result of Bangladesh Madrasah Education Board (BMEB).

Applcation form for New or Upgradation of a Madrasah	Download
Applcation form for Renew of a Madrasah	Download
Application form for Madrasah Code	Download
Applcation form for Science Section Opening	Download
Applcation form for Computer Subject Opening	Download
Applcation form for Date of Birth Correction	Download
Applcation form for Father's Name Correction	Download
Applcation form for Mother's Name Correction	Download
Applcation form for Student's Name Correction	Download
Applcation form for Translation of Marksheet/Certificate in English	Download
BMEB Rules & Regulation
1. Odinance of Board	Download
2. Governing Body and Managing Commitee Regulation - 1979	Download
3. Teachers Terms & Condition	Download
Rules of Recognition	Download
Ministry's Proforma	Download
Sample Affidavit	Download