Archive | June, 2012

Title IX also mandates access to education for pregnant students

19 Jun

In Talking to your teen about risky behaviors, moi said:

There are no perfect people, no one has a perfect life and everyone makes mistakes. Unfortunately, children do not come with instruction manuals, which give specific instructions about how to relate to that particular child. Further, for many situations there is no one and only way to resolve a problem. What people can do is learn from their mistakes and the mistakes of others. Sharon Jayson writes in the USA Today article, More children born to unmarried parents:

A growing number of firstborns in the USA have unmarried parents, reflecting dramatic increases since 2002 in births to cohabiting women, according to government figures out today.

The percentage of first births to women living with a male partner jumped from 12% in 2002 to 22% in 2006-10 — an 83% increase. The percentage of cohabiting new fathers rose from 18% to 25%. The analysis, by the National Center for Health Statistics, is based on data collected from 2006 to 2010….

The percentage of first births to cohabiting women tripled from 9% in 1985 to 27% for births from 2003 to 2010.

Karen Benjamin Guzzo, a sociologist at Bowling Green State University in Bowling Green, Ohio, who studies cohabitation and fertility, says she thinks the big jump since 2002 is likely because of the recession, which was at its height from late 2007 to 2009, right in the middle of the federal data collection.

“I think it’s economic shock,” she says. “Marriage is an achievement that you enter into when you’re ready. But in the meantime, life happens. You form relationships. You have sex. You get pregnant. In a perfect world, they would prefer to be married, but where the economy is now, they’re not going to be able to get married, and they don’t want to wait to have kids.”

Also, middle class parents may think more about how much kids cost, but “having kids is much more than about money. It’s about love,” Guzzo says. “You can be a good parent if you don’t have a lot of money. You can be with someone who can be a good parent.”

Sociologist Kelly Musick of Cornell University in Ithaca, N.Y., who studies cohabiting couples with children, says she’s noticed women with more education starting to have children outside of marriage. She says cohabiting used to be more common among women who didn’t graduate from high school but it’s becoming more common for those with a high school degree or some college….

The government report also found racial and ethnic differences.

About 80% of first children born to black women were outside of marriage; 18% of these women were cohabiting. Among Hispanics, 53% of first children were born outside of marriage, and 30% of the women were cohabiting. Among white women, 34% of first children were born outside of marriage, 20% to cohabiters. Among Asians, 13% of first children were born outside of marriage; 7% of women were cohabiting.

The new data also found no significant changes since 2002 in some other areas:

•Average age at first birth (23 for women and 25 for men).

•Percentage that had a biological child (56% of women and 45% of men).

•Average number of children (1.3 births for women and 0.9 for men).

This rise in first births to cohabiting women parallels increases in first births to unmarried women overall. Of first births from 2006-10, 46% were to unmarried mothers, compared with 38% in 2002.

http://www.usatoday.com/news/health/wellness/story/2012-04-10/CDC-marriage-cohabitation-children/54186600/1#.T4Z8NWHELEQ.email

This is a demographic disaster for children as devastating as the hurricane “Katrina.”

One way to promote healthier lifestyles for children is to keep their parents in school so that they can complete their education. One overlooked aspect of Title IX is the mandate that pregnant teens have access to education.

The National Women’s Law Center has information about Title IX and pregnancy:

Pregnant & Parenting Students

Teen parents face enormous barriers to success in school.  We’re working to ensure that Title IX’s  mandate of equal treatment for pregnant and parenting students is enforced and to encourage schools to help them graduate ready for college and careers. Title IX is the federal law that prohibits discrimination on the basis of sex in schools that receive federal funding. Every pregnant and parenting student should know that Title IX regulations require that pregnant and parenting students have equal access to schools and activities, that all separate programs for pregnant or parenting students must be completely voluntary, and that schools must excuse absences that due to pregnancy or childbirth for as long as is deemed medically necessary by the students physician.

Resources for Students, Parents, & Educators

Recent Cases & Legislation

Highlights

Webinars & Presentations | Ask the Experts: Pregnancy-Based Harassment in Schools

March 9, 2012

The National Women’s Law Center’s “Ask the Experts” series was launched in February 2012 to help people like YOU get answers about issues that matter to you.

This edition answers the following question: “After I became pregnant, people at my school started harassing me and calling me names like ‘slut’ and ‘whore.’ Is there something I can do to stop this?”

Watch below to see an NWLC expert answer.  For more information on the rights of pregnant and parenting students, click here.

Read more…

Webinars & Presentations | Ask the Experts: Title IX and Pregnant and Parenting Students

March 9, 2012

The National Women’s Law Center’s “Ask the Experts” series was launched in February 2012 to help people like YOU get answers about issues that matter to you.

This edition answers the following question: “I’m a pregnant student. Can my school force me to attend an alternative school or program?”

Read more…

Fact Sheet | Pregnancy Harassment Is Sexual Harassment: FAQs About Title IX and Pregnancy Harassment

January 17, 2012

This fact sheet answers common questions about sexual harassment and pregnancy.  Harassment because of pregnancy, any related medical conditions, or recovery therefrom, is always sex discrimination.  If you’re experiencing harassment because you’re pregnant or have been pregnant, Title IX can protect you.  Title IX prohibits other types of pregnancy discrimination too (such as not excusing pregnancy-related absences).

Read more…

Fact Sheet | Fact Sheet: Pregnant and Parenting Students Access to Education Act

August 5, 2011

Teen parents face enormous barriers to success in school. The Pregnant and Parenting Students Access to Education Act (PPSAE) provides states and school districts with the necessary framework and resources to support pregnant and parenting students and ensure that they have equal access to educational opportunities.  This fact sheet outlines key provisions of the bill and provides background information on pregnant and parenting students in the U.S. 

Read more…

More Resources

Fact Sheet | Pregnant and Parenting Students’ Rights

June 14, 2012

If you are a pregnant or parenting student, you should know that under Title IX, you have a right to stay in school so you can meet your education and career goals. This fact sheet outlines students’ rights in key areas including school absences, activities and make-up work.

Read more…

Students must complete their education.

Related:

1.   A Title IX Perspective on the Schools – RAND Corporation

www.rand.org/pubs/reports/2008/R2767.pdf

File Format: PDF/Adobe Acrobat
by GL Zellman
http://www.rand.org/pubs/reports/2008/R2767.pdf

2. Martinez G, Copen CE, Abma JC. Teenagers in the United States: Sexual activity, contraceptive use, and childbearing, 2006–2010 National Survey of Family Growth. National Center for Health Statistics. Vital Health Stat 23(31). 2011.
Library of Congress Catalog Number 306.70835’ 09073090511—dc22
For sale by the U.S. Government Printing Office Superintendent of Documents Mail Stop: SSOP Washington, DC 20402–9328 Printed on acid-free paper.

Results
In 2006–2010, about 43% of never-married female teenagers (4.4 million), and about 42% of never-married male teenagers (4.5 million) had had sexual intercourse at least once. These levels of sexual experience have not changed significantly from 2002. Seventy-eight percent of females and 85% of males used a method of contraception at first sex according to 2006–2010 data, with the condom remaining the most popular method. Teenagers’ contraceptive use has changed little since 2002, with a few exceptions: there was an increase among males in the use of condoms alone and in the use of a condom combined with a partner’s hormonal contraceptive; and there was a significant increase in the percentage of female teenagers who used hormonal methods other than a birth-control pill, such as injectables and the contraceptive patch, at first sex. Six percent of female teenagers used a nonpill hormonal method at first sex.

3. Teen Pregnancy Rate Lowest in Two Decades

http://thechart.blogs.cnn.com/2011/04/05/teen-pregnancy-rate-lowest-in-two-decades/
Teen pregnancy rate lowest in two decades

Shows like “Teen Mom” and “16 and Pregnant” have helped make teen pregnancy a topic of national conversation. However, the latest data from the Centers for Disease Control and Prevention show that the actual rate of teen pregnancies in the U.S. has declined to a record low.

In 2009, around 410,000 teenage girls, ages 15 to 19, gave birth in the United States. That’s a 37 percent decrease from the teen birth rate in1991. Then, 61.8 births per every 1,000 females was a teen pregnancy. The rate has now dropped to 39.1 births per 1,000 women. Yet according to the United Nations, the rate of teen pregnancy in the United States is nearly nine times higher than in the majority of other developed nations.

In a press release attached to the new Vital Signs report, Dr. Thomas R. Frieden, the director of the CDC, wrote that despite the steady reduction in teen pregnancies over the last two decades, “still far too many teens are having babies.”

“Preventing teen pregnancy can protect the health and quality of life of teenagers, their children, and their families throughout the United States.”

The Vital Signs report looked at data from 1991 to 2009 and found that in addition to the steady decrease in the rate of teen pregnancies, there’s also been a decrease in the percentage of high school students even having sex. More teens are using contraception, too; the CDC says the percentage of students who had sexual intercourse in the past three months without using any type of contraception decreased from sixteen percent to 12 percent while the percentage of students using two forms of contraception (for example, a condom and birth control pills) increased from 5 to 9 percent.

Still, roughly 1,100 teenage women give birth every day. According to the CDC, that means one of every ten new mothers is a teenager. The majority are Hispanic or African-American, with respective birth rates nearly double that of white teenagers. Combined, all teen pregnancies cost taxpayers about $9 billion a year.

Post by: Caitlin Hagan – CNN Medical

See:

What parents need to know about ‘texting’ https://drwilda.wordpress.com/2012/05/04/what-parents-need-to-know-about-texting/

Children and swearing                                      https://drwilda.wordpress.com/2012/04/29/children-and-swearing/

Does what is worn in school matter? https://drwilda.wordpress.com/2012/04/02/does-what-is-worn-in-school-matter/

Teen dating violence on the rise             https://drwilda.wordpress.com/2012/04/01/teen-dating-violence-on-the-rise/

Dr. Wilda says this about that ©

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Social media spreads eating disorder ‘Thinspiration’

19 Jun

In Children, body image, bullying, and eating disorders, moi said:

The media presents an unrealistic image of perfection for women and girls. What they don’t disclose is for many of the “super” models their only job and requirement is the maintenance of their appearance. Their income depends on looks and what they are not able to enhance with plastic surgery and personal trainers, then that cellulite can be photoshopped or airbrushed away. That is the reality. Kid’s Health has some good information about Body Image

Huffington Post is reporting in the article, Children Diet To Keep Off Pounds And Ward Off Bullying, Survey Says:

A recent survey of 1,500 of children between ages 7 and 18 revealed that young teens diet and worry about their weight.

About 44 percent of children between the ages of 11 and 13 say they’ve been bullied because of their weight, and more than 40 percent of kids younger than 10 admitted they were concerned about packing on the pounds, with nearly one-fourth reporting having been on a diet in the last year, according to the Press Association….

Last year, 13-year-old Nicolette Taylor resorted to plastic surgery to escape harassment and name-calling, particularly on social networking sites such as Facebook.

“All my friends could see [my nose], all my new friends, and I didn’t want them saying things,” Taylor told Nightline about her decision to get a nose job. “Gossip goes around, and it really hurts.”

Other teens have felt suicide was their only way to escape daily scrutiny about their appearance or sexuality.

Although adolescents get picked on for a variety of reasons, weight is the top reason children are bullied at school, Yahoo! Shine reports.

And according to Rebecca Puhl, Director of Research at the Rudd Center for Food Policy at Yale University, a new ad campaign in Georgia is only “perpetua[ting] negative stereotypes.”

The ads, which aim to curb childhood obesity rates, feature photos of overweight children accompanied by text, such as “WARNING: It’s hard to be a little girl if you’re not.” http://www.huffingtonpost.com/2012/01/05/children-diet-bullying_n_1186422.html?ref=email_share

It is situations like this which cause unhealthy eating habits and disorders like anorexia and bulimia. Web MD has some excellent information about anorexia. https://drwilda.wordpress.com/2012/01/09/children-body-image-bullying-and-eating-disorders/

KING5 News reported the story,‘Thinspiration’ photo trend encouraging anorexia, bulimia http://www.king5.com/health/Thinspiration-encouraging-anorexia-bulimia–159510025.html Carolyn Gregoire wrote the Huffington Post article,THE HUNGER BLOGS: A Secret World Of Teenage ‘Thinspiration’:

“It’s a huge issue,” says Claire Mysko, an advisor to the National Eating Disorders Association (NEDA), who has seen a large increase in the number of pro-anorexia and pro-bulimia blogs since Tumblr exploded in popularity last year. “Young people who are prone to disordered eating are generally plagued with insecurity and feeling very isolated, so this world of pro-ana provides a community and a sense of belonging, and validates their experiences. But unfortunately, it does so in a way that promotes incredibly unhealthy and dangerous behavior.”

Search around on Tumblr, and you’ll find a variety of like-minded thinspo and “fitspo” blogs, absorbed with fashion photographs, food-diary entries, and quotes on willpower and beauty. Every word and image posted declares the user’s allegiance to an underweight ideal of beauty.

After launching in 2007, Tumblr has shown incredible growth — last year, the site generated roughly 15 billion pageviews and attracted 120 million unique visitors each month. What draws teens to Tumblr in the first place — the ease of sharing and finding bloggers with common interests, a parent-free environment (now that Facebook has become family friendly), and the diary-like feel of its blogs — also makes the site conducive to health and weight-loss blogs.

And where those blogs are prevalent, it’s likely that pro-anorexia and pro-bulimia pages that promote disordered eating will thrive, as well. The Tumblr platform is ideal for giving expression to both inspirational and aspirational content — their intimate and frequently anonymous nature make it comfortable for authors to post highly personal information alongside collages of fashion photographs, in an effort to inspire themselves and other girls who are desperate to shed pounds.

“Tumblr, unfortunately, is the perfect toxic expression of these [preoccupations],” says body-image expert Jess Weiner, author of A Very Hungry Girl and contributing editor for Seventeen Magazine.

Although thinspiration sites have been around nearly as long as the Internet itself — as far back as 2001, Yahoo! removed roughly 115 sites (pro-ana was the label used at that time) citing violations of the company’s terms of service — the depth and scope of Tumblr’s teen thinspo community seems unprecedented. Tumblr-based thinspo blogs are a sort of pro-ana 2.0, forgoing chat rooms and message boards in favor of eerily elegant images, sophisticated design, pop-culture references, private messaging, and street-style sensibility. The blogs are reflections of their creators. For millennial girls — uber-connected, style savvy, image-conscious, and concerned about uncertain economic futures — Tumblr offers an intimate, exclusive, and of-the-moment niche community of peers.

The pages are both personal memoirs and public bulletin boards. In one corner, you’ll see a “motivational” quote (“I came into 2012 fat but I’m going to leave it skinny,” which was ‘reblogged,’ or shared, more than 1,500 times), and in another, a photo of Victoria’s Secret model Miranda Kerr strutting down the catwalk. Melancholy song lyrics once reserved for the private corners of dog-eared notebooks (“Come on skinny love, what happened here? Come on skinny love, just last the year,” from Bon Iver’s 2008 indie anthem), share the turmoil of the teenage years with thousands of followers.

The poster girl for thinspo bloggers is Cassie, the starry-eyed, anorexic pill-popper of the British teen television drama Skins, whose image pops up all over the thinspo blogosphere. The models most frequently featured are Karlie Kloss and Kate Moss. An iconic black-and-white photograph of Kate in an oversized T-shirt that reads “I Beat Obesity” is a recurring theme, perfectly capturing the ethos of the thinspo community. http://www.huffingtonpost.com/2012/02/08/thinspiration-blogs_n_1264459.html?utm_hp_ref=email_share

Beautiful people come in all colors, shapes, and sizes. The key is to be healthy and to live a healthy lifestyle.

Related:

Helping Girls With Body Image

New emphasis on obesity: Possible unintended consequences, eating disorders                   https://drwilda.wordpress.com/2012/01/29/new-emphasis-on-obesity-possible-unintended-consequences-eating-disorders/

“Thinspiration”: Social Media’s Dark Side http://www.nbcconnecticut.com/news/Thinspiration-Social-Medias-Dark-Side-152126335.html

Alarming trend: Kate and Pippa as ‘thinspiration’ http://today.msnbc.msn.com/id/43755965/ns/today-today_health/t/alarming-trend-kate-pippa-thinspiration/#.T-CjLJFPm-Z

Dr. Wilda says this about that ©

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Flipped classrooms are more difficult in poorer schools

18 Jun

In The next great civil rights struggle: Disparity in education funding, moi said:

Plessy v. Ferguson established the principle of “separate but equal” in race issues. Brown v. Board of Education which overturned the principle of “separate but equal.” would not have been necessary, but for Plessy. See also, the history of Brown v. Board of Education

If one believes that all children, regardless of that child’s status have a right to a good basic education and that society must fund and implement policies, which support this principle. Then, one must discuss the issue of equity in education. Because of the segregation, which resulted after Plessy, most folks focus their analysis of Brown almost solely on race. The issue of equity was just as important. The equity issue was explained in terms of unequal resources and unequal access to education.

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the city and there must be good schools in all parts of this state. A good education should not depend upon one’s class or status.

I know that the lawyers in Brown were told that lawsuits were futile and that the legislatures would address the issue of segregation eventually when the public was ready. Meanwhile, several generations of African Americans waited for people to come around and say the Constitution applied to us as well. Generations of African Americans suffered in inferior schools. This state cannot sacrifice the lives of children by not addressing the issue of equity in school funding in a timely manner.

The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century. https://drwilda.wordpress.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/

Sabra Bireda has a report from the Center for American Progress, Funding Education Equitably  Bireda’s findings are supported by a U.S. Department of Education (Education Department) report.

In the report, Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures, the Education Department finds:

For the study, Education Department researchers analyzed new school-level spending and teacher salary data submitted by more than 13,000 school districts as required by the American Recovery and Reinvestment Act (ARRA) of 2009. This school level expenditure data was made available for the first time ever in this data collection.

Using the data from the ARRA collection, Department staff analyzed the impact and feasibility of making this change to Title I comparability. That policy brief finds that:

  • Fixing the comparability provision is feasible. As many as 28 percent of Title I districts would be out of compliance with reformed comparability provisions. But compliance for those districts is not as costly as some might think—fixing it would cost only 1 percent to 4 percent of their total school-level expenditures on average.
  • Fixing the comparability provision would have a large impact. The benefit to low-spending Title I schools would be significant, as their expenditures would increase by 4 percent to 15 percent. And the low-spending schools that would benefit have much higher poverty rates than other schools in their districts.

Joy Resmovits discusses the report at Huffington Post. http://www.huffingtonpost.com/2011/12/01/school-funding_n_1122298.html?1322748997&ref=education                                      Poorer schools have been subsidizing their more affluent counterparts.

Sarah Butrymowicz writes in the Hechinger Report article, ‘Flipped Classroom’ Model’s Promise Eludes Poorer School which was posted at Huffington Post:

When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.

Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.

But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.

So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.

“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”

Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.

Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.

“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.          http://www.huffingtonpost.com/2012/06/13/flipped-classroom-models-_n_1594279.html?utm_hp_ref=email_share

Flipped classrooms have proved useful in educating some children.

Valerie Strauss writes about The flip: Classwork at home, homework in class in the Washington Post: 

Q. What exactly is a flipped classroom?

In the simplest form, basically, it’s this: What’s normally done in class, the direct instruction piece, the lecture, is done now at home with videos. And in class, you, the teacher, help students as they do what they would normally do at home.

So it’s homework in school and lesson at home?

When you are stuck in the old model, kids would go home and do one of three things. If they didn’t understand what they were supposed to have learned in school, they gave up, called a friend or cheated. In the flipped classroom, the teacher is there to help with the instruction piece, the learning, while the lecture is done at home…

Are there subjects that are good to have a flipped class and subjects that aren’t?

We started it with the hard sciences, physics and math. It works for foreign language. But we’ve got some amazing teachers speaking at our conference who are English teachers. I always thought that would be harder, but they love it. I haven’t seen a whole lot of social studies and history, but there is a movement amongst them. There’s a guy in Dallas who is an economics teacher who flipped his class. One video the kids watched at home was about supply and demand. The next day in class he asked the students what topic they wanted to discuss. Someone said the Dallas Mavericks. The Mavericks had just won the NBA championship. He said, “Fine,” and started asking if there is supply and demand in the NBA.

Isn’t this a blended model of education? Part online, part face-to-face?

Yes, but it’s more than that. The benefits are huge. Kids learn to become independent….                     http://www.washingtonpost.com/local/education/the-flip-classwork-at-home-homework-in-class/2012/04/15/gIQA1AajJT_story.html

All children have a right to a good basic education.

Related:                                                                                                                                                                                             Book: Inequality in America affects education outcome                               https://drwilda.wordpress.com/2012/06/10/book-inequality-in-america-affects-education-outcome/

Location, location, location: Brookings study of education disparity upon neighborhood                              https://drwilda.wordpress.com/2012/04/18/location-location-location-brookings-study-of-education-disparity-based-upon-neighborhood/

3rd world America: Money changes everything                                https://drwilda.wordpress.com/2012/02/11/3rd-world-america-money-changes-everything/

The next great civil rights struggle: Disparity in education funding https://drwilda.wordpress.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/

Dr. Wilda says this about that ©

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Are tax credits disguised vouchers?

17 Jun

Sean Cavanagh has an excellent Education Week article, Tax Credit Strategy Fuels Private School Choice Push:

Unlike traditional voucher programs, which award taxpayer money directly to students to attend private schools, tax-credit programs give individuals or corporations a break on their yearly bills if they contribute to organizations that award private school scholarships to students.

Backers of the programs say they give families, many of them impoverished, a broader range of school options. They also tout the programs’ financial benefits, predicting that states will save money, as sufficient numbers of students leave public schools to offset losses to state revenues from tax credits. In addition, supporters of the tax-credit models see them as more insulated from legal challenges than traditional voucher programs, which have been found to violate the constitutions of a number of states.

Yet the tax-credit models also have many detractors, who describe them as vouchers in disguise, and say that estimates of cost savings are speculative and likely exaggerated. Critics also say some states’ programs lack transparency, and include loopholes that can allow families and private schools to game the system, at a cost to taxpayers.

Despite those concerns, the programs continue to grow. Ten states have laws on the books allowing tax-credit scholarships, and at least 17 others have considered proposals to create them this year, according to the National Conference of State Legislatures.

The interest is evident in states like North Carolina, where a bipartisan proposal would offer impoverished students private school scholarships of up to $4,000. The program would be funded with corporate tax credits, which would be capped at $40 million statewide initially, with room for growth later.

“Parents need more choices, because students’ needs are different, and one size does not fit all,” said state Rep. Paul Stam, the Republican majority leader of his chamber and a bill sponsor, in an interview. “Parents want it. It gives them the chance to choose the education that’s best for their child.”

Savings, or Expenses?

A number of states that have created or are considering tax-credit scholarship programs for private schools have relied on analyses saying the measures have, or will, save taxpayers money. The idea is that while the state loses revenue through the tax credit, it can save when students leave public schools to attend private schools. Those states also must consider whether participating students would have gone to private schools, anyway—in which case, the state would not save money on students’ leaving the public system.

A preliminary state analysis of pending legislation in North Carolina made projections for 2014-15, the third year of the program:

Money Flow

• Tax credits granted (loss to state): $54 million
• Reduced public school state spending, as a result of program: $47.1 million
• Net fiscal impact on state: $7.2 million
• Potential savings to school districts serving fewer students: $19.2 million
• Combined state/local impact: $12 million savings

Student Projections

• Average public school expenditure per child: $4,746
• Average scholarship award: $3,800
• Total scholarships available: 13,038
• Students who would have gone to private school, anyway, without the scholarship program: 3,206
• Students expected to transfer from public to private school because of the program: 9,926
• —Students who are “gaming the system,” or who enroll temporarily in public schools, just to qualify for a private scholarship: 86

Assumptions

• 33 percent of private school students and 52 percent of public school students meet the program’s income eligibility criteria, based on U.S. Census data

SOURCE: Fiscal Research Division, North Carolina General Assembly

http://www.edweek.org/ew/articles/2012/06/13/35taxcredits.h31.html?tkn=YSZFhU5IyODpJExmTgs%2FMF3B7DwR5jA7mzlz&intc=es

Barbara Miner has an excellent article in Rethinking Schools.

In Keeping Public Schools Public, Miner writes:

The term tuition tax credits is popularly used to refer to various tax-based programs that funnel money to private schools. There are two main approaches: tuition tax credits and tuition tax deductions.

Under tax credits, an income tax bill is directly reduced. If you owe $4,000 in taxes for the year and you are eligible for a $500 tuition tax credit, you only have to pay $3,500 in taxes. In essence, the government has given you a gift of $500 to offset your private school tuition.

A tax deduction reduces the taxable income used to calculate how much you owe in taxes. Let’s say your taxable income is $50,000 but you are eligible for a state’s $1,000 tuition tax deduction. You would then pay taxes based on a taxable income of $49,000.

Fundamentally, tuition tax credits are a way to use public policy to increase the money going to private schools and to relieve the financial burden on middle- and upper-income families with children already in private schools. “Tuition tax credits are an offshoot of the voucher concept,” notes Marc Egan, director of the Voucher Strategy Center for the National School Boards Association. “They are an attempt to drain critical dollars from public schools. While vouchers are a direct drain, tuition tax credits do the same, but through the tax code.”

Even privatization supporters note the inherent link between vouchers and tuition tax credits. As Andy LeFevre, head of the education task force of the ultraconservative American Legislative Exchange Council puts it, with tuition tax credits “the end goal is the same as the voucher; it’s just a different way to come about it.”

While the major supporters of tuition tax credits have historically been the Catholic Church and other religious institutions, the rhetoric has shifted in recent years to tax credits as a vehicle of “choice” and “marketplacebased competition.” In this reincarnation, tax credits are promoted as education reform. And, taking a page from the voucher movement, supporters have found it’s easier to pass tuition tax schemes if they are clothed in the mantle of helping poor kids.

http://www.rethinkingschools.org/special_reports/voucher_report/v_tax172.shtml

See:  Public Money Finds Back Door to Private Schools                       http://www.nytimes.com/2012/05/22/education/scholarship-funds-meant-for-needy-benefit-private-schools.html?pagewanted=all

School Choices has information about School Vouchers

Issues and Arguments

     School vouchers, also known as scholarships, redirect the flow of education funding, channeling it directly to individual families rather than to school districts. This allows families to select the public or private schools of their choice and have all or part of the tuition paid. Scholarships are advocated on the grounds that parental choice and competition between public and private schools will improve education for all children. Vouchers can be funded and administered by the government, by private organizations, or by some combination of both.
This page brings together some of the most important sources of evidence on the outcomes of existing scholarship programs. It includes studies of both privately- and publicly-funded programs, as well as the results of a key court case. (A more comprehensive discussion of the advantages and disadvantages of both private and government-funded scholarships can be found in the book Market Education: The Unknown History.)

     Government-run voucher programs are very controversial, and they have been criticized from two very different angles. The first body of criticism alleges that competitive markets are not well suited to the field of education, and that any school reform based on privatization, competition, and parental choice is doomed to failure. A summary of these arguments, with responses, can be found by clicking here.
The second body of criticism states that government-funded scholarships would not create a genuinely free educational market, but instead would perpetuate dependence on government funding and regulation to the continued detriment of families. These arguments, along with responses are described here.

Charter schools and vouchers are possible options in the theory of “school choice.”

Andrew Rotherham has an excellent article in Time, The 5 Biggest Myths About School Vouchers 

1. Vouchers skim the best students from public schools. Although many voucher proponents want universal vouchers, today, the programs are targeted to specific populations, for instance low-income students or students with disabilities. So while vouchers don’t generally serve the absolute poorest of the poor, they do not skim off the most affluent or easiest-to-educate students either….

2. Students who receive vouchers do better academically than their public school peers. That depends on the measure. Overall the test scores of students who use vouchers are largely indistinguishable from students who stay behind in public schools. On the other hand, parent satisfaction is generally greater among parents whose children received vouchers. And while it’s too soon to tell for sure, there is some evidence that other outcomes, for instance graduation rates, may be better for students who receive vouchers. ….

3. Vouchers drain money from the public schools. It seems obvious that taking money from the public schools and sending it to private schools would leave public schools with less money. But in the through the looking glass world of school finance, things rarely are what they seem. In Milwaukee for instance, Robert Costrell of the School Choice Demonstration Project analyzed the financial outcomes of the voucher program and found that it is saving money in Wisconsin. And, in Washington, D.C. there was an infusion of federal funds into the city’s public schools in exchange for the passage of the voucher program.

4. Vouchers make all schools get better because they have to compete for students. It seems logical to assume that forcing schools to vie for students will improve quality. But schools are not economic entities like a store and respond differently to competition — for instance by going to court or to lobby state legislators. There have been vouchers for years in Cleveland and Milwaukee yet the schools there are still generally poor quality. In Washington almost a third of the city’s students were using various choice options (mostly charter schools) before the public schools began to make real changes. But, we’re still learning. Researchers at the National Center for Analysis of Longitudinal Data in Education Research have found evidence that competition improved schools in Florida.

5. Private, parochial, or even public charter schools are better than regular public schools. Parents should worry a lot less about the legal status of a particular school than whether it’s the right school for their child. A good fit depends on a host of factors including a strong academic program, successful outcomes, a clear curriculum, areas of emphasis like arts or technology, and even lifestyle factors such as limiting time spent in transit or a year-round schedule. Just because a school is private doesn’t mean it is better overall or better for your child and even in places where the public schools are struggling overall there are often hidden gems. ….

There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important. Moi does not have the dread of a well-defined voucher program targeted at at-risk children. The tax credit program is entirely a horse of a different color and should be discouraged.

Dr. Wilda says this about that ©

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UN-traditional Father’s Day message: Don’t become a father unless you can make the commitment to YOUR child

16 Jun

In Teaching kids that babies are not delivered by UPS, moi said:

Humans have free will and are allowed to choose how they want to live. What you do not have the right to do is to inflict your lifestyle on a child. So, the responsible thing for you to do is go to Planned Parenthood or some other outlet and get birth control for yourself and the society which will have to live with your poor choices. Many religious folks are shocked because I am mentioning birth control, but most sluts have few religious inklings or they wouldn’t be sluts. A better option for both sexes, if this lifestyle is a permanent option, is permanent birth control to lessen a contraception failure. People absolutely have the right to choose their particular lifestyle. You simply have no right to bring a child into your mess of a life. I observe people all the time and I have yet to observe a really happy slut. Seems that the lifestyle is devoid of true emotional connection and is empty. If you do find yourself pregnant, please consider adoption.

Let’s continue the discussion. Some folks may be great friends, homies, girlfriends, and dudes, but they make lousy parents. Could be they are at a point in their life where they are too selfish to think of anyone other than themselves, they could be busy with school, work, or whatever. No matter the reason, they are not ready and should not be parents. Birth control methods are not 100% effective, but the available options are 100% ineffective in people who are sexually active and not using birth control. So, if you are sexually active and you have not paid a visit to Planned Parenthood or some other agency, then you are not only irresponsible, you are Eeeevil. Why do I say that, you are playing Russian Roulette with the life of another human being, the child. You should not ever put yourself in the position of bringing a child into the world that you are unprepared to parent, emotionally, financially, and with a commitment of time. So, if you find yourself in a what do I do moment and are pregnant, you should consider adoption.

Why the rant? Live Science reports in the article, 1 in 6 Teen Moms Say They Didn’t Believe They Could Get Pregnant:

Half of teen mothers say they were not using birth control when they got pregnant, and a new report outlines the reasons teens give for not doing so.

Of teen moms who reported not using birth control, 31 percent said they did not believe they could get pregnant at the time. To decrease teen birth rates, teens need factual information about the conditions under which pregnancy can occur, along with public health efforts aimed at reducing or delaying teens’ sexual activities, according to the report released today by researchers for the Centers for Disease and Control and Prevention.

Others gave various reasons for not using birth control — 24 percent said their partner did not want to use contraception, 13 percent said they had trouble getting birth control, 9 percent said they experienced side effects from using contraception and 8 percent said they thought their sex partner was sterile. Twenty-two percent of the teens said they did not mind getting pregnant.

Health care providers and parents can work to prevent teen pregnancy by increasing teens’ motivation to avoid pregnancy; providing access to contraception and encouraging the use of more effective methods, and strengthening the skills of teens to negotiate contraceptive use with their partners….

Research has shown that teens who report using birth control do not use it consistently, the report noted. One survey found that among sexually active teens who reported using condoms, only 52 percent said they used a condom every time they had sex.

The rates of not using birth control did not vary among teens of different racial groups — whether white, black or Hispanic, about half the teens reported not using birth control when they became pregnant.

There were some differences among the groups in terms of the reasons teens gave for not using birth control. Forty-two percent of Hispanic teens reported not using contraception because they did not think they could get pregnant at the time, whereas 32 percent of black teens gave that reason and 27 percent of white teens did.

Previous research has shown that 17 percent of all sexually active teens report not using birth control when they last had sex….

About 400,000 U.S. teens ages 15 to 19 give birth each year, which gives the United States the highest teen birth rate in the developed world, according to the report.

Teen mothers are more likely than others to drop out of school, and infants born to teens are more likely to have low birth weight, putting them at risk for a number of health conditions, and lower academic achievement, according to the report.
http://news.yahoo.com/1-6-teen-moms-didnt-believe-could-pregnant-202403188.html

Parents and guardians must have age-appropriate conversations with their children and communicate not only their values, but information about sex and the risks of sexual activity. https://drwilda.wordpress.com/2012/01/22/teaching-kids-that-babies-are-not-delivered-by-ups/

The National Council to Prevent Teen Pregnancy has produced the report, Teen Pregnancy & High School Dropout: What Communities Can Do to Address These Issues:

In 2008, births to teens who lived in counties and cities where 25 persistently low-achieving schools are located accounted for 16 percent of all teen births in the United States, according to a new report released today by The National Campaign to Prevent Teen Pregnancy. The report, Teen Pregnancy & High School Dropout: What Communities Can Do to Address These Issues, notes that these same 25 school districts also accounted for 20 percent of all high school dropouts in the United States and are home to many of the nation’s lowest-performing high schools, often referred to as “dropout factories,” where only 60 percent or fewer of students graduate on time.

The new report, produced in collaboration with America’s Promise Alliance, underscores the clear link between teen pregnancy and dropping out of school and highlights what a number of communities across the United States are doing to directly confront these issues. With the help of school districts, public agencies, and community-based organizations, these communities—from California to New York and Texas to Tennessee —are using innovative strategies and activities to help students avoid pregnancy and complete their high school education.

For example, some school districts, such as the New York City Public Schools, have used results from surveys of parents to overcome resistance to programs designed to prevent teen pregnancy. Other districts, such as Harris County Schools in Houston, TX have organized information sessions to educate parents, teachers, and school leaders about the connection between teen pregnancy and school completion as a way to enlist more support for school-based teen pregnancy prevention programs. And in West Virginia, the state school system has partnered with the state health department and community-based organizations to hold in-person or online professional development courses for teachers to improve the delivery of pregnancy prevention programs.

“We are heartened by the work being done in communities across the U.S. to highlight the close connection between preventing teen pregnancy and educational attainment,” said Sarah Brown, CEO of The National Campaign to Prevent Teen and Unplanned Pregnancy. “We encourage school leaders, policymakers, state and local officials, business leaders, and others to collaborate and develop novel strategies like those highlighted in this report to help young people avoid pregnancy and complete their high school education.”

Since its peak in 1990, the U.S. teen pregnancy rate has declined 42 percent and the teen birth rate is now at an all-time low. Despite this impressive progress, it is still the case that nearly three in 10 girls in this country will become pregnant before the age of 20. The United States has the highest rate of teen pregnancies in the developed world—approximately 750,000 pregnancies to teens each year.

The United States continues to also confront a high school dropout crisis. Each year, one in four U.S. public high school students fail to graduate with a diploma—that’s more than one million dropouts annually or one every 26 seconds. Although recent studies found the national graduation rate has increased to 75.5 percent, over the last decade less than half of all states made significant progress and only one state (Wisconsin) has achieved the Grad Nation campaign goal of a 90 percent graduation rate.

“The connection between teen pregnancy and dropout rates is a no-brainer,” said John Gomperts, president and CEO, America’s Promise Alliance. “What this report does is reinforce the importance of focusing on those school districts and communities where the dropout problem is the greatest. By turning around those communities that are struggling the most we won’t just see fewer dropouts and teen parents—we’ll see a stronger economy, more vibrant communities, and a more hopeful nation.”

The report highlights other existing data linking teen pregnancy and dropping out of high school, including:

  • Parenthood is a leading cause of school dropout among teen girls. Thirty percent of teen girls who have dropped out of high school cited pregnancy or parenthood as a key reason, and the rate is higher for minority students: 36 percent of Hispanic girls and 38 percent of African American girls cited pregnancy or parenthood as a reason they dropped out;
  • One in three (34%) young women who had been teen mothers earned neither a diploma nor a GED, compared with only six percent of young women who had not had a teen birth;
  • Less than two percent of young teen mothers (those who have a baby before age 18) attain a college degree by age 30; and
  • Over the course of a lifetime, a college graduate will earn, on average, $1 million more than a high school dropout. Over the course of his or her lifetime, a single high school dropout costs the nation approximately $260,000 in lost earnings, taxes, and productivity.

The National Campaign to Prevent Teen and Unplanned Pregnancy, an America’s Promise partner, is a nonprofit, nonpartisan initiative supported almost entirely by private donations. Its mission is to promote values, behavior, and policies that reduce both teen pregnancy and unplanned pregnancy among young adults. By increasing the proportion of children born into welcoming, intact families who are prepared to take on the demanding task of raising the next generation, the organization’s efforts will improve the well-being of children and strengthen the nation.

Parents must be involved in the discussion of sex with their children and discuss THEIR values long before the culture has the chance to co-op the children. Moi routinely posts the number of Planned Parenthood at the blog along with information about the vacuous and troubled lives of Sex and the City aficionados and troubled pop tarts like Lindsey Lohan and Paris Hilton. Kids need to know that much of the life style glamorized in the media often comes at a very high personal cost. Parents not only have the right, but the duty to communicate their values to their children.

Related:

WOW: Massachusetts school district to give condoms to 12-year-olds                                                          https://drwilda.wordpress.com/2012/03/19/wow-massachusetts-school-district-to-give-condoms-to-12-year-olds/

Talking to your teen about risky behaviors https://drwilda.wordpress.com/tag/drugs-alcohol/

Dr. Wilda says this about that ©

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Reducing class size in an era of reduced state budgets

16 Jun

In Battle of the studies: Does class size matter? Moi said:

There is an ongoing discussion or battle about whether class size matters in effective learning. Class size reduction theory has both supporters and skeptics. Leonie Hamson writes in the Washington Post article, 7 Class Size Myths — And the Truth There is of course, a contrary opinion. The Center for American Progress has a report by Mathew M. Chingos, The False Promise of Class-Size Reduction

In the Executive Summary Chingos reports:

There is surprisingly little high-quality research, however, on the effects of class size on student achievement in the United States. The credible evidence that does exist is not consistent, and there are many low-quality studies

with results all over the map. The most encouraging results for CSR come from a single experiment conducted in the 1980s, which found that a large reduction in class size in the early grades increased test scores, particularly among low-income and African American students. But evaluations of large-scale CSR policies in California and Florida have yielded much less positive results, perhaps because of the need to hire so many (inexperienced and potentially less effective) new teachers.

Chingos does not believe the advocates for smaller class size have made their case.

Suzy Kihmm reports in the Washington Post article, Study: Class size doesn’t matter:

Two Harvard researchers looked at the factors that actually improve student achievement and those that don’t. In a new paper for the National Bureau of Economic Research, Will Dobbie and Roland Freyer analyzed 35 charter schools, which generally have greater flexibility in terms of school structure and strategy. They found that traditionally emphasized factors such as class size made little difference, compared with some new criteria:

We find that traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness. In stark contrast, we show that an index of five policies suggested by over forty years of qualitative research — frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the of the variation in school effectiveness.
http://www.washingtonpost.com/blogs/ezra-klein/post/study-class-size-doesnt-matter/2012/01/28/gIQAaiZAYQ_blog.html?hpid=z3

https://drwilda.wordpress.com/2012/01/30/battle-of-the-studies-does-class-size-matter/

As state and local budgets shrink, class size reduction is shelved in favor of increasing class size.

Gregory Kristof writes in the Huffington Post article, Class Size Increases Should Focus On Higher Grades, Smaller Classes Critical In Early Years: Study:

Small class sizes are crucial for learning at the younger grades, but may be less important as children mature, according to a new study.

The report, called “Smart Class-Size Policies for Lean Times” and released in March by the Southern Regional Educational Board, comes as state education departments have repeatedly cut costs by increasing class sizes, and when critics are questioning the significance of small classes and the success of liberal education reform policies.

Complicating matters is the high cost of reducing class size — one of the most expensive education reforms. Lowering the nationwide average K-12 class size would cost $10 billion a year, the report finds. Furthermore, decreasing class size would require more teacher positions to be filled, and could lower average teacher quality in the process.

Noel Sheppard, for instance, notes in a NewsBusters op-ed that while the nationwide teacher to student ratio has increased over the past decades, test scores have not improved dramatically. Newsbusters is a project of the Media Research Center

“That’s not something the Left and their media minions care to discuss as political leaders try to deal with budget deficits by cutting payrolls,” he writes. “Yet the solution we constantly hear for declining test scores and graduation rates is ever more teachers.”

Yet the SREB report cautions against expanding class sizes at the lower levels, where effects of class size on student achievement are greater.          http://www.huffingtonpost.com/2012/06/15/class-size_n_1600419.html?utm_hp_ref=education

Here is the conclusion from the report, “Smart Class-Size Policies for Lean Times” and released by the Southern Regional Educational Board:

Conclusion

Some policy-makers and education leaders may be tempted to increase class size to cut costs. If cost cutting is the only goal, they should focus on the point in the K-12 pipeline where class-size reduction has not yet proven necessary to support academic performance — high school. Research clearly shows that students benefit most from smaller classes in the early grades, especially
kindergarten through grade three. U.S. Secretary of Education Arne Duncan has even weighed in on this point, arguing that if states do decide to relax class-size policies to save money, they should do so in high schools, not the early grades. The following recommendations can help policymakers move toward smart class-size policies:
Maintain rigorous and enforceable class size policies in the early grades:

Policymakers and education leaders should resist the urge to relax small-class policies for early grades students, even when budgets are tight….

Monitor individual student achievement and engagement:

Policy-makers and education leaders should insist that schools, districts and the state monitor individual student performance and behavior in grades where class sizes are increased, to prevent increased student failure that could result from larger classes.
States should commit to follow-up research whenever they alter their class-size policies to ensure their students are not affected adversely. If increases are needed, the best approach is stepwise, incremental change rather than a large, one-step increase. It
should be coupled with continuous monitoring of States also need to monitor any changes they make in student performance after they implement changes in class size. …http://publications.sreb.org/2012/12E02R_Smart_Class.bkmark.pdf

Catherine Rampell wrote in the 2009 New York Times article, Class Size Around the World:

Note that some of the countries with some of the world’s highest achieving student bodies — like Korea and Japan — have the biggest class sizes. Perhaps this has to do with cultural differences; societies with Confucian roots may have stricter hierarchies within the classroom, so perhaps it’s easier (or more expected) for a single teacher to manage a bigger group of students. But presumably there are other explanations, too.http://economix.blogs.nytimes.com/2009/09/11/class-size-around-the-world/

Rampell includes charts from the Organization for Economic Cooperation and Development in her article.

Something to think about.

Here is the citation:

Getting Beneath the Veil of Effective Schools: Evidence from New York City

Will Dobbie, Roland G. Fryer, Jr

NBER Working Paper No. 17632

Issued in December 2011

NBER Program(s):   ED   LS                                                                                                                                      You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.

Dr. Wilda says this about that ©

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Gender gap remains for girls in sports

14 Jun

All children must have access to activities which channel their energies and get them to focus on healthy pursuits. For some children, it is sports, for others it may be the arts. It is important to get girls out of the booty call culture.

Katie Thomas has a great article in the New York Times about how colleges are evading if not the letter of, then the spirit of Title IX. In, College Teams, Relying on Deception, Undermine Gender Equity Thomas reports about a lawsuit. The piece of legislation which mandated gender equity in sports is Tile IX. The National Center for Education Statistics has Fast Facts About Title IX

Frederic J. Frommer has posted the article, Group Sues Education Department Over Title IX High School Enforcement at Huffington Post.

A group of coaches, parents and others is suing the Education Department over how it determines whether high schools are complying with the federal law that bans sex discrimination in schools.

The 1972 law, Title IX, has helped open more academic and sports opportunities for women.

At issue is one way the government determines whether a school is complying: whether the number of male and female athletes at a school is in proportion to their enrollment.

The American Sports Council says that way of checking compliance will lead to quotas and the elimination of boys’ sports teams. The group wants a court order to stop the department from using the test.

The American Sports Council describes themselves:

ABOUT US

The American Sports Council was formerly known as the College Sports Council

The American Sports Council is a national coalition of coaches, athletes, parents, alumni, and fans who are devoted to preserving and promoting the student athlete experience.

Activities of the organization include:

* Saving sports programs. Members of the ASC have comprehensive, hands on experience in working with college programs threatened with termination. The ASC is the only national multi- sport coalition devoted to the preservation of collegiate and scholastic athletic teams.

* Title IX reform. The ASC is the leading organization working for reform of Title IX regulations that have led to the widespread elimination of opportunities for male athletes.

This is what the American Sports Council says about Title IX

TITLE IX HAS EVOLVED INTO AN INSTRUMENT OF INEQUITY

A federal law originally written to prohibit sex discrimination in our nation’s schools, Title IX has been twisted by special interests into a law that guarantees the opposite in our athletic programs.  

According to  Jessica Gavora, author of Tilting the Playing Field, Schools, Sports, Sex, and Title IX., “Title IX has been morphed into a strict body count quota.”  The truth and the ramifications of this statement create an irrefutable case for reforming Title IX.

The Title IX regulations implemented in the US Department of Education have codified the idea that any differences between males and females in athletics can only be due to sex discrimination. 

PROPORTIONALITY

When originally passed by the US Congress Title IX simply stated:

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance…”

Unfortunately the regulations and enforcement of this law has been delegated to the federal bureaucrats of the Department of Education, whose most damaging contribution to the interpretation of Title IX is the “Proportionality” standard.  A school is in compliance with the proportionality standard when the percentage of males and females in an athletic program match the percentage of males and females is the general student body.  Most high schools are close to 50% males and females in the general student body therefore for the high school to be in compliance with Title IX through proportionality the varsity athletes at the school must be 50% male and female as well. 

A HYPOTHETICAL ON PROPORTIONALITY

Here is a simple example of how proportionality decimates simple fairness and common sense.

Suppose a college with an overall student body that is 50% women and 50 % men had only two varsity athletic teams – one track and field team for women and one for men. Each team has the same support and resources, even (as is often the case in collegiate track programs) the same coaching staff.  After working hard to attract athletes to both teams the school ends up with 45 males and 35 females in the schools track and field varsity program.   Both teams have room for even more athletes on their track and field rosters but these were all the coaches could find that wanted to compete at the college. 

The college is then approached by a group ten women students who want to start a volleyball team.   This group tells the college that the application of the proportionality standard establishes them as an the “under-represented sex”.   As the under-represented sex with an unmet athletic interest they, according to current Title IX interpretation,  are entitled to a varsity volleyball program.  These potential student athletes are correct.  The college basically has two choices:

1). Take on the cost of starting a volleyball (or some other women’s team) – coaches, travel, recruiting, facilities, etc.   

2). Take away the “under-represented” status of the group by eliminating  10 males from the track team.  

Faced with this dilemma any school that has to make hard budget and resource choices – which is virtually all of them – will mandate proportionality and choose option 2. 

It matters not that the school had provided exactly equal athletic opportunities to its males and females

It matters not that the school is offering unfilled athletic spots for women.

 It matters not that cutting ten deserving males from the track team saves very little money and does women athletes no good.

 And it would matter not if there were many, many, more males than females interested in playing volleyball, golf, tennis or any sport.

All that matters is that proportionality bestows the status of  “under-represented sex”  that demands not equal opportunity – but equal outcomes. 

HARD NUMBERS

Consider the following national statistics:

NCAA

57% female/43% male – average student body in US four-year colleges

181,000 –  number of female NCAA athletes in 2010

240,000 – number of male NCAA athletes in 2010

9,400 – number of NCAA women’s teams in 2010

8,400-number of NCAA men’s  teams I  2010

The stage is set for the continued, inexorable, and massive elimination of men’s teams and the pointless reduction of men’s team roster sizes.  With there already being 1,000 more women’s then men’s NCAA teams and with  a Title IX compliance regime dominated by the proportionality standard –  it is difficult to envision a scenario where 20-30% of today’s male athletic opportunities will not be lost. 

High Schools

3.2 million – number of girl varsity athletes in US 2010

4.5 million – number of boy varsity athletes in US 2010

The ramifications of these numbers and current Title IX interpretation should concern all parents and educators.  Last fall, the National Women’s Law Center filed complaints with the US Department of Education.   These complaints were against 12 public high school systems across the US and were based on proportionality.   Several of the targets were cash-strapped urban school systems in Chicago, New York, and Houston. 

The idea is to put our nation’s communities on notice that the judgment and concerns of the school board it elects, and  the administrators  it  hires,  does  not matter.   What will matter are the desires of the unelected and unaccountable federal bureaucrats, and the special interests from whom they take their cue.

One Million Boys are facing being told they cannot participate in interscholastic athletics  in our  nation’s  high schools because of quotas and bureaucrats.   Unless their communities make it clear to their elected federal officials  that they care more about and better understand the needs of their children then do the agenda-driven outsiders from Washington DC .

Want to read more?  See what one of the most syndicated and respected columnists in the nation, George Will, says in his Newsweek Column  “A Train Wreck called Title IX” at: http://www.newsweek.com/2002/05/26/a-train-wreck-called-title-ix.html

The basis of lawsuit is that men athletes are being shortchanged by Title IX.

The Women’s Sports Foundation has several reasons why sports are important for girls

  • High school girls who play sports are less likely to be involved in an unintended pregnancy; more likely to get better grades in school and more likely to graduate than girls who do not play sports.

  • As little as four hours of exercise a week may reduce a teenage girl’s risk of breast cancer by up to 60%; breast cancer is a disease that afflicts one out of every eight American women. (Journal of the National Cancer Institute, 1994)

  • Forty percent of women over the age of 50 suffers from osteoporosis (brittle bones). (Osteoporosis, 1996) None of us should want our daughters to repeat the experiences of generations of women—our mothers and grandmothers—who were not permitted to play sports or encouraged to participate in weight-bearing exercises that are necessary to establishing bone mass.

  • Girls and women who play sports have higher levels of confidence and self-esteem and lower levels of depression.

  • Girls and women who play sports have a more positive body image and experience higher states of psychological well-being than girls and women who do not play sports.

  • Sport is where boys have traditionally learned about teamwork, goal-setting, the pursuit of excellence in performance and other achievement-oriented behaviors—critical skills necessary for success in the workplace. In an economic environment where the quality of our children’s lives will be dependent on two-income families, our daughters cannot be less prepared for the highly competitive workplace than our sons. It is no accident that 80% of the female executives at Fortune 500 companies identified themselves as former “tomboys”—having played sports.

Bryan Toporek writes in Education Week about opportunities for high school girl athletes.

In Title IX: New Opportunities for Girls, But Gender Gap Remains, Toporek reports:

Experts are unanimous that progress has been made toward the elimination of gender discrimination in high school athletics, based on participation figures alone, but they also say there’s still plenty left to do.

In 1971-72, the school year leading up to the passage of Title IX, 294,015 girls took part in high school sports, compared with nearly 3.7 million boys, according toRequires Adobe Acrobat Reader the National Federation of State High School Associations, or about 3.4 million more boys than girls.

TITLE IX

THE LAW

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.”

COMPLIANCE TEST

In a 1979 policy interpretation, the U.S. Department of Education’s office for civil rights introduced the three-prong test to explain how it would enforce Title IX. As OCR clarified in 1996, schools only need to satisfy one of three prongs to remain in compliance with the law:

Proportionality: Schools must offer athletic participation opportunities to male and female athletes in proportion to their overall respective enrollments.

Opportunity: Schools must show a history and continuing practice of expanding athletic programs for the underrepresented sex.

Interests and Abilities: Schools must demonstrate that the interests and abilities of the underrepresented sex have been fully and effectively accommodated.

SOURCES: Title IX of the Educational Amendments of 1972; U.S. Department of Education

Fast forward to 2010-11, which yields the most recent available data, and that gap shrinks by more than 2 million, with nearly 4.5 million boys and 3.2 million girls participating in high school sports.

Still, the number of female athletes in the 2010-11 school year does not even match the number of male athletes from 1971-72, as Bernice Sandler, a senior scholar at the Washington-based Women’s Research and Education Institute, is quick to point out.

Girls made up 49.7 percent of the overall high school student enrollment in 1970—ever so slightly more than they do now, according to the U.S. CensusRequires Adobe Acrobat Reader.

Ms. Sandler, who has been called the “godmother of Title IX” by The New York Times and played a critical role in its passage, acknowledged that she and other advocates at first did not realize athletics would even fall under its purview.

“We didn’t realize there was so much gender discrimination there,” Ms. Sandler said in a recent interview. “We figured it out in a few months, though.”

TITLE IX

THE LAW

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.”

COMPLIANCE TEST

In a 1979 policy interpretation, the U.S. Department of Education’s office for civil rights introduced the three-prong test to explain how it would enforce Title IX. As OCR clarified in 1996, schools only need to satisfy one of three prongs to remain in compliance with the law:

Proportionality: Schools must offer athletic participation opportunities to male and female athletes in proportion to their overall respective enrollments.

Opportunity: Schools must show a history and continuing practice of expanding athletic programs for the underrepresented sex.

Interests and Abilities: Schools must demonstrate that the interests and abilities of the underrepresented sex have been fully and effectively accommodated.

SOURCES: Title IX of the Educational Amendments of 1972; U.S. Department of Education

http://www.edweek.org/ew/articles/2012/06/13/35titleix-sports_ep.h31.html?tkn=OWMF4TAi6wBvyvlWjq85yTm2CyfJBkUDjjrV&intc=es

As a society, we are not going to have committed and involved fathers unless we have strong women who are not willing to bear children for jerks. One way of getting from point A to point B is to raise the self-esteem of girls and to get them involved in activities which take them out of the booty call culture

Dr. Wilda says this about that ©

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Helping at-risk children start a home library

13 Jun

In Cultural literacy: Is there necessary core knowledge to be academically successful? moi said:

Back in the day there was this book entitled “Cultural Literacy: What Every American Needs to Know.” It was published in 1988 and was written by E.D. Hirsch, Jr. Moi liked the concept, some others, not so much. “Cultural Literacy” is defined by Education. Com:

Having sufficient common knowledge, i.e., educational background, experiences, basic skills, and training, to function competently in a given society (the greater the level of comprehension of the given society’s habits, attitudes, history, etc., the higher the level of cultural literacy). http://www.education.com/definition/cultural-literacy/

Marci Kanstroom wrote E.D. Hirsch, Cultural Literacy and American Democracy which was published in Education Next liked the concept. http://educationnext.org/e-d-hirsch-cultural-literacy-and-american-democracy/ Others, like Patrick Scott criticized the concept in articles like Scott’s A Few Words More about E. D. Hirsch and Cultural Literacy. http://www.jstor.org/discover/10.2307/378146?uid=3739960&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=55881093943 Scott takes issue with Hirsch’s criticism of education icons Dewey and the NEA.

Bernard Schweitzer wrote an interesting 2009 piece for the NEA, Cultural Literacy: Is It Time to Revisit the Debate?

Some will say, “What’s so wrong with being unable to pick up references to a few historical figures, most of them dead White males? Our students are equipped with vibrant local cultural knowledges of their own.” Others will caution me not to expect too much from freshmen, saying that it is my job to ensure that they leave the academy armed with a degree of common knowledge that they may not have when entering it. Yet others may be more concerned, agreeing that while a basic fund of knowledge should be expected of freshmen, my students are perhaps performing so poorly on general knowledge issues because most of them come from underprivileged socio-economic backgrounds (e.g., poor inner-city high schools) and diverse ethnic backgrounds (e.g., immigrants). But here’s the rub. If undergraduate students have never heard of Gandhi, Orwell, or Thoreau (or have no reason to remember them), they obviously have such a huge gap in general knowledge that four years of college education are not likely to make up for what has been missing since middle school. Although I may strive diligently to fill those gaps, I realize that we no longer live in a culture that encourages and reinforces a shared knowledge basis with regard to history, geography, literature, and the sciences. But that does not mean that this kind of cultural literacy has ceased to be relevant. Indeed, I believe it is still alive and well, but that it is now cultivated only in a narrow circle of the privileged classes. The reason I don’t see much evidence of this shared knowledge in my own classroom is that I do not, as a rule, encounter the products of the country’s elite preparatory school systems. What I’m saying, then, is that the issue of cultural literacy is socio-economically coded….

Whether one wants to argue that certain cultures are not included or do not have a prominent enough place in the definition of cultural literacy, the real question is what is the baseline knowledge necessary to be upwardly mobile?

Anna M. Phillips has an interesting New York Times article,Nonfiction Curriculum Enhanced Reading Skills, Study Finds, which will do nothing to quiet the debate. http://www.nytimes.com/2012/03/12/nyregion/nonfiction-curriculum-enhanced-reading-skills-in-new-york-city-schools.html?emc=eta1

https://drwilda.wordpress.com/2012/03/12/cultural-literacy-is-there-necessary-core-knowledge-to-be-academically-successful/

People who are culturally literate, are readers.

Justin Minkel, who teaches 2nd and 3rd grade at Jones Elementary in northwest Arkansas. He is the 2007 Arkansas Teacher of the Year, a 2011 National Board-certified teacher, and a member of the Teacher Leaders Network reports in the Education Week article, The Home Library Effect: Transforming At-Risk Readers about his library project.

Melinda started 2nd grade with everything against her. She lives in poverty, her mom is not literate in English or Spanish, and she was severely abused at the age of 6. At the beginning of the year, she owned only one book.

Despite these barriers, Melinda made extraordinary academic progress. She moved from a kindergarten level (a four on the Developmental Reading Assessment) to a 4th grade level (a 40) in the two years she was in my class. Her demeanor changed: She began smiling and laughing more often, and she became a confident scholar.

Part of the reason for Melinda’s growth is elusive—that combination of resiliency, strength, and utter grit that awes those of us lucky enough to teach these remarkable children. But another reason for her success is simple—instead of one book at home, Melinda now has a home library of 40 books.

The Project

We called our classroom adventure “The 1,000 Books Project.” Each of the 25 children in my class received 40 books over the course of 2nd and 3rd grade, for a total of 1,000 new books in their homes.

The project was simple to launch. Scholastic donated 20 books per child, and I purchased the other 20 through a combination of my own funds, support from individuals and local organizations, and bonus points. The kids received three types of books each month: copies of class read-alouds, guided reading books, and individual choices selected from Scholastic’s website.

Working with family members, each child chose a space to become a home library, ranging from a cardboard box decorated with stickers to a wooden bookcase. Through class discussions and our class blog, the students talked about everything from how they organized their libraries to their favorite reading buddy at home.

The total cost for each student’s home library was less than $50 each year, a small investment to move a struggling reader from frustration to confidence.

Growing Readers

These 25 students made more progress in their reading than I have experienced with any other class. By the end of the project’s second year, they had exceeded the district expectation for growth by an average of nine levels on the DRA and five points on the computerized Measures of Academic Progress reading test. And they made this growth despite formidable obstacles to academic success—20 of the 25 are English language learners, and all but one live in poverty.

http://www.edweek.org/tm/articles/2012/06/12/tln_minkel.html?tkn=RNCCFBZesMUu%2FHLFXuXie61FaxwpDAC5G9Cd&cmp=clp-sb-ascd

Given the moderate expense of Minkel’s project, the academic gains are important for his children.

In Reading is a key component of learning, moi said:

The goal of parents, teachers, students, and society should be that all children succeed in obtaining a good basic education. In order to achieve this goal, children must come to school ready to learn. See, Illiteracy in America https://drwilda.wordpress.com/2011/12/07/illiteracy-in-america/

The University of Michigan Health Center explains why reading is important in the article, Reading, Literacy and Your Child:

What is literacy?

Literacymeans being able to read and write.

Why is reading important?

A child’s reading skills are important to their success in school and work. In addition, reading can be a fun and imaginative activity for children, which opens doors to all kinds of new worlds for them.  Reading and writing are important ways we use language to communicate….

There are many ways to include reading in your child’s life, starting in babyhood, and continuing through the teen years.  Focus on literacy activities that your child enjoys, so that reading is a treat, not a chore. http://www.med.umich.edu/yourchild/topics/reading.htmhttps://drwilda.wordpress.com/2012/01/18/reading-is-a-key-component-of-learning/

Education is a partnership between the student, parent(s) or guardian(s), the teacher(s), and the school. All parts of the partnership must be active and involved. Parents are an important part because they enforce lessons learned at school by reading to their children and taking their children for regular library time.

Related:

More research about the importance of reading https://drwilda.wordpress.com/tag/reading-literacy-and-your-child/

The slow reading movement https://drwilda.wordpress.com/2012/01/31/the-slow-reading-movement/

The importance of the skill of handwriting in the school curriculum

https://drwilda.wordpress.com/2012/01/24/the-importance-of-the-skill-of-handwriting-in-the-school-curriculum/

Resources:

US Department Of Education Helping Series which are a number of pamphlets to help parents and caregivers

How Parents Can Help Their Child Prepare for School Assignments

The ABCs of Ready to Learn

Getting Young Children Ready to Learn

Ebony Magazine’s How to Prepare Your Child for Success

General Tips for Preparing for Kindergarten

Louise Hajjar Diamond in an article for the American School Counselor Association writes about preparing a child for middle school

Getting Your Child Ready to Learn

Classroom Strategies to Get Boys Reading

Me Read? A Practical Guide to Improving Boys Literacy Skills

Understanding Gender Differences: Strategies To Support Girls and Boys

Helping Underachieving Boys Read Well and Often

Boys and Reading Strategies for Success

Dr. Wilda says this about that ©

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Report: Measuring teacher effectiveness

13 Jun

Public Impact has a produced a report, Measuring Teacher Effectiveness: A Look “Under the Hood” of Teacher Evaluation in 10 Sites which examines teacher evaluation efforts in three states. So, how is teacher effectiveness measured? Well, kids know good teaching when they see it. Donna Gordon Blankinship of AP reports in the Seattle Times article, How Do You Find An Effective Teacher? Ask A Kid

Adults may be a little surprised by some of the preliminary findings of new research on what makes a great teacher.

How do you find the most effective teachers? Ask your kids. That’s one of four main conclusions of the Bill & Melinda Gates Foundation and its research partners after the first year of its Measures of Effective Teaching Project.

Preliminary results of the study were posted online Friday; a more complete report is expected in April, according to the foundation….

The first four conclusions of the study are as follows:

-The average student knows effective teaching when he or she experiences it.

-In every grade and every subject, a teacher’s past success in raising student achievement on state tests is one of the strongest predictors of his or her ability to do so again.

-The teachers with the highest value-added scores on state tests, which show improvement by individual students during the time they were in their classroom, are also the teachers who do the best job helping their students understand math concepts or demonstrate reading comprehension through writing.

-Valid feedback does not need to come from test scores alone. Other data can give teachers the information they need to improve, including student opinions of how organized and effective a teacher is….

See, Students Know Good Teaching When They Get It, Survey Finds

Here is the press release about ConnCan’s teacher effectiveness report which was produced by Public Impact:

New Report Analyzes How Multiple Measures Can Be Used to Evaluate Teacher Effectiveness

ConnCAN-Commissioned Report Looks at the Teacher Evaluation Implementation in 10 Sites, including New Haven, to Begin Charting Best Practice

FOR IMMEDIATE RELEASE — May 31, 2012

Contact:  Patrick Riccards, ConnCAN

Tel:  203-772-4017 x15

Email: patrick.riccards@conncan.org

New Haven, Conn

NEW HAVEN (May 31, 2012) – As states and school systems across the nation work to implement processes for evaluating educator effectiveness, a new research report offers a detailed look at 10 teacher evaluation models, looking at how they tackled key evaluation components such as student achievement measures, classroom evaluation, and other non-academic measures.

Conducted by Public Impact, Measuring Teacher Effectiveness: A Look “Under the Hood” of Teacher Evaluation in 10 Sites examines teacher evaluation efforts in three states (Delaware, Rhode Island, and Tennessee), five large districts (Hillsborough County, FL; Houston, TX; New Haven, CT; Pittsburgh, PA; and Washington, DC), one charter management organization (Achievement First), and the Relay Graduate School of Education. ConnCAN and 50CAN jointly commissioned the report, with support of the H.A. Vance Foundation.

“There are few factors as important to student success than that of an effective educator,” ConnCAN CEO Patrick Riccards said. “To ensure that every child has that effective educator, we must implement comprehensive evaluation models. Measuring Teacher Effectiveness is an important tool in understanding what teacher evaluation leaders are doing and what components must be factored into a meaningful evaluation model.”

As part of this effort, Public Impact, ConnCAN, and 50CAN have provided a research brief, a cross-site analysis that looks across all 10 sites, 10 detailed profiles of the teacher evaluation systems in each of the featured sites, and a library of documents that are the building blocks of the 10 systems. All of these products can be found at: http://conncan.org/learn/research/teachers/measuring-teacher-effectiveness

The report pays particular attention to the design and implementation challenges that many states and districts face in putting an evaluation system into place. These challenges focused on five areas: 1) student achievement measures; 2) classroom observations; 3) other non-academic measures; 4) accuracy, validity, and reliability; and 5) reporting and using evaluation results.

Each site is working to continuously improve their evaluation systems with the belief that the challenges they encounter can be overcome. As Measuring Teacher Effectiveness reports, “None of these systems claims to have cracked the code for teacher evaluation. Nonetheless, we consistently heard that the perfect should not be the enemy of the good.”

“There is no magic bullet when it comes to effective educator evaluation,” Riccards said. “But there is also no need to reinvent the wheel. By taking a close look at many of our evaluation trailblazers, we can see the necessary components for evaluation, the challenges our states and districts face in doing it right, and the unanswered questions we must still pursue if we are to provide all students with exemplary teachers.”

The findings of Measuring Teacher Effectiveness are particularly important as Connecticut is in the midst of developing the state evaluation model that will be in line with the teacher evaluation framework unanimously adopted by the Performance Evaluation Advisory Council (PEAC) in January 2012 and approved by the State Board of Education in February of 2012. This fall, the state plans to begin the evaluation pilot established under S.B. 458.

“The analyses of New Haven Public Schools and Achievement First, in particular, provide policymakers, educators, and administrators with a solid understanding of the good work currently being done in Connecticut,” Riccards said. “These case studies, along with the other eight, serve as important tools in the completion of Connecticut’s educator evaluation system.”

Citation:

Doyle, D., & Han, J.G. (2012). Measuring teacher effectiveness: A look “under the hood” of teacher evaluation in 10 sites. New York: 50CAN; New Haven, CT: ConnCAN; and Chapel Hill, NC: Public Impact. Re­trieved from http://www.conncan.org/learn/research/teachers/measuring-teacher-effectiveness

©2012 50CAN, ConnCAN, and Public Impact

The authors encourage the free use, reproduction, and distribution of this paper for noncommer­cial use. We require attribution for all use. For more information and instructions on the commercial use of our materials, please contact us at http://www.publicimpact.com.

TO ORDER ADDITIONAL COPIES:

Please contact ConnCAN at info@conncan.org or 203 772 4017

ConnCAN

85 Willow Street

New Haven, CT 06511

http://www.conncan.org@conncan

Every population of kids is different and they arrive at school at various points on the ready to learn continuum. Schools and teachers must be accountable, but there should be various measures of judging teacher effectiveness for a particular population of children. Perhaps, more time and effort should be spent in developing a strong principal corps and giving principals the training and assistance in evaluation and mentoring techniques. Really, it comes down to each population of kids should have solutions tailored for their needs. There really should not be a one size approach to education.

Related:

The attempt to evaluate teacher colleges is getting nasty https://drwilda.wordpress.com/2012/02/05/523/

Dr. Wilda says this about that ©

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Is federal student aid the cause of rising tuition?

12 Jun

About 25 years ago, Secretary of Education Bennett introduced a hypothesis about the rising cost of college. Andrew Gillen describes the “Bennett Hypothesis” in The Center for College Affordability & Productivity report, Introducing Bennett Hypothesis 2.0:

A quarter of a century ago, then Secretary of Education William J. Bennett made waves by declaring:

“If anything, increases in financial aid in recent years have enabled colleges and universities blithely to raise their tuitions, confident that Federal loan subsidies would help cushion the increase.”1

From that point forward, the notion that increases in financial aid cause increases in tuition has gone by the moniker of the Bennett Hypothesis, and its validity has been hotly debated ever since. http://centerforcollegeaffordability.org/uploads/Introducing_Bennett_Hypothesis_2.pdf

The debate about what causes increases in college costs continues.

Josh Mitchell has an intriguing article in the Wall Street Journal (WSJ) article about a study documenting increased tuition in for-profit colleges where there is increased federal student aid. In New Course in College Costs, Mitchell reports.

The new study found that tuition at for-profit schools where students receive federal aid was 75% higher than at comparable for-profit schools whose students don’t receive any aid. Aid-eligible institutions need to be accredited by the Education Department, licensed by the state and meet other standards such as a maximum rate of default by students on federal loans.

The tuition difference was roughly equal to the average $3,390 a year in federal grants that students in the first group received, according to the National Bureau of Economic Research working paper by Claudia Goldin of Harvard University and Stephanie Riegg Cellini of George Washington University.

The authors only examined programs that award associate’s degrees and nondegree certificates in fields including business, computer sciences and cosmetology. They didn’t look at tuition charged for bachelor’s degrees or at public and private nonprofit universities, which together educate roughly 90% of postsecondary students.

The authors said their findings lent “credence to the…hypothesis that aid-eligible institutions raise tuition to maximize aid.”

Steve Gunderson, president of the Association of Private Sector Colleges and Universities, a trade group for for-profit schools, disputes a link between federal aid and prices, saying colleges merely respond to market demand.

The study’s authors warned their findings don’t apply to public colleges and private nonprofit schools, which they say are different because they aren’t motivated by profits and because their prices are largely determined by state funding and donations. http://online.wsj.com/article/SB10001424052702303296604577454862437127618.html?wpisrc=nl_wonk

Citation:

Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges

Stephanie Riegg Cellini, Claudia Goldin

NBER Working Paper No. 17827
Issued in February 2012
NBER Program(s):   DAE   ED   PE

We use administrative data from five states to provide the first comprehensive estimates of the size of the for-profit higher education sector in the U.S. Our estimates include schools that are not currently eligible to participate in federal student aid programs under Title IV of the Higher Education Act and are therefore missed in official counts. We find that the number of for-profit institutions is double the official count and the number of students is between one-quarter and one-third greater. Many for-profit institutions that are not Title IV eligible offer programs and certificates that are similar, if not identical, to those given by institutions that are part of Title IV. We find that the Title IV institutions charge tuition that is about 75 percent higher than that charged by comparable institutions whose students cannot apply for federal financial aid. The dollar value of the premium is about equal to the amount of financial aid received by students in eligible institutions, lending credence to the “Bennett hypothesis” that aid-eligible institutions raise tuition to maximize aid.

You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.

Information about Free Papers

You should expect a free download if you are a subscriber, a corporate associate of the NBER, a journalist, an employee of the U.S. federal government with a “.GOV” domain name, or a resident of nearly any developing country or transition economy.

The reasons for escalating tuition are complex.

David H. Feldman writes in the article, Myths and Realities about Rising College Tuition for the National Association of Student Financial Aid Administrators.

The dysfunction narrative is the alternative tale of rising cost, and it is a sexier story with lots of villains. But it doesn’t fit the evidence very well. In this brief space I cannot address every part of that narrative, but a few choice nuggets of information should suffice. 

Competition: If prestige competition were a driving engine of college cost, we would expect to see cost rising more rapidly in four-year schools than at community colleges. Four-year programs house the expensive research facilities and hire the superstar scholars. Yet the growth rate in expenditures per student at four-year and two-year programs is quite similar. 

Administrative Bloat: Within the dysfunction narrative, any increase in the number of “administrators per student” is often taken as evidence of inefficiency. This notion is flawed on at least two grounds. Schools have dramatically reduced their clerical employment, and this raises the percentage of the employee base that is administrative. This is not a sign of inefficiency. At the same time, schools have added professional staff in everything from IT to counseling. But these same shifts are happening almost everywhere in the U.S. economy. The percentage of Americans who work in jobs classified as administrative has risen substantially over the last quarter century. This context is often missing from bloat stories, as is the benefit to student retention rates and graduation rates from the professionalized support staff available to help them.

Tenure: Lastly, faculty tenure and workplace culture have very little to do with college cost. For starters, tenure is a declining institution. The fraction of the faculty on tenure track has fallen steadily over the past few decades, especially at cash-strapped public institutions. Although the academy is not a particularly efficient institution, there is no good evidence that it has become more inefficient over time.

The Realities Are More Complex

The most important engine of cost growth in higher education is the fact that productivity growth in some industries, like manufacturing, has outstripped productivity growth in others, including artisan services like higher education. But this effect does not necessarily make college less affordable to the average family. Productivity growth, after all, adds to the nation’s income. To understand college affordability problems, we must look elsewhere. 

Two features of the economic landscape have had a big effect on affordability. The first is a sea change in budget priorities in the states. In 1975, states allocated roughly $10.50 to higher education for every $1,000 of per capita state income. Today the figure is around $6.00, despite a massive increase in the number of students seeking postsecondary education. This type of budgeting has resulted in tuition increases at public universities, which have negatively impacted the availability and quality of their academic programs. The effect on affordability is clear. In 1975, the states picked up 60% of the tab for a year in college while families shouldered 33%.  The federal government picked up the remaining 7%. Today, the states pay only 34% while families bear 50% of the cost. The federal government’s share, through grants and tax credits, is currently 16%. Much of this surge in the federal government’s share is a temporary response to the 2008 financial crisis and recession. Over the last 30 years, the federal share has normally been in the 10% range.

Over the same span of years, the income distribution in the United States has changed dramatically. This is another major force for creating affordability problems in higher education. In the 1960s, an average person with a high school diploma could live a comfortable, middle-income lifestyle. That statement no longer holds true. As people who were once solidly middle class find themselves falling further down the distributional ladder, their children increasingly find a college education more difficult to finance.

Figure 2 shows how the U.S. income distribution has changed over the last 45 years.  Two things are apparent: First, the bulk of the income gains over the last generation have gone to people with above-average income; these people are mostly the well-educated. Second, over the last decade, all but the extremely wealthy (top 1-2%) have seen their real income stagnate. This is why the affordability problem has so captured the public’s attention in recent years. Even families with incomes well above the national median are feeling pinched.

Private schools have long used tuition discounting as a way to reach families whose personal finances make an expensive private program a financial stretch. But discounting is itself a force for pushing up the list-price tuition that wealthier families pay. Schools need revenues to finance their programming, and if they discount the price to some students who otherwise could not come, they must increase it for others who can pay. 

Over the last 20 years, private universities have pushed the envelope on tuition discounting, and this has increased the average list price. In 1993, for instance, the discount rate at private universities was roughly 25%; ten years later it had reached 32%. This means that list-price tuition rose by 30% more than if the discount rate had remained the same. Coupled with rising tuition at cash-starved public universities, the result is that many upper middle-income families increasingly bear the full impact of rising list-price tuition at both public and private institutions.  http://www.nasfaa.org/advocacy/perspectives/articles/Myths_and_Realities_about_Rising_College_Tuition.aspx

Related:

Myth: Increases in Federal Student Aid Drive Increases in Tuition http://www.acenet.edu/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=45224

The Center for College Affordability & Productivity http://centerforcollegeaffordability.org/archives/8046

Did Federal Aid Break the Education Market? http://www.educationnews.org/higher-education/did-federal-aid-break-the-education-market/

Gillen concludes his report with the following conclusion:

Original Bennett Hypothesis + a couple refinements + Bowen’s Rule = Bennett Hypothesis 2.0.

The original Bennett Hypothesis held that increases in financial aid will lead to higher tuition, but the empirical evidence testing the hypothesis is inconclusive. The next generation of the concept, Bennett Hypothesis 2.0, adds three refinements.

1. All Aid is Not Created Equal

2. Selectivity, Tuition Caps, and Price Discrimination are Important

3. Don’t Ignore the Dynamic Story

These three refinements not only help explain the mixed empirical evidence, but also provide a better understanding of the relationship between financial aid and tuition. While the first two refinements weaken the link between the two (lessening our concern about Bennett Hypothesis 2.0), the third refinement strengthens the link, implying that we should almost always be concerned about financial aid leading to higher tuition. Given the current structure of the higher education system, Bennett Hypothesis 2.0 implies that the government will always be fighting a losing battle to increase access to college or improve college affordability since “additional government [financial aid] funds keep providing revenues that, under the current incentive system, increase costs.”54 As higher financial aid pushes costs higher, it inevitably puts upward pressure on tuition. Higher tuition, of course, reduces college affordability, leading to calls for more financial aid, setting the vicious cycle in motion all over again.

Bennett Hypothesis 2.0 exacerbates rather than causes out of control spending by colleges, the ultimate cause of which is Bowen’s Rule. Nevertheless, that is no excuse for ill-designed financial aid programs to pour fuel the fire. As Bennett noted:

“Federal student aid policies do not cause college price inflation, but there is little doubt that they help make it possible.”55

Those words remain just as true today as they were a quarter century ago. http://centerforcollegeaffordability.org/uploads/Introducing_Bennett_Hypothesis_2.pdf

A couple of questions. First, has anyone ever looked at how efficient the academic world is in spending current resources?  Second, is the current institutional model one that works? Should there be changes in the institutional model?

There is no simple answer to the question of why college tuition has risen so fast, but it is time to look at the college as an institutional model and to ask whether there could be a more efficient institutional structure. See, Can free online universities change the higher education model? https://drwilda.wordpress.com/2012/01/23/can-free-online-universities-change-the-higher-education-model/

Dr. Wilda says this about that ©

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