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YOLO tweet draws 4-day suspension

May 19, 2013 by 4 Comments

Kyron Birdine, a high school junior in Texas, photographed and tweeted his protest at being forced to take the state’s new STAAR exam, even though his graduation is linked to TAKS standards.

Using an iPad, he tweeted a photo of the word YOLO (“you only live once”) and a smiley face scribbled on the essay portion of the exam, along with this declaration: “I have the TAKS test to study for, not this unneeded craziness.”

He sent it to Arlington ISD and the Texas Education Agency.

“It wasn’t for a grade,” Kyron said. “Colleges don’t see it. It didn’t benefit my personal life at all.”

He received a four-day in-school suspension for violating test security.

The student was right about the test and stupid to tweet his non-answer, writes Coach Brown, who wonders how the kid was able to “click off a picture on his iPad” in the middle of an exam. If Coach Brown saw an iPad come out during the state exam, ”

a pack of Velociraptors would drop from the ceiling and eat the iPad while the Grim Reaper came through the door and threaten the very existence of the student.”

Filed Under: Testing Tagged With: , ,

Feds to students: You can’t say that

May 19, 2013 by 9 Comments

The Obama administration’s move to “dramatically undermine students’ and faculty rights at colleges across the country” is another government scandal, writes Greg Lukianoff of the Foundation for Individual Rights in Education (FIRE) in the Wall Street Journal.

The Education Department and Justice Department rewrote the federal government’s rules about sexual harassment and free speech on campus in a May 9 letter to the University of Montana. To retain federal funding, colleges and universities must punish

“unwelcome conduct of a sexual nature,” including “verbal conduct,” otherwise known as speech.

Till now, sexual harassment had to be “objectively offensive” to a “reasonable person.” That’s gone. Anyone who claims to be offended is a victim of harassment. Furthermore, colleges must respond to “student-on-student harassment” off campus and on, and may discipline the accused before the harassment charge has been investigated.

Last week’s letter is part of a decades-long effort by anti-”hate speech” professors, students, activists and administrators to classify any offensive speech as harassment unprotected by the First Amendment. Such speech codes reached their height in the 1980s and 1990s, but they were defeated in federal and state court and came in for public ridicule.

Still, a FIRE survey of 409 colleges this year found 62 percent maintain speech codes that violate First Amendment standards. Students aren’t the only victims.

In 2011, the University of Denver suspended a professor and found him guilty of sexual harassment because his class discussion on sexual taboos in American culture (in a graduate-level course) was considered too racy. Last year, Appalachian State University suspended a professor for creating a “hostile environment” after she criticized the university’s treatment of sexual-assault cases involving student-athletes and screened a documentary critical of the adult-film industry.

The government’s sweeping definition of sexual harassment will extend to other forms of speech, Lukianoff predicts.

At Tufts in 2007, a conservative student publication was found guilty of harassment for criticizing Islam. The same happened to a professor at Purdue University at Calumet in 2012, who faced a four-month investigation.

University administrators live in fear of discrimination and harassment lawsuits and costly investigations by the Education Department’s Office for Civil Rights, Lukianoff writes. You could call it harassment.

Filed Under: College, Free Speech Tagged With: , , , ,

Diversity without racial preferences

May 18, 2013 by 6 Comments

Can Diversity Survive Without Affirmative Action?  The Supreme Court will rule soon on whether the University of Texas can use race and ethnicity in admissions, points out the New York Times‘ Room for Debate blog. If universities can’t use race, can they achieve diversity by giving preferences to low-income students, improving outreach and financial aid or ending legacy preferences?

Affirmative action for low-income students of all races is fairer than racial preferences, writes Richard Kahlenberga senior fellow at the Century Foundation.

Liberals are likely to bemoan any Supreme Court decision reducing racial preferences, but such policies never had the support of the American public and a ruling along these lines could pave the way for better programs. While universities prefer race-based programs that assemble generally well-off students of all colors, the end of such programs will likely usher in a more aggressive set of policies that will, at long last, address America’s growing economic divide.

California has preserved diversity, despite a state ban on race-based affirmation action, writes Stephanie Reyes-Tuccio, who directs the Center for Educational Partnerships at the University of California at Irvine. “Outreach to disadvantaged communities equals more outreach to students of color.”

Academic merit should be the primary criteria for admission, writes Richard Vedder, an Ohio University economist who directs the Center for College Affordability and Productivity.

It is unfair and wrong to accept a black child from a prosperous college-educated family with a $200,000 income while rejecting an equally qualified white person from a poor household with a $40,000 income where the parents never attended college.

“Taking more poor students . . . arguably promotes the American Dream of equality of opportunity, but also works to support minority admissions,” Vedder writes. But they must be qualified academically.

Filed Under: College Tagged With: , , , , , , , ,

CDC: 1 in 5 kids has a mental disorder

May 18, 2013 by 26 Comments

Nearly 1 in 5 children in the U.S. suffers from a mental disorder, according to the Centers for Disease Control and Prevention. That includes attention-deficit hyperactivity disorder (ADHD), anxiety, depression and autism.

Kids who once would have been called antsy, shy, moody or odd are now being diagnosed with mental disorders and disabilities. How many really need mental health care? The bill is up to $247 billion a year, the CDC estimates.

Filed Under: Children, Disability, Health Tagged With: , , , , ,

You can live in the basement without college debt

May 17, 2013 by 8 Comments

It’s better in to live in your mother’s basement, drink beer and play video games all day than to major in English or sociology, go into debt and then live in the basement, says Aaron Clarey, author of  Worthless: The Young Person’s Indispensable Guide to Choosing the Right Major.

Filed Under: College Tagged With: , , , , ,

Los Angeles won’t suspend for ‘willful defiance’

May 17, 2013 by 13 Comments

Los Angeles Unified will not suspend students for “willful defiance,” reports the Los Angeles Times.

The proposal would ban suspensions of students for “willful defiance,” an offense criticized as a subjective catch-all for such behavior as refusing to take off a hat, turn off a cellphone or failing to wear a school uniform. The offense accounted for 48% of 710,000 suspensions issued in California in 2011-12, prompting state and local efforts to restrict its use in disciplinary actions.

Disruptive students can be kicked out of class, but not out of school, the school board decided. Principals are supposed to develop alternatives, such as “positive behavior incentives” and “restorative justice” strategies.

Students still will be suspended for violence, drugs, fights and other behavior that threatens others, Superintendent John Deasy told the board. But he said students shouldn’t be pushed out of school for non-violent misbehavior. ”We want to be part of graduating, not incarcerating,” students, he said.

Black students, who make up 9 percent of enrollment in Los Angeles, drew 26 percent of suspensions for defiance. What if they account for a disproportionate share of alternative discipline referrals?

Filed Under: Education Tagged With: , , , , ,

Auto workers retool — or exit middle class

May 17, 2013 by Leave a Comment

Tesla took over the NUMMI auto plant in California, but isn’t hiring many laid-off workers. New manufacturing jobs require technical training and skills that old-style factory workers don’t have. Some are retraining, but many don’t have the reading and math skills to retool themselves.

In Britain, would-be rock stars can earn a two-year degree in heavy metal music.

Filed Under: Careers, College Tagged With: , , ,

ACT: 25% are ready for college

May 17, 2013 by 7 Comments

Twenty-five percent of ACT test takers in 2012 were prepared for college, according to ACT’s 2012 Condition of College and Career Readiness report. Sixty-seven percent were ready to pass a college writing course, 52 percent were prepared to read a social science textbook, 46 percent were ready for college algebra and 31 were likely to pass biology.

Forty percent of ACT test takers reached the readiness benchmark in three areas. Twenty-eight percent didn’t qualify in any subject.

Passing an ACT benchmark means a student has a 50 percent chance of earning a B or better and a 75 percent chance of earning at least a C.

Thirty-seven percent of test takers want to earn a professional or graduate degree, 45 percent will settle or a bachelor’s and 5 percent are aiming at an associate degree.

Filed Under: Education Tagged With: , , , , ,

Georgia Tech + Udacity = $7,000 degree

May 16, 2013 by 1 Comment

MOOCs aren’t disruptive — unless they lead to a degree. It didn’t take long. Georgia Tech will partner with Udacity to offer an online master’s degree in computer science for $7,000, reports Forbes. The on-campus program costs $40,000.

Georgia Tech hopes to grow its master’s program from 300 students now to as many as 10,000 within three years, but expects to hire only eight new instructors.

Filed Under: College Tagged With: , , , ,

Evaluating special ed teachers

May 16, 2013 by 13 Comments

Paul Hogan teaches severely handicapped children in New York City, yet he’s evaluated with a framework designed for teachers of mainstream students. This is “tantamount to punishing and penalizing teachers who go into this demanding, difficult and highly *specialized* type of teaching,” he writes. The union hasn’t helped.

A classroom teacher can earn a “highly effective” rating only if students are observed by the evaluator to formulate high-level questions and take  ”responsibility for the success of the discussion.”

Many students in District 75, which serves severely handicapped children, can’t speak.

In some cases  these non-verbal kids may be trained to push buttons on  electronic devices to communicate basic needs. “Bathroom,” for example, represented on the device by an icon or pictograph, is a basic need; as is “Hungry”. There are various picture/symbol communication  systems (TEACCH, PECS, etc.) that are used with some success with some students.  This is the kind of thing we do in special ed.. . . And let me tell you: if you are talking about a non-verbal child, classified by the DOE as “untestable,” who is incontinent and has struggled from birth with tripelgic or quadriplegic spastic cerebral palsy, you can take the Danielson Framework and burn it. It has no relevance to the  proper education of the child I just described.

Some students have IQs too low to measure. They don’t “initiate or adapt activities and projects to enhance their understanding.” They don’t exhibit “grade-level understanding.”

Exasperated Educator teaches and tests students with less-severe disabilities.

 

Filed Under: Disability, Education, Testing Tagged With: , , ,
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