Zorg

The AP (1/14) reports that Texas Gov. Rick Perry (R) said that the state will not "compete for up to $700 million in federal stimulus money for education because the program 'smacks of a federal takeover of our public schools.'" Surrounded by "representatives of teachers' unions" and Texas Education Commissioner Robert Scott, Perry said at a press conference Wednesday that "taking the money would force the state to adopt national education and testing standards and result in Texas losing its autonomy in educating children." The governor also noted that "under state and local control," schools in Texas are excelling: "standardized test scores are up, the dropout rate is down and Texas has been recognized as one of only four states that is closing the achievement gap in math." Some lawmakers, however, "were quick to criticize Perry's decision."

        The Houston Chronicle (1/14, Mellon) reports that Perry's "decision to forgo the money available in the Race to the Top grant competition defied pleas from local school leaders who said their districts could use it." Terry Grier, superintendent of the Houston Independent School District, asked, "If our standards are that much better, why don't we get in there and convince everyone else in the nation to rise to our level?" Meanwhile, many state teachers groups praised the decision. The Houston Chronicle adds that "as of last week, Texas Education Agency staff had spent 700 to 800 hours on the application in case the governor gave the green light."

        The San Antonio Express-News (1/14, LaCoste-Caputo) reports, "Perry's objections seem to center on the fact that the grant rules give preference to states that sign on to a push for national curriculum standards." The governor and education commissioner "have been critical of the Common Core Standards Initiative, a state-led effort" that aims to "create common standards for math and English in kindergarten through 12th grade across states." Alicia Thomas, associate superintendent of Texas' North East Independent School District, "where officials have declared a state of financial exigency," spoke in favor of the standards, saying, "We are working to prepare our students to be ready to be part of a global economy. ... It might be helpful to have some best practices established across the country. Texas has something to add to that conversation."

Jackson NJ Online (1/13) reported that New Jersey Education Commissioner Lucille E. Davy "welcomed a new report by the Education Trust as further evidence that New Jersey is making strides in narrowing gaps in achievement on standardized tests without sacrificing progress of individual student groups. The recently released four-pronged analysis, titled 'Gauging the Gaps, A Deeper Look at Student Achievement,' recognizes New Jersey as one of the top states in closing the achievement gap." The Education Trust "listed New Jersey as one of the top states in progress for all groups of students over time and for group performance compared across states."

Education Week (1/13, Viadero) reported, "Three years ago, when a task force of the congressionally chartered National Research Council issued influential recommendations for improving K-8 science education, it also made a pitch for introducing scientific study" to "children as young as 4." This call has been highlighted in recent years by educators and policymakers concerned "about American students' performance on international science tests and the supply of students pursuing" STEM careers. According to some experts, "decades of research in cognitive science and developmental psychology" dispute the idea that young children are "simplistic thinkers" and are unable to "make predictions" and understand science concepts. Still, a study by University of Miami researcher Daryl B. Greenfield concluded that "science is one of the areas in which children show the least learning growth during their preschool years."

The Austin (MN) Daily Herald (1/14, Drewelow) reports that Southgate Elementary "is piloting a Junior FIRST Lego League (FLL)," geared toward first- through fifth-graders. The local high school "has had a robotics team for two years, and Southgate is the only other school in the district that is now involved. The program will grow next school year when Southgate fifth graders graduate and move on to Ellis Middle School." Students participating in the school's Junior FIRST program "meet twice a month...to reflect on and meet a challenge," which varies from year to year. "This year's challenge is to find out what types of transportation are used to get products to Austin."

The Advertiser-News (NJ) (1/13, Wilinski) reported, "Unable to attend school in a traditional setting due to disability," 19 students attend Special Children's School in Sparta, NJ "to receive the academic, social, cognitive and physical education and therapy they need, according to their Individualized Educational Program, or IEP." The Special Children's School "seeks to provide all of its students with a well rounded education that will help each one reach his or her full potential, utilizing individual strengths."

The Missourian (1/13, Ziemba) reported that the Missouri Department of Elementary and Secondary Education "held a public hearing on proposed changes in state regulations for special education services in Missouri on Tuesday." Missouri "is changing its state plan to comply with new federal guidelines that regulate federal funding for special education services, Jim Morris, the department's spokesperson said. ... Most of the changes are for clarification purposes, but there is a new federal regulation that will allow parents to withdraw their child from special education services with written consent, Jackie Bruner, special education services director, said."

The AP (1/13, Alford) reported that Kentucky lawmakers "axed a charter schools proposal from fast-tracked legislation intended to strengthen Kentucky's application for a massive infusion of federal school improvement money." According to the AP, the move "paved the way to pass the first bill of the 2010 legislative session. Gov. Steve Beshear [D] said through a spokeswoman that he intends to sign the measure into law." State Education Commissioner Terry Holliday "said Kentucky's legislation, as approved by lawmakers on Wednesday, has the full support of school superintendents and teacher organizations. That, he said, strengthens Kentucky's chances of getting" up to $200 million in federal stimulus funds.

California's Riverside Press-Enterprise (1/13, Klampe) reports that in an effort to reduce waste and to "help the hungry," California's Murrieta Unified School District donates extra cafeteria food from its middle and high schools to the local food pantry. "Each day, food service workers at the district's middle and high schools package unsold tacos, hamburgers, burritos, corn dogs and other entrees for pickup by the Community Food Pantry of Murrieta." The program has been going on since February of last year, and Murrieta schools have donated 11,482 food items in that time. Middle and high school students in the district "get as many as 10 entree choices for lunch," which "results in anywhere from 30 to 150 extra entrees each day at each of the district's four middle schools and three high schools," said Jill Lancaster, director of nutrition services."

The Mount Vernon (OH) News (1/13, Schehl) reports that school district officials in Ohio "would have to establish a body mass index and weight status category screening program" if proposed Healthy Choices for Healthy Children legislation is approved. The bills would require for students in "kindergarten, third, fifth and ninth grades...to undergo a screening for body mass index and weight status category before Nov. 1 of the school year." Schools would then have to submit the data "to the state's Education Management Information System and be included on the district and state report cards." In addition, the legislation would "require 30 minutes of physical activity for students each day" and "require schools to offer more nutritious food and beverages in vending machines and on menus," among other changes. The Mount Vernon News notes that the Ohio Association of School Business Officials has expressed concern "about how the new mandates will be funded" and "how the additional physical education and activity requirements will fit into an already busy school day."

The Hampton Roads Virginian-Pilot (1/14, Roth) reports that Virginia "has ranked fourth in the nation for the second year in Education Week's annual Quality Counts report, behind Maryland, New York and Massachusetts." The Education Week report "measures states in six areas: success factors outside school, such as parent income and education; standards, assessments and accountability; transitions between early-childhood, K-12 education, college and the workplace; teaching; school finance; and student achievement." Virginia's "lowest rankings were in assessments, college preparation and funding equity."

        Florida Schools Seen As Heading In Right Direction. Ron Matus writes in a column for the St. Petersburg (FL) Times (1/14) that Education Week researchers have ranked Florida schools No. 8 in the nation, cautioning that "it's dicey to make year-to-year comparisons, because they look at slightly different indicators every year." The researchers "also did not update what is arguably the most important piece of their analysis: the national test scores and graduation rates that gauge student progress." However, "as a broad measure, they say their report shows Florida is headed in the right direction."

Dave Nagel, "executive editor for 1105 Media's online education publications," asks in T.H.E. Journal (1/14, Nagel), "Which issues in education technology should drive policymaking in 2010?" The International Society for Technology in Education has "published a list of its top-10 priorities for decision makers for the coming year." The list includes: "Increasing federal funding support for technology through Enhancing Education Through Technology (EETT); Keeping educators up to date on the latest technologies to help them be more effective in their teaching environments;" and "Ensuring universal access to broadband services, which ISTE described as 'critical so that students and parents have access to school assignments, grades, announcements and resources.'"

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