Wednesday, August 30, 2006

Students' repeating is 'futile'

 

 
Students' repeating is 'futile'
Justine Ferrari, Education writer
30aug06

REPEATING a year of school offers no academic or social benefits to students, and is an "educational malpractice" that encourages delinquency.

An analysis of more than 20 years of research by Helen McGrath, a psychologist and lecturer in education at Deakin University, found that students who repeat were more likely to drop out of school and less likely to pursue tertiary education.

Dr McGrath says that repeating a year's schooling increases low self-esteem and anti-social behaviour among students, and is "an exercise in futility".

"There is probably no other educational issue on which the research evidence is so unequivocal," her study concludes.

"There is also no other educational issue where there is such a huge gap between what the research says and the practices that schools continue to adopt."

Dr McGrath said no statistics were kept on the number of Australian students who repeat, but it was estimated that between 14 and 18 per cent of all students, or up to 600,000, repeat a year of school at some stage.

More than two-thirds of the students who repeat do so in the first three years of primary school, when parents and teachers believe it is less psychologically harmful.

While students usually repeat a year to allow them to catch up academically, socially or to mature, Dr McGrath said the research was unclear on whether it was related to children starting school too young.

But the study found that any academic gains are short-lived and the stigma students feel in repeating exacerbates existing mental and social problems.

"Students who repeat are aware they have failed in some way and as a result are being removed from their same-age peers," Dr McGrath says.

"This perception is also held by their peers. This creates a sense of shame, stigma and loss of self-esteem."

Some studies found that repeating "directly increased aggression and misbehaviour in all boys, but especially in those who were already showing early signs of anti-social behaviour".

"The frustration, disappointment and anger engendered by this kind of visible school failure contributes to students following criminal and anti-social pathways," one study argues.

Other research warns that making students repeat in the absence of any evidence it benefits them may constitute educational malpractice, akin to doctors performing surgery they know is high-risk or outdated.

In her analysis, Dr McGrath says students who repeat are 20 to 50 per cent more likely to drop out of high school and those who do graduate from high school are 50 per cent less likely to enrol in tertiary education.

"These odds were even worse for those students who had repeated between Years 5 and 10," she says.

President of the Australian Primary Principals Association Leonie Trimper said parents were usually the ones pushing for children to repeat, and she thought it was a rare decision these days.

It was an individual decision for every child that depended on their age, friendships, social groups and long-term benefit, Ms Trimper said.

"It's a complex decision that is never taken lightly."


2006 Legislative Changes Regarding School Attendance

The Department of Education has issued the following memorandum regarding the 2006 Legislative Changes Regarding School Attendance. The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-3919/k12_06_124memo.pdf

http://info.fldoe.org/docushare/dsweb/Get/Document-3920/k12_06_124att1.pdf

(Attachment 1)

http://info.fldoe.org/docushare/dsweb/Get/Document-3921/k12_06_124att2.pdf

(Attachment 2)

Friday, August 25, 2006

Legislative Outlook from the American School Counselor Association

Legislative Outlook
August 25, 2006
Source: The American School Counselor Association
www.schoolcounselor.org

While Congress enjoys the last days of its August Recess, we thought we
would remind you of what has-or has not-happened this year. While there
was high hopes for the passage of a number of pieces of education
legislation earlier this year, to date, only one has reached the
President's desk. This provides a summary of the status of a number of
bills important to education advocates.

Perkins Vocational and Technical Education Act (Passed!)

Summary: The Carl D. Perkins Vocational and Technical Education
Act(Perkins) provides federal assistance for secondary and postsecondary
vocational education programs at the high school level and at technical
postsecondary and community colleges. A series of bills intended for
this same purpose date as far back as 1917, but Perkins was originally
passed in
1984 and most recently reauthorized in 1998.

Reauthorization status:
* House - The Vocational and Technical Education for the Future Act

(H.R. 366) was passed by the House on May 4 (416-9).
* Senate - The Carl D. Perkins Career and Technical Education
Improvement Act of 2005 (S.250) was passed by the Senate on March 10
(99-0).
Passed conference committee; signed by President Bush on August 12.

Higher Education Act

Summary: The Higher Education Act (HEA) authorizes the federal
government's major student financial aid programs; services to help
students complete high school and enter and succeed in postsecondary
institutions; aid to institutions; and aid to improve K-12 teacher
training at postsecondary institutions. Ninety five percent of the
funding is disbursed through Title IV - aid to students. Initially
passed in 1965 and last reauthorized in 1998, the Higher Education Act
is on the legislative calendar in both chambers of Congress to be
reauthorized through FY 2008.

In February of this year, the "Higher Education Reconciliation Act" was
passed and enacted as part of larger deficit reduction legislation.
This law, PL 109-171, includes those provisions of the original
reauthorization proposals that cost or spend money-basically, changes to
the federal student aid programs found in Title IV of the Higher
Education Act were enacted via this bill. These provisions resulted in
a number of changes to the federal student aid programs, and created two
new programs-the American Competitiveness and National Science and
Mathematics Access to Retain Talent grant (ACG and SMART Grant)
programs. Despite this action, the Act has yet to be reauthorized in a
comprehensive manner.

Reauthorization status:

* Senate - The Senate Health, Education, Labor and Pensions
(HELP)Committee passed the Higher Education Amendments of 2005 (S. 1614)
on September 8, 2005. S. 1614 was later included as part of S. 1932,
the Deficit Reduction Act of 2005, but the majority of it was stripped
in conference with the House. Senate HELP Committee Chairman Mike Enzi
(R-WY) has said he would like to see S. 1614 on the floor of the Senate
before the close of the 109th Congress, but it seems unlikely.
* House - The College Access and Opportunity Act (H.R. 609) was
passed by the House on March 30 (221-199). Pending Senate floor action.

Head Start

Summary: Head Start, established in 1965, is a comprehensive child
development and early education program for low-income children, ages
birth to five years old, and their families. The goal of Head Start is
to help disadvantaged children become better prepared to succeed in
school and in life. It also provides an array of comprehensive services
such as health screenings (including mental health) and services;
nutrition; dental and vision services; and extensive parental
involvement and education to the families of low-income children. The
program currently serves over 900,000 children and families annually.

Reauthorization status:

* House - The School Readiness Act of 2005 (H.R. 2123) was passed
by
the House on September 22 (231-184).
* Senate - The Head Start Improvements for School Readiness Act
(S.1107) was passed unanimously by the Health, Education, Labor, and
Pensions (HELP) Committee on May 25.Pending Senate floor action.

Workforce Investment Act

Summary: The Workforce Investment Act (WIA) authorizes the federal
government's primary programs for preparing the nation's workforce. As
part of its goal to create a seamless workforce development system for
workers and employers, WIA created one-stop career centers where
job-seekers have access to labor market information, job counseling and
job training to help them get back on their feet.

Reauthorization status:
* House - The Job Training Improvement Act (H.R. 27) was passed by
the
House on March 2 (224-200).
* Senate - Workforce Investment Act Amendments of 2005 (H.R.
27-while utilizing the House bill number, the Senate bill was a unique
bill and not a mirror image of the House) was passed by the Senate on
June 29 by unanimous consent.Pending conference.

Articles of Interest
The Washington Post (08/22/06). The Future of D.C. Public Schools:
Traditional or Charter Education?
http://www.washingtonpost.com/wp-dyn/content/article/2006/08/21/AR200608
2101758.html?referrer=email

The New York Times (08/22/06). "Study of Test Scores Finds Charter
Schools
Lagging."
http://www.nytimes.com/2006/08/23/education/23charter.html?ref=education

The Washington Post (08/21/06). "Butterflies Abound as First-Year
Teachers
Await Day One."
http://www.washingtonpost.com/wp-dyn/content/article/2006/08/20/AR200608
2000601.html

The Washington Post (08/06/06). "Class Questions."
http://www.washingtonpost.com/wp-dyn/content/article/2006/08/01/AR200608
0100825.html

The Los Angeles Times (08/25/06). "Bush Administration Opposes
Integration
Plans."
http://www.latimes.com/news/printedition/la-na-scotus25aug25,1,1755968.s
tory

Perkins Vocational and Technical Education Act (Passed!)

Summary: The Carl D. Perkins Vocational and Technical Education Act

(Perkins) provides federal assistance for secondary and postsecondary vocational education programs at the high school level and at technical postsecondary and community colleges. A series of bills intended for this same purpose date as far back as 1917, but Perkins was originally passed in 1984 and most recently reauthorized in 1998. Reauthorization status:

· House - The Vocational and Technical Education for the Future Act (H.R. 366) was passed by the House on May 4 (416-9).

· Senate - The Carl D. Perkins Career and Technical Education Improvement Act of 2005 (S.250) was passed by the Senate on March 10 (99-0). Passed conference committee; signed by President Bush on August 12.

Monday, August 21, 2006

State University System of Florida - Wikipedia, the free encyclopedia

From Wikipedia, the free encyclopedia
The State University System of Florida (SUS, or SUSF out-of-state) is a system of universities indirectly governed by the State of Florida. From 1905 to 1965, the few universities in the system were governed by the Florida Board of Control. This was replaced by the Florida Board of Regents in 1965, to accommodate the growing university system. The Board of Regents governed until it was disbanded in 2001, and its authority was divided Florida Board of Education (which was given some authority over all levels of public education in the state), and appointed Boards of Trustees, which operated independently for each separate institution. In 2002, Floridians led by Senator Bob Graham passed an amendment to the state constitution establishing a new statewide governing body, the Florida Board of Governors.

Read more >>> State University System of Florida - Wikipedia, the free encyclopedia

In the News

The Washington Post (08/13/06). "How to Help Our Students."

http://www.washingtonpost.com/wp-dyn/content/article/2006/08/11/AR2006081101565.html

USA Today (08/13/06). "Don't pay kids to flee schools."

http://www.usatoday.com/news/opinion/editorials/2006-08-13-our-education_x.htm

The New York Times (08/16/06). "For SAT Maker, a Broader Push to the

Classroom."

http://www.nytimes.com/2006/08/16/education/16collegeboard.html?_r=1&adxnnl=1&oref=slogin&ref=education&adxnnlx=1155745759-fIQdoSWoi+rFH3oe40pTeA

The Washington Post (08/18/06). "Hundreds Worldwide Hit by Loss Of AP

Tests."

http://www.washingtonpost.com/wp-dyn/content/article/2006/08/17/AR2006081701355.html

The Washington Post (08/16/06). More Students Eyeing College Opt to Take

ACT."

http://www.washingtonpost.com/wp-dyn/content/article/2006/08/15/AR2006081501325.html?referrer=email

CBS News (08/11/06). "Stressing Over Raising Superkids."

http://www.cbsnews.com/stories/2006/08/11/health/webmd/main1887048.shtml

 

NCLB Commission Looks at NCLB Impact on High Schools

On August 4, the Aspen Institute's Commission on No Child Left Behind held the last in a series of summer roundtable discussions on the impact of the No Child Left Behind Act (NCLB) with a discussion of the law's effects on high schools. Participants included: Gaston Caperton, president, The College Board (NY); Bob Wise, president, Alliance for Excellent Education; Michael Cohen, president, Achieve, Inc.; Robert Balfanz, associate research scientist, Center for Social Organization of Schools, John Hopkins University; Fredreka Schouten, Senior Associate and Director of Public Outreach, Education Trust; and Becky Pringle, Chair, NEA ESEA Advisory Committee, National Education Association.

The roundtable addressed issues such as: teacher quality; testing requirements; graduation rates; sanctions; college preparation; funding; and assessment and accountability.

The Commission will continue its work this fall with a hearing on NCLB in late September in Washington D.C. More information on the Commission and its work is available at http://www.nclb.com.

Growth in Use of Exit Exams Stalls

NEWS RELEASE
CONTACT: Matt Maurer at (202) 955-9450 ext. 322 or mmaurer@commworksllc.com
Albert Lang at (202) 955-9450 ext. 317 or alang@commworksllc.com

Growth in Use of Exit Exams Stalls, As States Adjust Existing
Requirements To Create Greater Flexibility for Students
Tests Remain “A Force” In Education, Report Finds,
But Gaps In Pass Rates Persist for Key Student Groups

WASHINGTON August 16, 2006 For the first time, growth in the number of states requiring
students to pass an exit exam in order to earn a high school diploma has stalled, according to a
report from the independent, Washington, D.C.-based Center on Education Policy, which also tracks
significant changes in how exit exams are being implemented nationwide.
According to the report, no state legislature adopted a new exit exam requirement in 2006 although
Maryland, Washington, and Oklahoma are following through on plans set earlier to phase in exit
exams. Of the four states scheduled to begin withholding diplomas based on exam performance this
year, Arizona and California did so only after facing significant legal challenges, while Utah backed
down from its earlier plans to do so. Idaho began withholding diplomas in 2006 with less conflict and
controversy than other states experienced.
Meanwhile, most of the 25 states that currently require or are phasing in exit exams have moved to
create greater flexibility and support to help struggling students meet the exam requirements. The
report also notes that of the other 25 states, five now ask all students to take the SAT or ACT college
entrance exams, reflecting the push to make college readiness a central focus of high school reform
efforts.
The new report underscores that exit exams remain a force in education, currently affecting two thirds
of the nation’s 15 million public high school students. By 2012, the report estimates that exit
exams in 25 states will affect 71 percent of the nation’s public high school students and 81 percent
of minority high school students.
Although the research is not entirely conclusive, new studies suggest that exit exams may have a
slightly negative effect on graduation rates, but these exams do not seem to rate very high on the list
of factors influencing a student’s decision to drop out. Exit exams do seem to be having a significant
impact on curriculum. In a survey conducted by the Center for the report, state education officials
reported that students are being encouraged to take more courses in tested subjects, including
reading, writing, mathematics and science.
“States at the center of the exit exam controversy are those now beginning to withhold diplomas, and
they are trying to help struggling students without weakening the integrity and purpose of the
assessments,” said Jack Jennings, president & CEO of the Center. “It is likely that the stalled growth in the use of exit exams is in part due to the fact that other states are waiting to see how legal and

political battles play out before making their own decisions.”
Generally, the percentage of students passing exit exams on the first try ranges from about 70-90
percent in most states and has changed only slightly since 2004. And while several states have
reduced the gaps in pass rates between various subgroups of students, alarming disparities in exam
performance still persist for minority students, low-income students, students with disabilities, and
English language learners.
Cumulative pass rates, which show the percentage of students who eventually pass the exams by
the end of 12th grade, range from 87-95 percent in the six states that reported this information. In
addition, serious gaps for key student subgroups remain even after multiple testing opportunities.
However, cumulative pass rates may not be very reliable, according to the report, because states
use different methods to calculate them and may exclude students who drop out before the last
exam administration.
States Offer Greater Flexibility, Support
During the last year, three states, including Arizona, Maryland and Washington, expanded options
for struggling students to earn a diploma by permitting students in some cases to substitute scores
from tests such as the SAT and ACT; take an alternative assessment; pursue a waiver or appeals
process; earn exam credit through course grades; and use other evidence of competency. California
serves as a notable exception, however, by allowing no alternatives for its general education
students in part due to a concern that greater flexibility might weaken the purpose of the exams.
Idaho created multiple routes for students to meet the exam requirement and set its passing score
for 2006 at an 8th grade level of performance, with the intention to raise it to the 10th grade level the
most common level of proficiency for exit exams in the U.S. over the next two years. These
policies may have helped lessen controversy about withholding diplomas this year.
Meanwhile, a pattern has emerged in state efforts to provide remediation for students, with greater
emphasis being provided in states now beginning to withhold diplomas. According to CEP’s report,
California has tripled its spending on remediation during the past year (from $20 million to more than
$57 million) and Washington plans to spend more than $28 million on remediation in 2006-07, in
advance of its plans to begin withholding diplomas in 2008. In contrast, Indiana and Massachusetts
states that have had exit exam requirements in place for several years have recently reduced
spending for remediation.
Overall, 18 of the 25 states with current or planned exit exams require their school districts to offer
remediation courses for students who do not pass portions of the exit exams while only six states
actually require these students to attend remediation courses, and only 14 states provide state
funding for remediation or related student support programs.
Based in Washington, D.C., and founded in 1995, the Center on Education Policy is a national
independent advocate for public education and for more effective public schools. The Center works to
help Americans better understand the role of public education in a democracy and the need to improve
the academic quality of public schools. The Center does not represent special interests. Instead, it helps
citizens make sense of conflicting opinions and perceptions about public education and create conditions
that will lead to better public schools.
States High School Exit Exams: A Challenging Year, along with CEP’s previous annual reports on exit
exams and other publications, are available at the Center’s Web site: www.cep-dc.org.
# # #

Friday, August 18, 2006

HOW TO BE AN EFFECTIVE ADVOCATE FOR QUALITY SCHOOLS

HOW TO BE AN EFFECTIVE ADVOCATE FOR QUALITY SCHOOLS Whether it is through education funding, accountability, or teacher quality regulations, education policy affects our schools and students. For too long, these policies have been developed without full consideration of their effect in the classroom. ASCD is working to change that by helping educators engage in effective advocacy. The resources in this guide and in the ASCD Action allow you to take action to support effective education policy. This guide offers advice for planning an advocacy campaign, communicating with policymakers, making your voice heard, and ensuring your advocacy is effective and efficient. Using ASCD materials and the tactics in this guide, you can make the most of your time as an advocate. Even if you have only two minutes to spare, these tried-and-true approaches will make sure you are respected and effective as a go-to source for education policy. The time for advocacy on behalf of students is now, and the voice needed is yours. You may already be in volved in efforts to change policies and programs close to home, but your voice must also be heard on a national level.
http://www.ascd.org/ASCD/pdf/newsandissues/ascdadvocacyguide.pdf

Thursday, August 17, 2006

Guide to Florida Government

Guide to Florida Government
http://www.flsenate.gov/Publications/general/House/special/guide2005.pdf

Also see Online Sunshine
http://www.leg.state.fl.us/

Sunday, August 06, 2006

Department Releases IDEA Part B Regulations

On August 3, the Department of Education released an unofficial version of the much anticipated final regulations for Part B of the Individuals with Disabilities Education Improvement Act of 2004 - legislation that reauthorizes the Individuals with Disabilities Improvement Act (IDEA). The "official" version will be printed in the August 14 edition of the Federal Register.

According to the Department, the goal of the package of regulations is to turn the "promise" of IDEA into a "reality" for students with disabilities by emphasizing accountability and flexibility. While the regulations are comprehensive, the Department expects the majority of attention will be focused on the following four areas:

Highly qualified teacher requirements; Private school placement; Response to intervention; and Early intervention services. The regulations can be downloaded at
http://www.ed.gov/policy/speced/guid/idea/idea2004.html.

Tuesday, August 01, 2006

Attorney General Gonzales Hails Passage of the Child Protection Act

On July 25, 2006, the U.S. Department of Justice issued the following press release regarding the Adam Walsh Child Protection and Safety Act, which was subsequently signed by President Bush on July 27:

Attorney General Alberto R. Gonzales released the following statement today regarding Congressional passage of H.R. 4472, the Adam Walsh Child Protection and Safety Act of 2006:

"America's children will be better protected from every parent's worst nightmare - sexual predators - thanks to passage of the Adam Walsh Child Protection and Safety Act of 2006. I applaud both the House and Senate - and in particular the leadership of Chairman Specter in the Senate and Chairman Sensenbrenner in the House - for passing this comprehensive bill, which includes provisions proposed by the Department of Justice. The protection of our nation's children has been, and will continue to be, one of the Department's highest priorities, and we believe this bill will help us do our job even better."

Background

Important measures in the Adam Walsh Child Protection and Safety Act include:

  • Providing statutory authorization for one of the Attorney General's major initiatives, Project Safe Childhood, which will be implemented through U.S. Attorney-led, locally designed partnerships of federal, state, and local law enforcement to investigate and prosecute technologically-facilitated crimes against children.
  • Strengthening the national standards for sex offender registration and notification, including:
    • Consistent requirements that convicted sex offenders register in the jurisdictions in which they live, work, or go to school, and periodically appear in person before officials of those jurisdictions to verify and update their registration information.
    • Longer required registration periods for sex offenders, including registration for at least 25 years or for life for persons convicted of offenses involving sexual abuse or exploitation of children, for rapists, and for recidivists.
    • More consistent availability to the public through the Internet of information concerning the identities and locations of sex offenders who are required to register.
    • Enhancing the penalties for various federal violent crimes and sexual offenses against children.
    • Authorizing the Attorney General to make grants to support pilot programs for electronic monitoring of released sex offenders, and to support effective civil commitment programs for mentally disordered or abnormal sex offenders who remain dangerous.
    • Allowing the Attorney General to seek the federal civil commitment of sexually dangerous persons to treatment facilities until such time as they no longer pose a threat to other persons.
    • Including the provisions of what is popularly known as "Masha's Law," to make it clear that adults who were victims of sexual exploitation when they were children can sue both those who initially committed the exploitation and those who perpetuate the exploitation by downloading the images of abuse.
    • Enhancing recordkeeping requirements to ensure that minors are not depicted in sexually explicit material.
    • Prohibiting the insidious practice engaged in by certain sexually explicit web sites of hiding innocuous terms in the hypertext markup language so that a search for those terms on the Internet yields links to the sexually explicit web sites.

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The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Progams in the U.S. Department of Justice.