For two decades, as part of repeated research studies, thousands of participants from diverse backgrounds have watched the same video of college students playing basketball in a circle. Participants are told to count how many times the students wearing white shirts pass the basketball. Stunningly, roughly half of the participants become so distracted trying to count the passes that they completely miss something extraordinary: a student dressed in gorilla suit who walks into the middle of the scene and thumps her chest before walking out of the frame nine seconds later.
In the world of neuroscience, this phenomenon of being oblivious to the obvious is called “inattentional blindness.” This occurs any time we as human beings fail to notice a fully visible but unexpected object because our attention was on another task, event, or activity.
Inattentional blindness is an important concept to keep in mind now that the 2017 National Assessment of Educational Progress results for reading and mathematics for 4th and 8th grades have been released.
As many feared, results were extremely disappointing across the board. Nevertheless, there are already reams of analysis of certain subgroups highlighting the stubborn achievement gaps within the mesmerizing categories of students’ race and family income. For example, despite the fact that only 37 percent of all 4th graders were at or above “proficient”—further evidence that poor reading performance crossed all racial boundaries—the dominant reaction to the scores continues to focus on the black-white achievement gap…
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City Year believes in the potential of all students, especially those from low-income communities that attend under-resourced schools.
In an effort to bring out the best in those students, City Year Los Angeles was founded in 2007 as part of an education-focused national organization whose roots date back to 1988 in Boston.
“For the last 11 years in L.A., we have been partnering with local schools to keep kids on track to graduate from high school,” said Jonathan Lopez, the nonprofit’s managing director of impact.
Specifically, City Year L.A. partners with elementary, middle and high schools that serve children from impoverished neighborhoods who are more likely to experience trauma and are less likely to finish high school.
“In our program, we leverage AmeriCorps members to work in schools with students to help with their academic, social and emotional character strength, and we provide mentorship,” Lopez said.
The AmeriCorps is a federal civil society program that engages adult volunteers in public service work all over the United States.
With more than 250 AmeriCorps volunteers in classrooms in 31 schools across the Los Angeles Unified School District, the organization is making efforts to close the education gap with its Whole School Whole Child service model.
Through this model, AmeriCorps members between 17 and 25 years of age are placed in schools where they serve as additional resources for teachers and principals to improve all-around outcomes on campus.
“By deploying young people who are idealistic, who want do service for communities and are close in age to students, they can really help leverage positive growth,” Lopez said.
Many of the volunteers are at their assigned school sites all day, greeting students as they walk through the gates every morning, running after-school programs, helping them with their homework and providing free tutoring.
That added instructional time at the end of school is one of numerous ways the nonprofit seeks to address the needs on campus, Lopez said, which many schools can’t meet because of under resourcing.
And during school hours, these young volunteers run activities during lunch and recess “to encourage team building.”
But while the academic successes of City Year L.A. are apparent in its results, including a 2015 finding that showed an improvement in math and English assessment scores from schools partnering with the nonprofit, it recognizes that it is more than just about better test scores.
“It’s about social and emotional strength as well,” Lopez said. “[City Year L.A.] does work with students who struggle with attendance. When necessary, we refer students to school administrators to help students with those challenges.”
Besides providing behavior coaching, the organization also “runs a curriculum that helps with character strength like perseverance and optimism,” which supports students’ academic careers.
Though City Year’s influence is vast, reaching more than 320 schools across the country and serving close to a quarter of a million students, there is still a local need for more support in under resourced and underserved schools.
While the nonprofit hopes to expand its programs with more funding, it is also seeking to increase the diversity of its AmeriCorps volunteers. Because boys of color experience unique challenges in school and often live in economically disadvantaged neighborhoods, the organization is actively recruiting more men of color to serve as role models to them.
In this way, Lopez said, City Year L.A. hopes to serve “the communities we’re in more deeply around L.A.”
INFORMATION BOX
Local Executive Director: Mary Jane Stevenson
Years in operation: 11
Annual budget: $13.5 million
Number of employees: 63 full-time, 270 AmeriCorps members
Location: 606 S. Olive St., 2nd Floor, Los Angeles, 90014
Kentucky Gov. Matt Bevin is apologizing for saying a teachers’ strike left hundreds of thousands of children vulnerable to sexual assault and drug use.
On Friday, Bevin told reporters, “I guarantee you somewhere in Kentucky today, a child was sexually assaulted that was left at home because there was nobody there to watch them.”
He also claimed to see people “hanging out” and “taking the day off” as teachers rallied at the state Capitol for increased education funding. “I’m offended that people so cavalierly, and so flippantly, disregarded what’s truly best for children,” Bevin said.
Bevin’s comments provoked anger and a rapid backlash from teachers’ groups and state politicians. On Saturday, Kentucky’s Republican-led House of Representatives approved resolutions condemning Bevin’s comments.
Upper Peninsula parents are less likely than those in other regions of the state to have begun saving for their children’s college education, a first-of-its-kind survey by the Michigan Education Trust (MET) found.
The study by the state’s 529 prepaid tuition program discovered that 47 percent of U.P. families are saving for college, compared with 56 percent in Southeast Michigan and 53 percent in both South-central and West Michigan. The Saginaw Bay region, also at 47 percent, is the only part of the state with an average savings rate as low as the U.P.’s.
Furthermore, the state’s overall 54 percent college savings rate is less than the 57 percent nationwide average as determined by the Sallie Mae student loan company’s “How America Saves for College 2016” report.
MET’s U.P. survey results were released today in conjunction with a college savings informational session hosted by State Sen. Tom Casperson, R-Escanaba, State Rep. Sara Cambensy, D-Marquette, and MET Executive Director Robin Lott at the Peter White Public Library in Marquette.
MET – which is managed by the Michigan Department of Treasury – undertook the survey to gain deeper understanding into Michigan families’ needs and possible roadblocks to saving for college.
“There’s a lot of research on saving for college on a national level, but detailed information specific to Upper Peninsula and Michigan families – the people we serve – isn’t readily available,” Lott said. “The statistically valid survey results will help us determine how we can better meet Michigan families’ college savings needs and increase awareness that 529 college savings can be used for trade and technical schools.”
Cambensy noted that the survey also discovered that U.P. parents are less aware of Section 529 college savings plans such as MET compared with those in other regions of the state.
Section 529 plans, named after a section of the Internal Revenue Code, are tax-advantaged savings and investment vehicles designed to encourage saving for college.
“I would strongly urge Upper Peninsula families who are looking for safe and convenient ways to save for their children’s higher education to look into what MET and the Michigan Education Savings Program – or MESP – have to offer,” Cambensy said. “Both plans are consistently among the highest rated of their kind in national rankings.”
MET’s online survey, which drew 742 responses from Michigan residents age 18 or older who have children under 18 living at home, has a margin of error of 3.6 percent. It aimed to gauge awareness of 529 college savings plans, perceptions related to saving for college, the value placed on saving for college, and strategies parents use to reduce college costs.
“It’s clear that Upper Peninsula parents value a college education,” Casperson said. “Survey results show that 91 percent view college as an investment in their children’s future and that 77 percent are willing to stretch themselves financially to ensure they can attend college.”
In fact, 33 percent of U.P. parents would use a portion of their retirement savings for their child’s college costs, the second-highest rate in the state behind 39 percent in the South-central region, the survey found. Other primary sources of paying for college expenses, in the order most cited, were scholarships, parent income at the time the child is enrolled in college, federal or state financial aid, or grants and student loans.
Additional findings from the MET survey include:
Only 40 percent of U.P. parents are highly confident they will meet the costs of college education, by far the lowest level in the state. West Michigan, at 49 percent, was next lowest.
Among parents statewide, the leading reason for not saving for college is not having enough money, which was cited by six in 10 respondents. U.P. parents, however, were most likely to say they lack the money to save, with 79 percent giving that reason.
Of those who are saving, half started when their oldest child was between 0 and 3 years old, and eight in 10 had started saving by the time their oldest child was 10.
Also among savers, 55 percent are using a traditional bank savings account to accumulate college savings.
Among nonsavers, 57 percent say they feel “overwhelmed” about saving for college, compared with 37 percent of savers.
Relatively few parents believe they will not need college savings (5 percent) or that financial aid or scholarships will be enough to cover costs (11 percent).
MET, which allows for the purchase of future college tuition credits based on today’s rates, is celebrating its 30th anniversary as the nation’s first prepaid tuition program. MET, MESP and MI 529 Advisor Plan (MAP), Michigan’s three Section 529 college savings programs, offer Michigan taxpayers a state income tax deduction on contributions and potential tax-free growth on earnings if account proceeds are used to pay for qualified higher education expenses. More information about MET is available at SETwithMET.com or 800-MET-4-KID (800-638-4543).
The Shawn Carter Foundation Scholarship provides financial support to high school students as well as undergraduate students entering college for the first time. The purpose of the scholarship is to help under-served students who may not be eligible for other scholarships.
Students who have either graduated from high school or earned their G.E.D. may apply. Minimum grade point average is 2.0. Students must have a strong desire to go to college and earn their degree. Students must also have a desire to give back to their communities.
Students up to age 25 may apply. The scholarship can be used for tuition, room and board, books, fees and other college-related expenses. All high school seniors, undergraduate students at two-year or four-year institutions and vocational or trade school students are eligible.The scholarship fund was established by Gloria Carter and and her son Shawn Carter, better known as Jay-Z, to offer a unique opportunity to students who have been incarcerated or faced particular life challenges but still want to pursue higher education. The program gives them a chance that most other programs do not offer. The Carter Foundation is a firm believer in helping young people not only reach their career goals but also establish a secure future.
The deadline for this scholarship is on April 30th, and the award amount ranges from $1,500 – $2,500.
U.S. Secretary of Education Betsy DeVos hasn’t testified before the House or Senate education committees since becoming secretary more than a year ago—and Democrats aren’t happy about that.
For one thing, it’s a departure from the record of her recent predecessors, each of whom had appeared before the two education committees at least once—and in many cases, more often—by this point in their tenures. And even when you widen the lens to look at other committees on Capitol Hill, DeVos is still behind the pace of her predecessors.
All in all, DeVos has testified before Congress just four times so far, including her confirmation hearing in January of last year, and three education spending committee appearances.
That’s not to say DeVos is dodging lawmakers. The party in control of Congress—in this case, the GOP—gets to decide when a cabinet secretary appears before Congress. “Every time the Secretary has been called up to testify she has made herself available to do so,” said Elizabeth Hill, a spokeswoman for the department.
Still, top Democrats on the House and Senate education committees—Rep. Bobby Scott of Virginia and Sen. Patty Murray of Washington—are not happy that they haven’t gotten a chance to hear from DeVos directly. They have big concerns about the way DeVos is implementing the Every Student Succeeds Act, her school choice agenda, and what they see as her rollback of Obama-era civil rights protections. They want to question her about those issues in person.
House Republicans say they fully intend to have DeVos speak to the committee, they’ve just run into scheduling conflicts.
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DALLAS — L. G. Pinkston, Seagoville, South Oak Cliff and Wilmer-Hutchins high schools have been preliminarily selected to receive a grant for the 2018–2020 Pathways in Technology Early College High School (P-TECH) Success Grant program.
“Dallas ISD, Dallas County Community College District, University of North Texas Dallas and 63 industry partners are committed to working collaboratively to ensure that students graduate with workplace skills which will provide a clear pathway from high school to college to career,” said Israel Cordero, Dallas ISD Deputy Superintendent of Academic Improvement and Accountability. “The receipt of the P-TECH Success Grants further enhances educational opportunities for our students.”
A total of 14 schools in Texas have been preliminarily selected to receive the grant from the Texas Education Agency. The purpose of the 2018–2020 P-TECH Success Grant Program is to solicit grant applications from eligible applicants who will spend 28 months strengthening and refining current practices that will advance their existing P-TECH campus to distinguished levels of performance, as measured by the P-TECH Blueprint.
“Campuses will utilize funds from the P-TECH Success grants to enrich the curriculum and reinforce workplace learning skills,” said Usamah Rodgers, Dallas ISD Assistant Superintendent of Strategic Initiatives and External Relations.
Dallas ISD’s 18 P-TECHs offer students a chance to earn up to 60 college hours or an associate degree as they earn their high school diplomas. Learn more here.
The deadline has passed for states to submit final Every Student Succeeds Act (ESSA) plans. Now it’s up to school districts to figure out how to capture and report data about student performance. While the additional reporting can seem like a burden, buried in that task is a great opportunity to boost strategic decision-making capabilities. District administrators just need a simple method to look at student data in a new way.
ESSA reporting requirements include the need to publish specific educational data sets separated by student subgroups and categories. School districts are challenged to rethink how they collect, analyze, and present…
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LANSING – Ten Michigan educators have been named as 2018-19 Regional Teachers of the Year and will comprise the 2018-19 Michigan Teacher Leadership Advisory Council, a group of teachers dedicated to sharing a teacher’s voice in education discussions throughout the state.
These teachers were selected following a multi-level process that began with more than 430 different teachers being nominated by students, staff, and community members.
On April 18-19, they will interview with a panel of statewide education stakeholders to determine the 2018-19 statewide Michigan Teacher of the Year (MTOY).
“We have outstanding teachers across this great state and we want to recognize their regional impact and benefit from their experiences,” said State Superintendent Brian Whiston. “This brings a broad perspective to improving teaching and learning in all Michigan classrooms.”
As Regional Teachers of the Year, these 10 educators have been helping make Michigan a Top 10 education state in 10 years by providing strong leadership in their buildings and districts, and now will have opportunities to expand their leadership role by having opportunities to bring a teacher’s voice to a wider audience in their regions.
The 10 teachers are:
Region 1: Gina Pepin, a reading specialist and literacy coach for the Escanaba Area Public Schools
Region 2: Kymberli Wregglesworth, who teaches history at Onaway High School in Onaway Area Community Schools
Region 3: Wendy Tenney, a music teacher at Lowell High School in Lowell Area Schools
Region 4: James Goodspeed, who teaches English and history at Fulton High School in Fulton Public Schools
Region 5: Karen Nicol, an elementary teacher at Marlette Elementary Schools in Marlette Community Schools
Region 6: Robyne Muray, who teaches English, language arts, and history at Lansing Eastern High School in the Lansing School District
Region 7: Laura Chang, an elementary teacher at Sunset Lake Elementary in the Vicksburg Community Schools
Region 8: Bobbiesue Adams, who teaches mathematics and physical science at Fowlerville Junior High School in Fowlerville Community Schools
Region 9: Thomas Torrento, director of bands for Van Dyke Public Schools
Region 10: Courtney Valentine, who teaches mathematics at the Detroit International Academy of Young Women in Detroit Public Schools Community District
The statewide MTOY attends State Board of Education meetings as a non-voting member, sharing a teacher’s voice with State Board members.
The MTOY also is eligible to apply for National Teacher of the Year and participates in several national conferences with their fellow state teachers of the year.
Program expenses are covered through a generous sponsorship from Meemic.
“As the program sponsor, Meemic Insurance Company is proud to partner with the Michigan Department of Education to honor educators throughout the state for their outstanding achievements,” said Pam Harlin, director of the Meemic Foundation. “We are especially excited about the new regional Teacher of the Year format. Recognizing teacher-leaders at the regional level elevates the diverse voices of educators across the 10 regions of our state, allowing a better showcase of the quality and excellence of Michigan teachers.”
For two decades, as part of repeated research studies, thousands of participants from diverse backgrounds have watched the same video of college students playing basketball in a circle. Participants are told to count how many times the students wearing white shirts pass the basketball. Stunningly, roughly half of the participants become so distracted trying to count the passes that they completely miss something extraordinary: a student dressed in gorilla suit who walks into the middle of the scene and thumps her chest before walking out of the frame nine seconds later.
